Unit I: THE TEACHER AS A PERSON IN

SOCIETY

Title of the Lessons:

Lesson 1 - The Teacher’s Philosophical Heritage and Educational Philosophy
Lesson 2 - The Teacher’s philosophical and values formation
Lesson 3 - Teaching as a vocation, mission and profession

Duration: 6 hours (2 weeks)

Introduction:

This module provides views on the different aspects of philosophical and

moral aspects of becoming a teacher. It includes the dimensions of values formation
which later gives realization of understanding of the teaching as a vocation, mission
and profession.

An author once said that we don’t live in a vacuum. We are part of a society
that influences us to the extent that we allow ourselves to be influenced by it. Our
thoughts, values and actions are somehow shaped by events and by people whom
we come in contact. We, in turn, help shape society – its events, its people, its
destiny (Bilbao, et. Al, 2015).

This also gives a realization of the significant role that a teacher plays in
society. This is perhaps one reason why many times the teacher is blamed for the
many ills in society. You will also come to realize the demands it will exact from you
for much is expected of you, the teacher.

The influence that a teacher makes to her students and other people with
whom she works and lives depends a great deal on her philosophy as a person and
as a teacher. A teacher’s philosophy of life and her philosophy of education serve as
her “window” to the world and “compass” in the sea of life. Embedded in ones’
personal philosophy are principles and values that will determine how you regard
people, how you look at life as a whole. They govern and direct your lifestyle,
thoughts, decisions, actions and your relationship with people and things.

Objectives:
When you have successfully completed this lesson, you will be able to:
1. Define the role of a teacher in the society by rooting the philosophical
heritage of teaching professions;
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2. Recognize the essence of different educational philosophies.
3. Summarize at least seven (7) philosophies of education and draw their
implications to teaching-learning.
4. Formulate your own philosophy of education.
5. Recognize the meaning of morality and values.
6. Acquire the concepts of the foundational principles of morality and how
values are formed.
7. Make a personal assessment of your moral character in preparation for
your future role as a teacher.
8. Embody the ideal moral character of a teacher by understanding the
different foundations of morality.
9. Recognize the etymology of vocation and mission as related to
teaching profession.
10. Make realization of your vocation, mission, and profession as future
teacher.
11. Compose a poem that reflects your commitment as professional
teacher.

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LESSON 1: THE TEACHER’S PHILOSOPHICAL HERITAGE &
EDUCATIONAL PHILOSOPHY

Lesson Proper/Course Methodology

Activity

Read the following topics on philosophies of education (oregonstate.edu, 1999) and

sum up the essence of these philosophies to education as cited by Bilbao et. al
(2015). Use the given matrix illustrated at the end of the topics.

Philosophical Perspective in Education

■ Essentialism

Essentialists believe that there is a common core of knowledge that needs to

be transmitted to students in a systematic, disciplined way. The emphasis in
this conservative perspective is on intellectual and moral standards that
schools should teach. The core of the curriculum is essential knowledge and
skills and academic rigor. Although this educational philosophy is similar in
some ways to Perennialism, Essentialists accept the idea that this core
curriculum may change. Schooling should be practical, preparing students to
become valuable members of society. It should focus on facts-the objective
reality out there--and "the basics," training students to read, write, speak, and
compute clearly and logically. Schools should not try to set or influence
policies. Students should be taught hard work, respect for authority, and
discipline. Teachers are to help students keep their non-productive instincts in
check, such as aggression or mindlessness (oregonstate.edu, 1999).

This is further articulated by Bilbao, et. al, (2015) that essentialism contends
that teachers teach for learners to acquire basic knowledge, skills and values.
Teachers teach “not to radically reshape the society but rather to transmit the
traditional moral values and intellectual knowledge that students need to
become model citizens.”

Essentialist programs are academically rigorous. The emphasis is on

academic content for students to learn the basic skills or the fundamental r’s –
reading ‘riting, ‘rithmetic, right conduct – as these are essential to the
acquisition of higher or more complex skills needed in preparation for adult
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 life. The essentialist curriculum includes the “traditional disciplines such as
math, natural science, history, foreign language, and literature. Essentialists
frown upon vocational courses… or other courses with ‘watered down
‘academic content… The teachers and administrators decide what is most
important for the students to learn and place little emphasis on student
interests, particularly when they divert time and attention from the academic
curriculum.”

Essentialist teachers emphasize mastery of subject matter. They are expected

to be intellectual and moral models of their students. They are seen as
“fountain” of information and as “paragon of virtue”, if ever there is such a
person. To gain mastery of basic skills, teachers have to observe “core
requirements, longer school day, a longer academic year…”

With mastery of academic content as primary focus, teachers rely heavily on

the prescribed textbooks, the drill method and other methods that will enable
them to cover as much academic content as possible like the lecture method.
There is a heavy stress on memorization and discipline.

■ Progressivism

Progressivists believe that education should focus on the whole child, rather
than on the content or the teacher. This educational philosophy stresses that
students should test ideas by active experimentation. Learning is rooted in the
questions of learners that arise through experiencing the world. It is active, not
passive. The learner is a problem solver and thinker who makes meaning
through his or her individual experience in the physical and cultural context.
Effective teachers provide experiences so that students can learn by doing.
Curriculum content is derived from student interests and questions. The
scientific method is used by progressivist educators so that students can
study matter and events systematically and first hand. The emphasis is on
process-how one comes to know. The Progressive education philosophy was
established in America from the mid 1920s through the mid 1950s. John
Dewey was its foremost proponent. One of his tenets was that the school
should improve the way of life of our citizens through experiencing freedom
and democracy in schools. Shared decision making, planning of teachers with

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students, student-selected topics are all aspects. Books are tools, rather than
authority (Oregonstate.edu, 1999).

Progressivist teachers teach to develop learners into becoming enlightened

and intelligent citizens of a democratic society. This group of teachers teach
learners so they may live life fully NOW not to prepare them for adult life.

The progressivists are identified with need-based and relevant curriculum that
“responds to students’ needs and that relates to students’ personal lives and
experiences.”

Progressivists accept the impermanence of life and the inevitability of change.

For the progressivists, everything else changes. Change is the only thing that
does not change. Hence, progressivist teachers are more concerned with
teaching the learners the skills to cope with change. Instead of occupying
themselves with teaching facts or bits of information that are true today but
become obsolete tomorrow, they would rather focus their teachings on the
skills or processes in gathering and evaluating information and in
problem-solving.

The subjects that are given emphasis in progressivist schools are the “natural
and old sciences. Teachers expose students to many scientific, technological,
and social developments, reflecting the progressivist notion that progress and
change are fundamental. … In addition, students solve problems in the
classroom similar to those they will encounter outside of the schoolhouse.”

Progressivist teachers employ experiential methods. They believe that one

learns by doing. For John Dewey, the most popular advocate of
progressivism, book learning is no substitute for actual experience. One
experiential teaching method that progressivist teachers heavily rely on is the
problem-solving method. This problem-solving method makes use of the
scientific method.

Other “hands-to-minds-on-hearts-on” teaching methodology that progressivist

teachers use are field trips during which students interact with nature or
society. Teachers also stimulate students through thought-provoking games,
and puzzles.

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■ Perennialism
Perennialists are instructors who feel that the knowledge that has been
passed through the ages should be continued as the basis of the curriculum,
like the classic works of Plato and Einstein. Perennialists base their teachings
on reason, logic, and analytical thought. Only information that stood the test of
time is relevant. They do not illicit student input. The classes most likely to be
considered under this approach would be history, science, math, and religion
classes (courses.lumenlearning.com, 2019)

We are all rational animals. Schools should, therefore, develop the students’
rational and moral powers. According to Aristotle, if we neglect the students’
reasoning skills, we deprive them of the ability to use their higher faculties to
control their passions and appetites.

The perennialist curriculum is a universal one on the view that all human
beings possess the same essential nature. It is heavy on the humanities, on
general education. It is not a specialist curriculum but rather a general one.
There is a less emphasis on vocational and technical education. Philosopher
Mortimer Adler claims that the “Great Books of ancient and medieval as well
as modern times are a repository of knowledge and wisdom, a tradition of
culture which must initiate each generation”. What the perennialist teachers
teach are lifted from the Great Books.

The perennialist classrooms are “centered around teachers”. The teachers do

not allow the students’ interests or experiences dictate to substantially dictate
what they teach. They apply whatever creative techniques and other tried and
true methods which are believed to be most conducive to disciplining the
students’ minds. Students engaged in Socratic dialogues, or mutual inquiry
sessions to develop an understanding of history’s most timeless concepts
(Bilbao, et. At, 2015).

■ Existentialism

The main concern of the existentialists is “to help students understand and
appreciate themselves as unique individuals who accept complete
responsibility for their thoughts, feelings and actions”. Since ‘existence
precedes essence’, the essentialist teacher’s role is to help students define

their own essence by exposing them to various paths they take in life and by
creating an environment in which they freely choose their own preferred way.

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 Since feeling is not divorced from reason in decision making, the existentialist
demands the education of the whole person, not just the mind.”

In an existential curriculum, students are given a wide variety of options from

which to choose.” Students are afforded great latitude in their choice of
subject matter. The humanities, however, are given tremendous emphasis to
“provide students with vicarious experiences that will help unleash their own
creativity and self-expression. For example, rather than emphasizing historical

events, existentialists focus upon the action of historic individuals, each of

whom provides possible models for the students’ own behavior.

Moreover, vocational education is regarded more as a means of teaching

students about themselves and their potential than of earning a livelihood. In
teaching art, existentialism encourages individual creativity and imagination
more than copying and imitating established models.”

Existentialist methods focus on the individual. Learning is self-paced,

self-directed. It includes a great deal of individual contact with the teacher,
who relates to each student openly and honestly. To help students know
themselves and their place in society, teachers employ values clarification
strategy. In the use of such strategy, teachers remain non-judgmental and
take care not to impose their values on their students since values are
personal.

■ Behaviorism

Behaviorist schools are concerned with the modification and shaping of

students’ behavior for a favorable environment since they believe that they
are a product of their environment. They are after students who exhibit
desirable behavior in society.

What to teach. Because behaviorists look at “people and other animals… as

complex combinations of matter that act only in response to internally or
externally generated physical stimuli”, behavioral teachers teach students to
respond favorably to various stimuli in the environment.

Behaviorist teachers “ought to arrange environmental conditions so that

students can make the responses to the stimuli. Physical variables like light,
temperature, arrangement of furniture, size and quantity of visual aids have to
be controlled to get the desirable responses from the learners. …Teachers
ought to make the stimuli clear and interesting to capture and hold the
learners’ attention. They ought to provide appropriate incentives to reinforce
positive responses and weaken or eliminate negative ones.” (Trespeces,
1995)

■ Linguistic Philosophy

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To develop the communication skills of the learners because the ability to
articulate, to voice out the meaning and values of things that one obtains from
his/her experience of life and the world is the very essence of man. It is
through his/her ability to express himself/herself clearly, to get his/her ideas
across, to make known to others the values that he/she has imbibed, the
beauty that he/she has seen, the ugliness that he/she rejects and the truth
that he/she has discovered. Teachers teach to develop in the learner the skill
to send the messages clearly and receive messages correctly.

What to teach. Learners should be taught to communicate clearly – how to

send clear, concise messages and how to receive and correctly understand
messages sent. Communication takes place in three (3) ways – verbal,
nonverbal and paraverbal. Verbal component refers to the content of our
message, the choice and arrangement of our words. This can be oral or
written. Nonverbal component refers to the message we send through our
body language while paraverbal component refers to how we say what we say
– the tone, pacing and volume of our voices.

There is need to teach learners to use language that is correct, precise,

grammatical, coherent, accurate so that they are able to communicate clearly
and precisely their thoughts and feelings. There is need to help students
expand their vocabularies to enhance their communication skills. There is
need to teach the learners how to communicate clearly through non-verbal
means and consistently through para-verbal means.

There is need to caution the learners of the verbal and non-verbal barriers to
communication.

Teach them to speak as many languages as you can. The more languages
one can speak, the better he/she can communicate with the world. A
multilingual has an edge over the monolingual or bilingual.

The most effective way to teach language and communication is the

experiential way. Make them experience sending and receiving messages
through verbal, non-verbal and para-verbal manner. Teacher should make the
classroom a place for interplay of minds and hearts. The teacher facilitates
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 dialogue among learners and between him/her and his/her students because
in the exchange of words there is also an exchange of ideas.

■ Constructivism

Constructivists’ sees to develop intrinsically motivated and independent

learners adequately equipped with learning skills for them to be able to
construct knowledge and make meaning of them.

The learners are taught how to learn. They are taught learning processes and
skills such as searching, critiquing and evaluating information, relating these
pieces of information, reflecting on the same, making meaning out of them,
drawing insights, posing questions, researching and constructing new
knowledge pout of these bits of information learned.

In the constructivist classroom, the teacher provides students with data or

experiences that allow them to hypothesize, predict, manipulate objects, pose
questions, research, investigate, imagine and invent. The constructivist
classroom is interactive. It promotes dialogical exchange of ideas among
learners and between teacher and learners. The teacher’s role is to facilitate
this process.

Knowledge isn’t a thing that can be simply deposited by the teachers into the
empty minds of the learners. Rather, knowledge is constructed by learners
through an active, mental process of development; learners are the builders
and creators of knowledge. Their minds are not empty. Instead, their minds
are full of ideas waiting to be “midwifed” by the teacher with his/her skillful
facilitating skills.

Sum up what you learned from the readings you made.

Using the matrix below, complete the essence of these philosophies in education,
indicating why teach, what to teach, and how to teach.

Philosophy Why teach What to teach How to teach

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Essentialism

Progressivism

Perennialism

Existentialism

Behaviorism

Linguistic
Philosophy

Constructivism

Now that you completed the first activity and have been acquainted with the
various philosophies, prepare to answer these questions.

1. Which philosophy do you identify yourself? Why?

2. What philosophy of education have you started to realize for yourself as future
teacher? Why?
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 3. How do you see yourself as teacher to your students relative to your
educational philosophy?
4. How would you plan to nurture your students relative to your educational
philosophy?
5. How would you design your lessons and classroom relative to your
educational philosophy?

Place your answer here.

At this phase, you probably have visualized how these philosophies work for
you and your future profession. Take time to breathe in and relax for the
meantime. Reflect on this perspective of educational philosophies and
continue with the next phase of discovering your educational philosophy.

To review, your philosophy of education is your “window” to the world and “compass”
in life. Hence, it may be good to put that philosophy of education in writing. You
surely have one just as everybody has only that sometimes it is not well articulated.
Your philosophy of education is reflected in your dealings with students, colleagues,

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parents and administrators. Your attitude towards problems and life as a whole has
an underlying philosophy (Bilbao, et. al, 2015).

Articulate your idea of learners in your classroom, their values, how, what, and why
you must therefore teach. The concepts you are developing in your thoughts are the
driving forces that will bring you to consistent actions and decisions you will make in
relating with people, particularly with your students.

The question now is, what does a philosophy of education contain or include? It
includes your concept about:

- student
- the concept of true and good should be the maxim in teaching
- how a student must be taught to know the truth

Test the extent of your understanding of this lesson by formulating your

personal philosophy of education using the sample format (Bilbao, et.al, 2015)
below. Use the box for your output.
My Philosophy of Education as a Grade School Teacher

I believe that every child,

● has a natural interest in learning and is capable of learning.

● is an embodied spirit.
● can be influenced but not totally by his/her environment.
● is unique, so comparing a child to other children has no basis.
● does not have an empty mind, rather is full of ideas and it is my
task to draw out these ideas.
I believe that there are unchanging values in changing times and these
must be passed on to every child by my modeling, value inculcation and
value integration in my lessons.

I believe that my task as a teacher is to facilitate the development of every

child to the optimum and to the maximum by:

● reaching out to all children without bias and prejudice towards

the “least” of the children
● making every child feel good and confident about himself/herself
through his/her experiences of success in the classroom.
● helping every child master the basic skills of reading,
communicating in oral and written form, arithmetic and computer
skills.
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 ● teaching my subject matter with mastery so that every child will
use his/her basic skills to continue acquiring knowledge, skills
and values for him/her to go beyond basic literacy and basic
numeracy.
● inculcating or integrating the unchanging values of respect,
honest, love and care for others regardless of race, ethnicity,
nationality, appearance and economic status in my lessons.
● consistently practicing these values to serve as a model for
every child.
● strengthening the value formation of every child through
“hands-on-minds-on-hearts-on” experiences inside and outside
the classroom.

My Philosophy of Education as a ____________________________________

I believe that every child…

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LESSON 2: THE FOUNDATIONAL PRINCIPLE OF MORALITY AND
VALUES FORMATION

Lesson Proper/Course Methodology

Activities

A. Read the following quotations and write their philosophical meaning.

1. A teacher affects eternity, he can never tell where his influence stops.- Henry
Brook Adams
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Do not do to others what you do not like others to do to you.-Kung Fu tsu

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Act in such a way that your rule can be the principle of all.- Immanuel Kant
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

4. Try not to become a man of success but rather try to become a man of value.
– Albert Einstein
______________________________________________________________
______________________________________________________________
______________________________________________________________

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 5. What does it profit a man if he gains the whole world but loses his soul?
______________________________________________________________
______________________________________________________________

What do you think about this?

1. What realization have you come up with after doing the

activity?
2. Do these quotations really reflect your life’s foundational
principle of morality and personal values?
3. Do you agree that a person’s morality serves as his
compass to the sea of life and window to the world? Why?

B. Read the following topics excerpted from the book of Bilbao et.al, 2015 on
foundational principles of morality and values formation and do the subsequent
activity.

What is morality?

- As defined by one textbook author, morality refers to “the quality of human

acts by which we call them right or wrong, good or evil.” (Panizo, 1964)
Your human action is right when it conforms with the norm, rule or law of
morality. Otherwise, it said to be wrong. For instance, when Juan gets the
pencil of Pedro without the latter’s permission, Juan’s action is wrong
because it is adherent to the norm, “stealing is wrong”. A man’s action,
habit or character is good when it is not lacking of what is natural to man,
i.e. when it is in accordance with man’s nature. For instance, it is not
natural for man to behave like a beast because he is not a beast. He is
man, and unlike the beast, he has intellect and free will. That intellect
makes him capable of thinking, judging and reasoning. His free will gives
him the ability to choose. Unlike the beast, he is not bound by instincts. It
is a natural occurrence for beasts when a male dog meets a female dog
and mate right there and then, as they are not free but bound by their
instinct. But it is contrary to man’s nature when a man and a woman do as
dogs do. To do so is to go down with the level of the beast.
Meaning of Foundational Moral Principle

- What is meant by foundational moral principle? The word principle comes

from the Latin word princeps which means a beginning, a source. A
principle is that on which something is based, founded, originated initiated.
It is likened to the foundation of a building upon which all other parts stand.
If we speak of light, the principle is the sun because the sun is the body
from which the light of this world originate. A foundational moral principle

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 is, therefore, the universal norm upon which all other principles on the
rightness or wrongness of an action are based. It is the source of morality.

- Where is this foundational moral principle? It is contained in the natural

law. Many authors, moralists and philosophers may have referred to this
foundational moral principle in different terms. But it may be acceptable to
all believers and non-believers alike to refer to it as natural law.

- What is natural law? It is a law “written in the hearts of men”. (Romans

2:15) For theists, it is “man’s share in the Eternal Law of God..” (Panizo,

- 1964) St. Thomas defines it as “the light of natural reason, whereby we

discern what is good and what is evil.. an imprint on us of the divine
light…” (Panizo, 1964) It is the law that says: “Do good and avoid evil.”
THIS IS THE FUNDAMENTAL OR FOUNDATIONAL MORAL PRINCIPLE.
All men and women, regardless of race and belief, have a sense of this
foundational moral principle. It is ingrained in man’s nature. “It is built in the
design of human nature and woven into the fabric of the human mind.” We are
inclined to do what we recognize as good and avoid that which we recognize
as evil.

Panizo says: “Writings, customs and monuments of past and present

generations point out to this conclusion: that all people on Earth, no matter
how savage and illiterate, have recognized a supreme law of divine origin
commanding good and forbidding evil” (Panizo, 1964) The same thing was
said by the Chinese Philosopher, Mencius, long ago:

All men have a mind which cannot bear [to see the suffering of]
others… If now men suddenly see a child about to fall into a well, they will
without exception experience a feeling of alarm and distress… From this
case, we may perceive that he who lacks the feeling of commiseration id not a
man; that he who lacks a feeling of shame and dislike is not a man; he who
lacks of modesty and yielding is not a man; and that he who lacks a sense of
right and wrong is not a man… Man has these four beginnings. (Fung Yulan,
1948, 69-70)

The natural law that says “do good and avoid evil” comes in different
versions. Kung-fu-tsu said the same thing when he taught: “Do not do to
others what you do not like others to do to you” This is also the Golden Rule
of Christianity only that it is written in the positive form: “Do to others what you
like others to do to you”. Immanuel Kant’s version is: “Act in such a way that
your maxim can be the maxim for all.” For Christians, this Golden Rule is
made more explicit through the Ten Commandments and the Eight
Beatitudes. These are summed up in the two great commandments, “love
God with all your heart, with all your mind, with all your strength” and “love
your neighbor as you love yourself”. The Buddhists state this through the
eightfold path. For the Buddhists, they do good when they “(1) strive to know
the truth; (2) resolve to resist evil; (3) say nothing to hurt others; (4) respect
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 life, morality and property; (5) engage in a job that does not injure others; (6)
strive to free their mind of evil; (7) control their feelings and thoughts, and (8)
practice proper forms of concentration.” (World Book Encyclopedia, 1988)
Buddha taught that “hatred does not cease by hatred; hatred ceases only by
love.” The Islamic Koran “forbids lying, stealing, adultery and murder” It also
teaches “honor for parents, kindness to slaves, protection for the orphaned
and widowed, and charity to the poor. It teaches the virtues of faith in God,
patience, kindness, honesty, industry, honor, courage and generosity. It
condemns mistrust, impatience and cruelty.” (World Encyclopedia, 1988).
furthermore, the Muslims abide by The Five Pillars of Islam: 1) prayer, 2) self-

purification by fasting, 3) fasting, 4) almsgiving and 5) pilgrimage to

Mecca for all those who can afford. (www.islam101.com/dawal/pillars.html)

Teacher as a Person of Good Moral Character

- As laid down in the preamble of our Code of Ethics of Professional

Teachers, “teachers are duly licensed professionals who possess dignity
and reputation with high moral values as well as technical and professional
competence. In the practice of their profession, they strictly adhere to,
observe and practice this set of ethical and moral principles, standard and
values.
From the above preamble, the words moral values are mentioned twice, to
accentuate on the good moral expected of you, the teacher. When are you
pof good moral character? One Christian Authors describes four ways of
describing good moral character: 1) being fully human – you have realized
substantially your potential as a human person, 2) being a loving person –
you are caring in an unselfish and caring manner with yourself, other
people and God, 3) being a virtuous person – you have acquired good
habits and attitude and you practice them consistently in your daily life,
and 4) being a morally mature person – you have reached a level of
development emotionally, socially, mentally, spiritually appropriate to your
developmental stage. (Cosgrave, William, rev. ed. 2004, 78-79) In short,
you are on the right track when you strive to develop your potential, your
love and care for yourself and make this love flow to others, you lead a
virtuous life, and as you advance in age you also advance in your
emotional, social, mental and spiritual life.
The foundation moral principle is “Do Good; Avoid evil” This is
contained in the natural law. The natural law is engraved in the heart of
every man and woman. We have in us the sense to do the good that we
ought to do and to avoid the evil that we ought to avoid. This foundational
moral principle of doing good and avoiding evil is expressed in many other
ways by different people. The famous Chinese philosopher, Kung-fu-tzu,
taught the same principle when he said: “ Do not do to others what you
don’t want others to do to you.” Immanuel Kant taught the same: “Act in

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 such a way that your rule can be a principle of all” The Buddhists abide by
the same moral principle in their Eightfold Path. The muslims have this
foundational moral principle laid down in their Koran and the Five Pillars.
For the Christians, the Bible shows the way to the good life – the Ten
Commandments and the Eight Beatitudes. The Ten Commandments and
The Eight Beatitudes are summarized in the two great commandments of
love for God and love for neighbor.
Our act is moral when it is accordance to our human nature. Our act is
immoral when it is in contrary to our human nature. Our intellect and free
will make us different and above the beast.
As a teacher, you are expected to be a person of good moral character.
You are a person of good moral character when you are 1) human, 2)
loving, 3) virtuous and 4) mature.

Values Formation and You

“Education in values means the cultivation of affectivity, leading the educator

and through exposure to an experience of the value and the valuable.” – R. Aquino

As mentioned in the earlier topic, to be moral is to be human. Living by the

right values humanizes. The question that you may raise at this point is: “Is there
such a thing as right, unchanging and universal value? Is a right value for me also a
right value for you? Are the values that we, Filipinos, consider as right also
considered by the Japanese, the Americans or the Spaniards as right values? Or are
values dependent on time, place and culture?

There are two varied answers to the question, depending on the camp where
you belong. If you belong to the idealist group, there are unchanging and universal
values. The values of love, care and concern for our fellowmen are values for all
people regardless of time and space. They remain unchanged amidst changing
times. These are called transcendent values, transcendent because they are beyond
changing times, beyond space and people. They remain to be a value even if no one
values them. They are accepted as value everywhere. On the other hand, the
relativists claim that there are no universal and unchanging values. They assert that
values are dependent on time and place. The values that our forefathers believed in
are not necessarily the right values for the present. What the British consider as
values are not necessarily considered as values by Filipinos.

In this Lesson, values formation is based on the premiere that there are
transcendent values. Most Filipinos, if not all, believe in a transcendental being
whom we call in different names Bathala, Apo Dios, Kabunian, Allah and the like.

Values are taught and caught

Another essential question that we have to tackle is: “Are values caught or
taught? Our position is that values are both taught and caught. If they are not taught
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because they are merely caught, then there is no even point in proceeding to write
and discuss your values formation as a teacher here! Values are also caught. We
may not be able to hear our father’s advice “Do not smoke” because what he does
(he himself smokes) speaks louder than what he says. The good examples of men
and women at home, school and society have far greater influence on our value
formation than those well-prepared lectures on values excellently delivered by
experts who may sound like “empty gongs and clanging cymbals”.

Values have cognitive, affective and behavioral dimensions

Values have a cognitive dimension. We must understand the value that we

want to acquire. We need to know why we need to value such. This is the heart of
conversion and values formation. We need to know how to live by that value. These
are the concepts that ought to be taught.

Values are in the effective domain of objectives. In themselves they have an

affective dimension. For instance, “It is not enough to know what honesty is or why
one should be honest. One has to feel something towards honesty, be moved
towards honesty as preferable to dishonesty.” (Aquino, 1990)

Values also have a behavioral dimension. In fact, living by the value is the true
acid test if we really value a value like honesty.

Value formation includes formation in the cognitive, affective and behavioral

aspects

Your value formations as teachers will necessarily include the three

dimensions. You have to grow in knowledge and in wisdom and in your ”sensitivity
and openness to the variety of value experiences in life.” (Aquino, 1990) You have to
be open and attentive to your value lesson in Ethics and for those sectarian schools,
Ethics and Religious Education. Take active part in value sessions like fellowships,
recollection organized by your church group or associations. Since values are also
caught, help yourself by reading the biographies of heroes, great teachers and saints
(for the Catholics) and other inspirational books. (It is observed that less and less
teachers read printed materials other than their textbooks.) Your lessons in history,
religion and literature replete with opportunities for inspiring ideals. Associate with
model teachers. If possible, avoid the “yeast” of those who will not exert a very good
influence. Take the sound advice from Desiderata: “Avoid loud and aggressive
persons; they are vexations to the spirit.” Join community immersions where you can
be exposed to people from various walks of life. These will broaden your horizon,
increase your tolerance level, and sensitize you to life values. These will help you to
“fly high” and “see far” to borrow the words of Richard Bach in his book, Jonathan
Livingstone Seagull.

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Value formation is a training of the intellect and will

Your value formation in a sense is a training of your intellect and will, your
cognitive and rational appetitive powers, respectively. Your intellect discerns a value
and presents it to the will as a right or wrong value. Your will wills to act on the right
value and wills to avoid the wrong value presented by your intellect. As described by
St. Thomas Aquinas, “The intellect proposes and the will disposes”.

It is clear that “nothing is willed unless it is first known. Thought must precede
the deliberation of the will. An object is willed as it is known by the intellect and
proposed to the will as desirable and good. Hence, the formal and adequate object
of the will is as good as apprehended by the intellect”. (William Kelly, 1965) These
statements underscore the importance of the training of your intellect. Your intellect
must clearly present a positive value to be a truly positive value to the will not as one
that is apparently positive but in the final analysis is a negative value. In short, your
intellect must be enlightened to what is true.

It is, therefore, necessary that you develop your intellect in its three functions,
namely: “formation of ideas, judgment and reasoning” (William Kelly, 1965) It is also
equally necessary at you develop your will so you will be strong enough to act on the
good and avoid the bad that your intellect presents.

How can your will be trained to desire strongly the desirable and act on it?
William Kelly explains it very simply:

The training of the will must essentially be self-training. The habit of

yielding to impulse results in the enfeeblement of self-control. The power of
inhibiting urgent desires, of concentrating attention on more remote good, of
reinforcing the higher but less urgent motives undergoes a kind of atrophy
through disuse. Habitually yielding to any vice, while it does not lessen man’s
responsibility, does diminish his ability to resist temptation. Likewise, the more
frequently man restraints impulse, checks inclination, persists against
temptation, and steadily aims at virtuous living, the more does he increase his
self-control, and therefore, his freedom. To have a strong will means to have
control of the will, to be able to direct it despite all contrary impulses.

versus vicious life and their effect on the will

In short, a virtuous life strengthens you to live by the right values and live a life
of abundance and joy while a vicious life leads you to perdition and misery.
WARNING: Then NEVER to give way to a vice! Instead develop worthwhile habits.
Cultivate good habits.

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 If you recall, it is said that a moral person is one who leads a virtuous life.
Panizo claims that “virtue involves a habit, a constant effort to do things well in spite
of obstacles and difficulties.” A virtue is no other than a good habit. You get so used
to doing good that you will be stronger to resist evil. So, CONTINUE and START
doing and being good

Test your understanding!

Reflect on your readings. Do the following
activities.
(use an extra sheet for your answer)

1. What does the line mean? “To be moral is human.”

2. Do you believe that religion plays a big role in the moral formation of man?
Why?
3. How does conscience relate to morality?
4. Why is morality applied only to humans or persons?
5. In not less than 300 words write an essay about the teachings on being moral
and being human. What does the natural law says on moral principle?
6. List down at least 5 good things and 5 bad things you did so far in your life for
the past years. What did you feel after doing all these good things/bad things?
7. Should values be taught? Why?
8. List down ten (10) transcendent values which until now are observed by
Filipinos.
9. Go to https://www.newworldencyclopedia.org/entry/Max_Scheler and make an
analysis of Max Scheler’sHiearchy of Values. Make detailed analysis of the
different levels of values that a man passed in his lifetime. Write in an A4 bond
paper.

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LESSON 3: TEACHING AS YOUR VOCATION, MISSION, AND
PROFESSION

Lesson Proper/Course Methodology

Activities
Directions: Read the following topics excerpted from the book, The Teaching
Profession (Bilbao, et. al, 2015) and complete the succeeding activities.

Etymology of the word “vocation”

Vocation comes from the Latin word “vocare” which means to call. Based on
the etymology of the word, vocation, therefore, means a call. If there is a call, there
must be a caller and someone who is called. There must also be a response. For
Christians, the caller is God Himself. For our brother and sister Muslims, Allah.
Believers in the Supreme Being will look at this voiceless call to have a vertical
dimension. For the non-believers, the call is also experienced but this may be viewed
solely along a horizontal dimension. It is like man calling another man, never a
Superior being calling a man.

Similarly, Vocabulary.com (2013) says that the word vocation derives from the
Latin vocare "to call." To become a priest, you need to feel that you have been
"called" to the ministry directly by God. Their job is their calling, or vocation.
An avocation is something you do because you love it. Everyone should make it their
goal to have their avocation become their vocation.

The Christians among you realize that the Bible is full of stories of men and
women who were called by God to do something not for themselves but for others.
We know of Abraham, the first one called by God, to be a father of a great nation,
the nation of God’s chosen people. We recall Moses who was called while in Egypt
to lead God’s chosen people out of Egypt in order to free them from slavery. In the
New Testament, we know of Mary who was also called by God to be the mother of
the Savior, Jesus Christ. In Islam, we are familiar of Muhammad, the last of the
prophets to be called by Allah, to spread the teachings of Allah. All of them
responded positively to God’s call. Buddha must have also heard the call to abandon
his royal life in order to seek the answer to the problem on suffering.

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Etymology of the word “mission”

Teaching is also a mission. The word mission comes from the Latin word
“misio” which means “to send”. You are called to be a teacher and you are sent into
the world to complete a mission, to teach. The Webster’s New Collegiate Dictionary
defines mission as “task assigned”. You are sent to accomplish an assigned task.

A mission is a special quest, one that involves more effort than, say, a trip to
the corner store. If you were to drive all around the state searching garage sales for
porcelain cats, you could say you were on a mission.

The word mission was first used by Jesuit missionaries who sent members of
their order overseas to establish schools and churches. Foreign travel is still
associated with the word. When diplomats and humanitarian workers travel abroad,
we often refer to those trips as missions (vocabulary.com/dictionary/mission, 2013)

Teaching as your mission and vocation

Understanding the etymology of the words, vocation and mission, introduces

you to better understand the role you are about to take in the future as teacher. You
are called and that is the reason you are sent. This is the famous line to those whose
are chosen. Like the apostles of Christ, as written in the bible, many are called but
few are chosen.

The same line is true for the teachers. Many want to become teachers but
only some may be called as teachers by heart and by profession. However the mere
fact that you are taking a course of education, you are never too far from embodying
the traits of a good teacher.

What exactly is the mission to teach? Is it merely to teach the child the
fundamental skills or basic r’s of reading, ‘riting, ‘rithmetic and right conduct? It is to
help the child to master the basic skills so s/he can continue acquiring higher-level
skills in order to become a productive member of society? Is it to deposit facts and
other information into the “empty minds” of students to be withdrawn during quizzes
and tests? Or is it to “midwife” the birth of ideas latent in the minds of students? Is it
to facilitate the maximum development of his/her potential not only for himself/herself
but also for others? In the words of Alfred North Whitehead, is it to help the child
become “the man of culture and expertise”? or is it to “provide opportunities for the
child’s growth and remove to hampering influences” as Bertrand Russell puts it.

Teaching is your mission means it is the task entrusted to you in this world. If
it is your task then naturally you’ve got to prepare yourself for it. From now on you
cannot take your studies for granted! Your four years of pre-service preparation will
equip you with the knowledge, skills, and attitude to become an effective teacher.
However, do not commit the mistake of culminating your mission preparation by the
end of the four-year pre-service education. You have embarked in a mission that
calls for a continuing professional education. As the saying goes “once a teacher,
forever a student.”
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 The philosophies you learned in Lesson 1 compliment the qualities of a
professional teacher you must possess. To teach is to do all of these and more! To
teach is to influence every child entrusted in your care to become better and happier
because life becomes more meaningful. To teach is to help the child become more
human.

Your realization of your vocation and mission as professional teacher serves

as your inspiration in molding yourself to fit to the profession you are about to
practice.

To better understand the meaning of teaching as vocation and mission, read

the lines on mission and job below.

Teaching: Mission and/or Job

If you are only doing it only because you are paid for it, it is a job;

If you are doing it not only for the pay but also for the service, it’s a mission.

If you quit because your boss or colleaguecriticized you, it’s a job;

If you keep teaching out of love, it’s a mission.

If you teach because it does not interfere with your other activities, it’s a job;

If you are committed to teaching even if it means letting go of your other activities,
it’s a mission.

If you quit because no one praises you or thanks you for what you do, it’s a job;

If you remain teaching even though nobody recognizes your efforts, it’s a mission.

It’s hard to get excited about a teaching job;

It’s almost impossible not to get excited when about a mission.

If our concern is success, it’s a job;

If our concern is success plus faithfulness, it’s a mission.

An average school is filled by teachers doing their teaching job;

A great school is filled with teachers involved in a mission of teaching.

* Adapted from Ministry or Job by Anna Sandberg

Teaching as your profession

Why does a profession require “long and arduous years of preparation” and a
“striving for excellence”? Because the end goal of a profession is service and as we
have heard many times “we cannot give what we do not have”. We can give more if
24
we have more. His Holiness Pope Paul VI affirmed this thought when he said: “Do
more, have more in order to be more!” For us to be able to give more, continuing
professional education is a must. For us teachers, continuing professional education
is explicit in our professionalization law and our Code of Professional Ethics.

Our service to the public as professional turns out to be dedicated and

committed only when our moral, ethical and religious values serve as our bedrock
foundation. The same moral, ethical and religious convictions inspire us to embrace
continuing professional education.

If you take teaching as your profession, this means that you must be willing to
go through a long period of preparation and a continuing professional development.
You must strive for excellence, commit yourself to moral, ethical and religious values
and dedicate yourself to public service.

Your reflection here.

Direction: Make a paragraph which composed of your thoughts on the following

questions.

● What perspective have you established on teaching profession after reading the
poem and teaching as profession? Why?
● How would you prepare yourself for the role of professional teacher?
● What impression would you like to leave to the minds of your students, parents of
your students, and to the community when you start teaching? Why?

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___________________________________________________________________
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● Write a five (5) stanza poem that reflects your vision of yourself as professional
teacher informed of your mission and vocation.

Unit II: THE TEACHER IN THE

CLASSROOM AND COMMUNITY
26
Title of the Lessons:
Lesson 1 - The National Competency-Based Teacher Standards
Lesson 2 - The 21st Century Teacher
Lesson 3 - Community-School Relations
Lesson 4 – Linkages and Networking with Organizations

Duration: 6 hours (2 weeks)

Introduction:

The schools alone cannot prepare our youth for productive adulthood. The
schools and communities should work closely with each other to meet their mutual
goals. Schools as an integral part of the community exist to provide support for
students, families within the community, establishing strong partnership between the
two institutions would mean improvement and development of both institutions.

The lessons will shed light on how professional teachers become part of
nation building and development of responsible and literate citizenry.

Objectives:

At the end of the lesson, you are expected to:

1. Discuss PPST and career stages for teachers.

2. Explain and reflect why there should be quality standards to attain by a
professional teachers
3. Commit to the standards prescribed by the global community.
4. Demonstrate understanding of the four pillars of learning as these apply to the
lives of the 21st century learners.
5. Identify the characteristics of a 21st century teacher and student.
6. Describe and demonstrate how to maintain a healthy muticultural
environment.

7. Explain what society demands from the school as the main provider of
professional teachers
8. Describe a conducive learning environment
9. Create an illustration or situation that shows good relation between the school
and the community.

10. Familiarize with the existing recognized organizations in education in the

international and national level

27
 11. Show initiative in joining and participating in any organizations and duly
recognized by law for continuous growth and development as a professional
teacher.

Analysis:
28
Direction: Write your answer on the space provided below.

Question: Now that you are aware of the competencies and standards that a
teacher should possess, Are you still wanting to become a professional teacher?
Why?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Abstraction:

The Competency Framework for Teachers in Southeast Asia (CFT SEA)

In February 2017, the Teachers’ Council of Thailand (TCT), in partnership with

the SEAMEO Secretariat (SEAMES) and the SEAMEO Regional Center for
Educational Innovation and Technology (SEAMEO INNOTECH) initiated the
Competency framework for teachers in the Southeast Asia. The SEA-TCF is a set of
skills, knowledge, behaviors, and attributes that enable effective teaching
performance. The objective of the SEA-TCF is to serve as a guide for use in teacher
professional development toward realizing 21st Century Skills and practices within a
context that is regionally appropriate and in line with global best practices. Through
this initiative quality education can be achieved through quality teachers. This
framework will serve as a guide for Southeast Asian teachers to improve their
performance to bring about the quality education for all students in Southeast Asia.

Figure 1: Southeast Asia Teachers Competency Framework (SEA-TEC)

29
Four Essential Competencies

1. Knowing and understanding what to teach. It is the ability of teachers to

deepen and broaden their knowledge on what to teach, understand education
trends, policies, and curricula and be updated on local, national, regional, and
global developments
2. Helping students learn. It is the ability to know their students, use the
most effective teaching and learning strategy and assess and give feedback
on how students learn.
3. Engaging the community. is the ability to partner with parents and
caregivers, involve the community to help students learn, and encourage
respect and diversity.
4. Becoming a better teacher every day. It is the ability to know one self
and others, practice human goodness and then maser the teaching practice.

Table 1: the Essential Learning competencies

The table below presents the four Essential Competencies and twelve general
competencies and the corresponding enabling competencies.

1. KNOW AND UNDERSTAND WHAT I TEACH

General Competencies Enabling Competencies

1.1 Deepen and broaden my Master my subject content

Knowledge on what I teach Use research-based knowledge

1.2. Understand education Update myself on educational trends

trends, policies and curricula
Study educational policies and how they affect
teaching
Understand how to implement the curriculum

1.3 Keep myself updated on Check new changes in educational environment

local, national, regional and
global development

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2. HELP MY STUDENT LEARN

General Competencies Enabling Competencies

2.1 Know my students 2.1.2 Identify my student’s needs and strengths to help
them learn better
2.1.2Understand how my students learn
2.1.3 Value what makes my students unique

2.2 Use the most effective 2.2.1 Select appropriate teaching and learning
teaching and Learning strategy
strategy
2.2.2 Design clear and effective lessons my students
can understand
2.2.3 Create a positive and caring learning space

2.3 Assess and give feedback 2.3.1 Design assessment process and tools
on how student learn
2.3.2 Monitor my students progress and provide
appropriate support.
2.3.3 Use results from assessment to improve
instruction.

3. ENGAGE THE COMMUNITY

General Competencies Enabling Competencies

3.1 partner with parents and 3.1.1 build a support network.

caregivers
3.1.2 Create welcoming space
3.1.3 sustain the partnership

3.2 Involve the community to 3.2.1 engage parents and caregivers about their
help my students learns children
3.2.2design learning activities using community
conditions, local, wisdom, tradition and knowledge.

3.3Encourage respect and 3.3.1Accept what makes people different

diversity
3.3.2 Practice inclusion and respect in the

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 classroom.

4.BECOME A BETTER TEACHER EVERYDAY

General competencies Enabling competencies

4.1 Know myself and others 4.1.1 Continue to grow by knowing oneself mores
4.1.2 Nurture relationships
with care and respect.
4.1.3 Become more aware and responsible for my
emotions and health

4.2 Practice human goodness 4.2.1 Be kind and compassionate

in my life and in my work.
4.2.2 Inspire my students and colleagues by setting
my best example.
4.2.3 Nurture my students' confidence on what they
can do and become.

4.3 Master my teaching 4.3.1 Keep alive my passion for teaching

practice
4.3.2 Take responsibility in my own personal and
professional growth.
4.3.3 Inspire other teachers by setting my best
example.

The Philippine Qualification Framework (PQF)

In the light of globalization and industrial revolution 4.0, the Philippines adopts
national standards and levels for outcomes in education called the “Philippine
1
Qualification Framework (PQF) Which provided by Republic act No. 10968,s.
2018 section 4. The act” States that the “ Philippine Qualifications Framework (PQF).
Describe the levels of educational qualifications and set the standards for
qualification outcomes. It is a quality assured national system for the development,
recognition and award of qualifications based on standards of knowledge, skills and
1

32
values acquired in different ways and methods by learners and workers of the
country”

Pertaining to the level of education as PQF level 6, the PQF describes the
career path for baccalaureate degree programs including teacher education degrees.
PQF aims to improve the skills and training competencies, and the mobility and
job-readiness of workers as well as the general landscape of the labor market.

Objectives of the PQF are the following:

1). To adopt national standards and levels of learning outcomes of education

2) To support the development and maintenance of pathways and equivalencies that

enable access to qualifications and to assist individuals to move easily and readily
between the different education and training sectors and between these sectors and
the labor market; and

3) To align domestic qualification standards with the international qualifications

framework thereby enhancing recognition of the value and comparability of
Philippine qualifications and supporting the mobility of Filipino students and workers.

Table 2 Philippine Qualifications Framework (PQF) 6 Levels of Outcomes and

Descriptors

PQF 6 Level of Outcomes PQF6 Descriptor of Outcomes

Knowledge, skills, and Values Graduates possess a broad level of

coherent knowledge and skills in field of
study for professional work (teaching) and
lifelong learning

Application of knowledge, skills and Application of professional work

values
(Teaching) in a broad range of discipline
and/ or for further study

Degree of independence Independent (as a teacher) and/ or in

teams of related field.

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 The said framework aligns with the International qualifications for full
recognition of the value of Philippine Qualifications. This will be used as the basis
for accrediting certificates and licenses recognized by the government.

Figure 2 : The Philippine Qualification Framework

Philippine Professional Standards for Teachers

The Philippine Government has consistently pursued teacher quality reforms through
a number of initiatives. As a framework of teacher quality, the National
Competency-Based Teacher Standards
(NCBTS) was institutionalized through CHED
Memorandum Order No. 52, s. 2007 and
DepED Order No. 32, s. 2009. Recently,
Deped Order no. 42 s. 2017 introduces the
National Adoption and Implementation of
Philippine Professional Standards for
Teachers (PPST 2017, DepEd order No. 42,s.
2017) it is a set of standards that makes
explicit what teachers should know, be able to
do and value to achieve competence, improved student learning outcomes, and
eventually quality education. It is founded on teaching philosophies of

34
learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others.
The professional standards, therefore, become a public statement of professional
accountability that can help teachers reflect on and assess their own practices as
they aspire for personal growth and professional development.

The Philippine Professional Standards for Teachers defines teacher quality in

the Philippines. The standards describe the expectations of teachers’ increasing
levels of knowledge, practice and professional engagement. At the same time, the
standards allow for teachers’ growing understanding, applied with increasing
sophistication across a broader and more complex range of teaching/learning
situations

The Philippine Professional Standars for Teachers composed of 7 Domains

collectively comprise 37 strands that refer to more specific dimensions of teacher
practices.

Domain 1, Content Knowledge and Pedagogy, is composed of seven strands

and these are:
1. Content knowledge and its application within and across curriculum
areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills
6. .Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2, Learning Environment, consists of six strands and these are

1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3, Diversity of Learners, consists of five strands and these are

1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
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Domain 4, Curriculum and Planning, includes five strands and these are
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

Domain 5, Assessment and Reporting, is composed of five strands and these

are:
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices
and programs

Domain 6, Community Linkages and Professional Engagement, consists of

four strands and these are:
1. Establishment of learning environments that are responsive to
community contexts
2. Engagement of parents and the wider school community in the
educative process
3. Professional ethics
4. School policies and procedures

Domain 7, Personal Growth and Professional Development, contains five

strands and these are:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
Professional development goals

Teacher professional development happens in a continuum from beginning to

exemplary practice. Anchored on the principle of lifelong learning, the set of
professional standards for teachers recognizes the significance of a standards
framework that articulates developmental progression as teachers develop, refine
their practice and respond to the complexities of educational reforms.

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 Career stages for teachers define the work of teachers at different career
stages, make explicit the elements of high-quality teaching for the 21st century. They
comprise descriptors that have been informed by teachers’ understandings of what is
required at each of the four Career Stages. The descriptors represent a continuum of
development within the profession by providing a basis for attracting, preparing,
developing and supporting teachers.

Career Stage 1 or Beginning Teachers. In this stage the teacher have

gained the qualifications recognized for entry into the teaching profession. They have
a strong understanding of the subjects/areas in which they are trained in terms of
content knowledge and pedagogy. They possess the requisite knowledge, skills and
values that support the teaching and learning process. They manage learning
programs and have strategies that promote learning based on the learning needs of
their students. They seek advice from experienced colleagues to consolidate their
teaching practice.

Career Stage 2 or Proficient Teachers. In this stage, teachers are

considered professionally independent in the application of skills vital to the teaching
and learning process. They provide focused teaching programs that meet curriculum
and assessment requirements. They display skills in planning, implementing, and
managing learning programs. They actively engage in collaborative learning with the
professional community and other stakeholders for mutual growth and advancement.
They are reflective practitioners who continually consolidate the knowledge, skills
and practices of Career Stage 1 teachers.

Career Stage 3 or Highly Proficient Teachers. Teachers in this stage

consistently display a high level of performance in their teaching practice. They
manifest an in-depth and sophisticated understanding of the teaching and learning
process. They have high education-focused situation cognition, are more adept in
problem solving and optimize opportunities gained from experience. Career Stage 3
Teachers work collaboratively with colleagues and provide them support and
mentoring to enhance their learning and practice. They continually seek to develop
their professional knowledge and practice by reflecting on their own needs, and
those of their colleagues and students.

Career Stage 4 or Distinguished Teachers. In this stage, Teachers are

expected to embody the highest standard for teaching grounded in global best
practices. They exhibit exceptional capacity to improve their own teaching practice
and that of others. They are recognized as leaders in education, contributors to the
profession and initiators of collaborations and partnerships. They create lifelong

37
impact in the lives of colleagues, students and others. They consistently seek
professional advancement and relevance in pursuit of teaching quality and
excellence. They exhibit commitment to inspire the education community and
stakeholders for the improvement of education provision in the Philippines.

Reflection/ Learning Insights

Write your answer on the space provided below.

1. After a thorough discussion about the competencies and standards for

teachers, What are the initial steps that you are going to do to be able to meet
the standard required of teachers?

______________________________________________________________
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2. Draw a ladder and place yourself in each step with corresponding

achievements as a professional teacher.

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LESSON 2: THE 21st CENTURY TEACHER

Good teaching depends largely on the teachers' ability to present the content,
with full consideration on the diversity of learners; however, everything can change
abruptly. Education at present changes as fast as the blink of an eye. The said
changes were brought about by various national and global issues and trends in
educational reform and the ASEAN integration, globalization, and the changing
character of both the teachers and learners in the 21st century, All of these are
necessary for the improvement and adaptability of education, and a call for the
reengineering of the current teacher standards. The global landscape in teaching
and learning was brought about by different factors that impacted learners'
performance such as the learning environment, content, learning pedagogy, process
of learning, types of learners and others that seriously affect student academic
performance. Indeed, the 21st century teachers need to understand the new
educational reforms. Indeed, this tools are necessary in order for the teachers to
survive in this era.

Lesson 2 will let us know the relevant skills needed in 21st century education
as it also touches the 4 pillars of learning, diversity of learners, and muti-cultural
education. This lesson will also make us realize that teachers can think globally and
act locally at the same time and that’s to be glocal.

Lesson Proper/Course Methodology

Activity: Do you still remember your favorite teacher in elementary or even in high
school? Do you remember how your classroom looks like or even the delivery of
lessons from your teacher's? How about you, what kind of students are you then?
Kindly describe the following items below. Write your answer on the 2nd column.

My school /my
classroom

My teacher

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 My self

The process of
teaching

2. Getting to know each other: interview 8 of your classmates, ask them about the
information below. Fill up the table below to answer this activity

Students Diversity

Name of your Province Language Religion Color Customs

classmates and
traditions

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Analysis

Let’s have a throwback, close your eyes and try to remember your elementary
and high school days. What’s the difference between education then and education
at present. Answer this activity by supplying the asked data below.

The tripartite of Learning Past Present

Learners

Teachers

Environment

Abstraction

Zhou, 2006 identified key categories of different changes and development in the
21st century teaching and learning and these are the learning environment, new
learning content, new process of learning and how these will be facilitated, new type
of learners,.New Spaces/Dimensions of Learning and New type of teachers. Let us
discuss them one by one.

1. New Environment of Learning

In this generation the new environment of learning may be described as

innovative and modern in ways of teaching and learning, Best example of this is the
use of technology as a teaching/learning tool. However, the new learning
environment that we would like to describe is more than the use of technology in
instruction. Foremost, the new learning environment in the 21st century is the
availability of new Information and Communication Technologies (ICTs), such as
mobile phones, computers, and the internet, in the classroom and in schools. These
are breaking barriers of time and space for global access to updated information by
anyone, anytime, and anywhere. The availability of the new ICTs also encourages
new types of learning interactions: between teacher-learner, teacher-teacher,
learner-experts, and between learners-computer.

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 The 21st-century learning environment may also be characterized by being
more student-centered than teacher-centered. It also entails learning that goes
beyond the four corners of the classroom. This is in contrast with the traditional

learning environment, which is usually characterized by rote memorization in

a teacher-centered classroom, and the “chalk and talk“ lecture method that
predominates instruction.

2. New Content of Learning

The 21st century makes it possible for new learnings to occur through new
methodologies based on subject content. The table below shows the differences
between new and traditional learning content.

Traditional Learning Content 21st Century Learning Content

● teacher-centered, discipline ● learner-centered, integrated,

based curriculum and inter-disciplinary
curriculum

● emphasis on subject ● focus on intellectual abilities

knowledge

● supply-driven: learning content ● demand-driven: learning

based on what is available content based on what
students can actually learn

● individual learning ● cooperative learning

● mastery of itemized information ● focus on acquisition of learning

or factual knowledge tools

● heavy emphasis given on core ● balance of

subjects (math, science, scientific-technological and
language) compared with social-humanistic cultural
literature, arts, and social content of education
sciences

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 ● technical and vocational ● balance of general vs.
learning content is relegated to vocational components of
the background, while education and general vs.
academic subjects are at the specialized training
forefront

3. New Process of Learning

The new processes of teaching have to be introduced in the 21st century.

Acquiring knowledge and skills now becomes a lifelong endeavor that has to be
given time and attention so that self- improvement is continuously achieved. In the
21st century, there are other ways to gain knowledge aside from formal academic
settings such as schools and universities. Learning can be acquired through informal
and non-formal means, face to face learning modes, distance learning such as
online, blended learning modalities, self-help groups, hands on experiential and
lifelong learning like internships, and the use of multimedia and other ICT-mediated
learning.

Moreover, learning in the 21st century has also become more engaged and
has evolved from rote learning to more teacher-pupil, pupil-pupil interaction/dialogue,
and collaborative team learning. Teachers are now expected to improve their
students’ knowledge, skills, and attitudes by involving them more in dialogues and
discussions.

4. New Types of Learners

Teaching in the 21st century has to evolve and adapt to the changing needs of
our new generation of learners, who:

1. have different sets of values, languages, and pop-cultures, and different ways of
thinking, reacting, responding, and getting motivated;
2. are techno-savvy - their internet and digital technology skills and competencies,
as well as their use of ICT as powerful learning tools,
3. come from more diverse backgrounds and cultural identities (age, ethnicity,
4. have new traits of independence, creativity, open-mindedness, and enterprising
minds.

5. New Spaces/Dimensions of Learning

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 The 21st century also allows the exploration of learning outside the four walls
of the classroom. While most traditional classes are held in the confines of the
classroom, modern-day classes are now also being held in such places as parks,
school yards, museums, workplaces, homes, and other venues to enhance the real
life experience of learners. Changes in the learning environment are observed to be
of three types:

1. Horizontally: learning whether formal, non-formal, or informal, can now happen in

any place like in community centers, in offices, at home, or in parks, and through
various media such as radio or television lessons, and the like.
2. Longitudinally: it starts from early childhood through adulthood to postretirement
years (lifelong). Opportunities to learn are not limited to the school-going
population, and one’s age should not be a hindrance for anyone to continue
learning.
3. Vertically: Learning in the 21st century cuts across various media - from lessons
done in real life, to computer-based, or online learning via the internet. In short ,
from real to digital and virtual learning environment.

6. New types of Teacher

Quality teachers in the Philippines need to possess the following

characteristics:

1. The new brand of teachers recognize the importance of mastery of content

knowledge and its interconnectedness within and across curriculum areas,
coupled with a sound and critical understanding of the application of
theories and principles of teaching and learning.
They apply developmentally appropriate and meaningful pedagogy grounded on
content knowledge and current research. They display proficiency in Mother
Tongue, Filipino and English to facilitate the teaching and learning process, as
well as exhibit the needed skills in the use of communication strategies, teaching
strategies and technologies to promote high-quality learning outcomes.

2. They provide learning environments that are safe, secure, fair and
supportive in order to promote learner responsibility and achievement.
They create an environment that is learning-focused and they efficiently manage
learner behavior in a physical and virtual space. They utilize a range of resources
and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high
standards of learning.

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3. They establish learning environments that are responsive to learner diversity.
They respect learners’ diverse characteristics and experiences as inputs to the
planning and design of learning opportunities. They encourage the celebration of
diversity in the classroom and the need for teaching practices that are
differentiated to encourage all learners to be successful citizens in a changing
local and global environment.

4. They interact with the national and local curriculum requirements. They
translate curriculum content into learning activities that are relevant to learners
and based on the principles of effective teaching and learning. They apply their
professional knowledge to plan and design, individually or in collaboration with
colleagues, well-structured and sequenced lessons that are contextually relevant,
responsive to learners’ needs and incorporate a range of teaching and learning
resources. They communicate learning goals to support learner participation,
understanding and achievement.

5. They apply a variety of assessment tools and strategies in monitoring,

evaluating, documenting and reporting learners’ needs, progress and
achievement. They use assessment data in a variety of ways to inform and
enhance the teaching and learning process and programs. They provide learners
with the necessary feedback about learning outcomes that informs the reporting
cycle and enables teachers to select, organize and use sound assessment
processes.

6. They establish school-community partnerships aimed at enriching the

learning environment, as well as the community’s engagement in the
educative process. They identify and respond to opportunities that link teaching
and learning in the classroom to the experiences, interests and aspirations of the
wider school community and other key stakeholders. They understand and fulfill
their obligations in upholding professional ethics, accountability and transparency
to promote professional and harmonious relationships with learners, parents,
schools and the wider community.

7. They value personal growth and professional development and exhibit high
personal regard for the profession by maintaining qualities that uphold the
dignity of teaching such as caring attitude, respect and integrity. They value
personal and professional reflection and learning to improve their practice. They
assume responsibility for personal growth and professional development for
lifelong learning.

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8. Other characteristics
The 21st century teachers must 1) :develop life and career skills, 2) practice the
core values of inspiring teacher, 3) have a clear standards and accountability
that their learners should know and be able to do at the end of their schooling, 4)
be skillful in the integration of ICT pedagogy and in conducting action research to
diagnose and solve classroom problems based on evidence, 5). know how to
use broad pedagogies including inquiry-based learning cooperative learning, and
others that may be beneficial to the teaching and learning process, 5) be skillful
in the use of assessment of learning, and 6) acquire Great understanding of local
and global cultures

The 4 Pillars of Education

Curriculum is a critical factor affecting educational quality and learning

achievement. The concern to renew curriculum has been at the heart of the
world-wide efforts in improving quality of education for all. It is important to take note
of the changing nature of curriculum development as ‘an ongoing process aimed at
organizing better learning opportunities and thus focuses on actual interactions
between the teacher and the learner’

The four pillars of learning are learning to know, learning to be , learning to do

and learning to live togrther. These four learning principles intended to be an
alternative approach to the facilitation of curriculum change through resetting
objectives, identifying/selecting key competencies, and integration of relevant
knowledge, skills and values across curriculum areas or learning domains. Let us
discuss it one by one.

1. Learning to know. This includes the development of the faculties of memory,

imagination, reasoning, problem-solving, and the ability to think in a coherent and
critical way. It is ‘a process of discovery’, which takes time and involves going
more deeply into the information/knowledge delivered through subject teaching.
In fact, ‘acquiring knowledge in a never-ending process and can be enriched by
all forms of experience’.

Therefore ‘learning to know’ can be regarded as both a means and an end

in learning itself and in life. As a means, it serves to enable individual learners to
understand at the very least enough about nature, about humankind and its
history, about his/her environment, and about society at large. As an end, it

46
 enables the learner to experience the pleasure of knowing, discovering and
understanding as a process

2. ‘Learning to do. it implies a shift from skill to competence, or a mix of

higher-order skills specific to each individual. Thus ‘learning to do’ means,
among other things, ability to communicate effectively with others; aptitude
toward teamwork; social skills in building meaningful interpersonal relations;
adaptability to change in the world of work and in social life; competency in
transforming knowledge into innovations and job-creation; and a readiness to
take risks and resolve or manage conflicts.

3. Learning to live together. This implies the development of such qualities as:
knowledge and understanding of self and others; appreciation of the diversity of
the human race and an awareness of the similarities between, and the
interdependence of, all humans; empathy and cooperative social behavior in
caring and sharing; respect of other people and their cultures and value systems;
capability of encountering others and resolving conflicts through dialogue; and
competency in working towards common objectives .

4. Learning to be. This type of learning was based on the principle that ‘the aim of
development is the complete fulfillment of man, in all the richness of his
personality, the complexity of his forms of expression and his various
commitments – as an individual, as a member of a family and of a community,
‘Learning to be’ may therefore be interpreted in one way as learning tobe human,
through acquisition of knowledge, skills and values.

Skills of the 21st century teacher

The 21st century teachers should possess the skills namely,

communication skill, learning and innovation skills, information, media and
technology skills and, life and career skills.

1. Communication skills.

Teachers must provide good teaming, interaction, collaboration, and

orientation between them and the learners. Good communication makes
comprehensive discussion and understanding between the teachers and
learners. As modern teachers one should have creativity to produce creative
students and take a risk for the use of critical thinking to develop the learners’
skill in problem solving that will help in relieving their curiosity. It is understood

47
 that every teacher must portray flexibility and have the sense of responsibility,
as well as leadership. 21st century teachers are also those who have social
and cross-cultural skills, initiative, productivity, accountability, and different
values such as moral, ethical and spiritual. As teachers who are exposed with
different forms of technology they should have literacies in such visual and
information, media, basic, economic, technological and multicultural. The
things that characterize 21st century teachers are their ways of thinking and
working, also the tools for working and skills for living in the world.

2. Learning and innovation skills framework

This means that teachers should know how to think independently and
critically, be able to solve problems correctly , and are creative and
innovative in all aspects of teaching, can communicate and collaborate
effectively with various group people and technology advanced individuals.

3. Information, Media, and technology skills Framework

This means the teacher must be able to include information literacy, media
literacy, and Information, Teacher must be able to discern any information
which is transmitted via various forms of media. Communication and
Technology Literacy (ICT) . This also require the teacher to develop and
enhance the use of digital gadgets at all times and and lastly

4. Life and career skill framework. And these included the following:

A. Flexibility and adaptability, which means that a teacher should be able

to adapt to various role , responsibilities that will be assigned to him/her soon .
A teacher who could be able to respond to the call of duty. He/she is
Innovative and self-direction, this demonstrates a self-directed individual who
can plan and work out their plans .

B. Social and Cross-cultural skills, this is also expected of a teacher who

should develop respect for cultural differences and work effectively with other
groups of individuals. He/she has an open mind of different ideas in order to
give way to innovate and improve the quality of work.

C. Productivity and accountability. Teachers or even students who

possess this kind of skills produce results. They know how to respect

48
 teamwork and can manage multi tasks. Can work in a cooperative and
collaborative manner.

D. Leadership and responsibility. Teachers are leaders, and could be

managers at the same time who could use their interpersonal and problem
solving skills with integrity and ethical behavior to influence and guide others.
These skills must be developed by all teachers and even students. .

In addition to these, the 21st century teachers must possess clear standards
and accountability of what learners they may produce at the end of the day.
They must also use pedagogies that require inquiry- based learning so that
learners could be able to participate in any group activity. Skillful in using or
integrating ICT in his lessons, to be multi-cultural literate, teachers must be
aware of the global and local trends, understand and respect local and global
culture.

Diversity of Learners and Multicultural Education: A Challenge to Global

Teacher

Diversity of learners pertains to students who belong to different groups orientation

with diverse learning needs, It encompasses different elements, such as
“socio-economic, world-view, race, age, cultural, gender, sexual orientation, physical
abilities, cognitive abilities, life experiences, and developmental stage” these are also
factors that require multiple approaches in teaching or teacher in differentiated
instruction.

Culture. It is defined as the values, traditions, social and worldview shared by a

group of people bound together by a combination of factors that include one or more
of the following: a common history, geographic location, language, social classes,
and religion.” (Derman-Sparks 1989 )

Patty Ramsey (1987) defined multicultural education as a perspective which

encompasses many dimensions of human difference besides culture, such as race,
occupation, socioeconomic status, age, gender, sexual orientation, and various
physical traits and needs.

Multicultural education is an idea, an approach to school reform, and a movement for

equity, social justice, and democracy. Specialists within multicultural education
emphasize different components and cultural groups .Multicultural education aims to
provide students with educational experiences that enable them to maintain
commitments to their community cultures as well as acquire the knowledge, skills,
and cultural capital needed to function in the national civic culture and community.

The major goal of multicultural education is to restructure schools so that all students
acquire the knowledge, attitudes, and skills needed to function in an ethnically and
racially diverse nation and world. Multicultural education seeks to ensure educational
equity for members of diverse racial, ethnic, cultural, and socioeconomic groups, and
to facilitate their participation as critical and reflective citizens in an inclusive national
49
civic culture. It also aims to develop and foster a democratic and just society where
all groups experience cultural democracy and empowerment, Improve academic
achievement of all students, help the students to develop the knowledge, attitudes
and skills needed to function within their own micro culture, other micro cultures, and
within global community and .provide opportunities to gain cultural competency.

To achieve this ultimate goal of multicultural education it is very important for a

teacher to be knowledgeable about differences in cultures, religion, ethnicity, and
even language of the students Likewise, preparing for a culturally diverse society is
one of the most exciting and rewarding endeavors in education. Moreover, teachers
must also know each student’s unique individuality avoid stereotyping and become
sensitive to and aware of racial, ethnic, cultural and gender groups other than your
own and another important matter is to never make assumptions about an individual
based on their perception of that individual’s race, ethnicity, culture or gender.

In the midst of this diversity, students must be given equal opportunities to education.
It is important to consider the need for curricular and instructional modifications,
teaching styles, re-examination of teachers’ attitudes, beliefs and perception. As
global teachers, we must accommodate the cultural differences and commonalities
of our students. They have to feel that we can relate to their different culture and one
must not be discriminated against because of being different.

The Dimensions of Multicultural Education

James A. Banks's Dimensions of Multicultural Education is used widely by
school districts to conceptualize and develop courses, programs, and projects in
multicultural education. The five dimensions are:(1) content integration; (2) the
knowledge construction process; (3) prejudice reduction; (4) an equity pedagogy;
and (5) an empowering school culture and social structure.

1. Content integration. Content integration deals with the extent to which teachers
use examples and content from a variety of cultures and groups to illustrate key
concepts, principles, generalizations, and theories in their subject area or discipline.
The infusion of ethnic and cultural content into a subject area is logical and not
contrived when this dimension is implemented properly

2. The knowledge construction process. The knowledge construction process

describes teaching activities that help students to understand, investigate, and
determine how the implicit cultural assumptions, frames of references, perspectives,
and biases of researchers and textbook writers influence the ways in which
knowledge is constructed. Multicultural teaching involves not only infusing ethnic
content into the school curriculum, but changing the structure and organization of
school knowledge. It also includes changing the ways in which teachers and
students view and interact with knowledge, helping them to become knowledge
producers, not merely the consumers of knowledge produced by others.

3. Prejudice reduction. The prejudice reduction dimension of multicultural

education seeks to help students develop positive and democratic racial attitudes. It
also helps students to understand how ethnic identity is influenced by the context of
schooling and the attitudes and beliefs of dominant social groups. The theory
developed by Gordon Allport (1954) has significantly influenced research and theory
in intergroup relations. He hypothesized that prejudice can be reduced by interracial
contact if the contact situations have these characteristics: (1) they are cooperative

50
rather than competitive; (2) the individuals experience equal status; and (3) the
contact is sanctioned by authorities such as parents, principals and teachers.

4. An equity pedagogy. An equity pedagogy exists when teachers modify their

teaching in ways that will facilitate the academic achievement of students from
diverse racial, cultural, socioeconomic, and language groups. This includes using a
variety of teaching styles and approaches that are consistent with the range of
learning styles within various cultural and ethnic groups, An equity pedagogy
assumes that students from diverse cultures and groups come to school with many
strengths. Multicultural theorists describe how cultural identity, communicative styles,
and the social expectations of students from marginalized ethnic and racial groups
often conflict with the values, beliefs, and cultural assumptions of teachers.

5. An empowering school culture. This dimension involves restructuring the

culture and organization of the school so that students from diverse racial, ethnic,
socioeconomic, and language groups experience equality. An empowering school
structure requires the creation of qualitatively different relationships among various
groups within schools. Relationships are based on mutual and reciprocal respect for
cultural differences that are reflected in school-wide goals, norms, and cultural
practices. An empowering school structure facilitates the practice of multicultural
education by providing teachers with opportunities for collective planning and
instruction, and by creating democratic structures that give teachers, parents, and
school staff shared responsibility for school governance.

The Global and Glocal Teacher

Global education has been best described by two definitions:

First, UNESCO defines global education as a goal to develop countries worldwide

and is aimed at educating all people in accordance with world standards. Second,
that global education is a curriculum that is international in scope which prepares
today’s youth around the world to function in one world environment under teachers
who are intellectually, professionally and humanistically prepared.

Roland Robertson (1992) a sociologist, in his article “ Glocalization Time-Space and

Homogeniety-Heterogeneity suggests replacing the concept of globalization with the
view in mind to blur the boundaries between global and local. Robertson offers to
see the local as one aspect of globalization, It may mean, a global outlook adapt or a
local outlook adapted to the global condition. Further he said that the term
glocalization means it is local culture which assigns meaning to global influences and
that the two are interdependent and enable each other.

A global teacher is an educator that incorporates various global issues into their
curriculum including multiculturalism, economic, environmental and social issues.The
teacher expands the scope of their viewpoint beyond the normal boundaries of the
local classroom, as students learn about diversity and how they fit into the global
society. As the world becomes more interconnected, teachers are diversifying their
approach to education. The need for global teachers is on the rise in several
countries worldwide. Even developed countries are in need of competent teachers
who will teach in rural and urban classrooms imbued with the characteristics and
attributes of a glocal teacher.

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 Global competence in teachers is a set of essential knowledge, critical
dispositions and performances that help foster a development of learners global
competence. A globally competent teacher has knowledge of the world, critical
global issues, their local impact, and the cultural backgrounds of learners; manifest
intercultural sensitivity and acceptance of difference; incorporates this knowledge
andsensitivity into classroom practice; and, develops the skills to foster these
disposition, knowledge, and performances in learners. . (NAFA:Association of
International Educators, 2015)

Distinct Characteristic of a GLOCAL Filipino Teacher

The following are the characteristic and core values of Filipino Teachers: This was
adapted from the Master Plan for Filipino Teacher 2017
● Cultural and Historical rootedness- can be discussed as building on the
culture and history of learners and the place.
● Ability to contextualize- this can be achieved through the use of local and
indigenous materials, context and pedagogy whenever apporiate.
● Excellence- both in personal and professional competence, leadership,
gechnology,innovation and creativity.
● Responsiveness- this can be possible through social involvement and
service, learner-centeredness, respect and sensitivity for diversity and
inclusiveness.
● Accountability and integrity- teacher being a positive role model with strong
moral character, committed and conscientious, credible,,honest and loyal.
● Ecological sensitivity - teacher being resilient and a steward of the
environment for sustainability.
● Nationalism/Filipinism- teacher should show for being responsible citizen
and upholding the Filipino identity amidst globalization(glocalization);
● Faith in the Devine Providence- teacher being humane, just, peace-loving
and respectful of human rights.

Analysis

Conduct a simple virtual interview to any of the officials or teachers in your school
and ask:
Question: “Assuming that the continuum drawn below represents the learning
environment of your school. Where will you position your school in the continuum?

Encircle the number where you think your school is nearing. Justify your answer.
Place your answer on the box below.

Write your justification here:

52
 2. Choose one (from A-E) and answer the question.
How can you help your school be more aligned with the requirement of 21st
century education.
A, Teacher-
B. Learners -
C. learning environment-
D. Learning content-
E. .Process of learning
3. The 4 Pillars of learning guarantees a complete Education? React on this?
You may write your answer on the box below.

Reflection/Learning Insights

Choose one and reflect and write your insights on one whole sheet of paper.

a). “We may have different religions, different colored skin, but we all belong to one
human race.” - Kofi Annan

b). “As a glocal teacher,” Act locally but think globally” - Roland Robertson

LESSON 3: COMMUNITY-SCHOOL RELATIONS

53
Lesson Proper/Course Methodology

Activity

1. What do you think are the primary reasons why the school and the community
should work cooperatively and harmoniously?

The school and the community should work together

hand in hand because...

2. Do you think that teachers should serve as a role model inside and outside
the school? Can you name some reasons why she should act as one?

Primary reasons why should a teacher act as a

Role model inside and outside the school

Analysis
Direction: Read and write your answer on the space provided below.
54
 1. Try to recall the classroom that you have in elementary school, Is that an
example of a conducive learning environment? Why? Justify your answer
2. How can you say that the school and the community are interconnected to
each other? Prove your answer.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________

Abstraction

The School and the Community

School is where the learners and teachers meet for scholarly reasons, it is
where heaps of instructional materials are found and utilized for guidance and
learning, to put it plainly, school is an instructive foundation intended to give trade of
information between the instructor and the students. It is where learning happens.
The facts confirm that the fundamental capacity of teachers is to dispense the
knowledge, skills, values, and other significant data information, students as what
society expects of educators.

One of the elements of the school is to furnish sound collaboration with the
community they serve. This implies that teachers ought not exclusively be bound in
the four corners of the room rather should realize how to manage different
individuals in the community. Teachers might be an expert who goes about as coach,
asset speaker, mentor, advisor, consultant, and even a network head. In fact, so
much is expected of a teacher.

The Philippine Teachers Professionalization Act of 1994 section 2 disclosed

that the “State recognizes the vital role of teachers in nation-building and
development through a responsible and literate citizenry. Towards this end, the State
shall ensure and promote quality education by proper supervision and regulation of
the licensure examination and professionalization of the practice of the teaching
profession.”

55
 In return, The department of Education who holds the responsibilities in
educating the child ensures that its learners passionately love their country and
whose values and competencies enable them realize their full potential and
contribute meaningfully to building nation”(DepEd Order No. 36, s. 2003)

Educators as portrayed by UNESCO, are one of the most compelling and

influential people inside the homeroom and a specialist for value, access and quality
in training and key to nation growth and development
(https://en.unesco.org/themes/teachers).

Importance of School-Community Relations

A well-developed community relations skills are a necessary component in education

being responsive to the needs of students and other stakeholders. This chapter
examines the importance of school-community relations, the national and local
perspectives on various administrative roles and functions, the differentiated roles of
school with regard to school-community activities, and the importance function of
school to the community or vise-versa.

The role of the teacher in a positive school-community relationship is extremely

important since it is the teacher who is the backbone of the educational system.
Although school boards create school policy and administrators interpret these
policies, teachers are the personnel who implement school policy. To create rich,
nurturing educational environments in the classroom, schools need to maximize the
use of resources available in their communities. Teachers can incorporate parents'
skills and knowledge and local organizations and programs into their curriculum to
offer students supplementary information to complement their basic course work.
Many teachers collaborate with local universities, museums, and community service
organizations to expand the cultural resources available to students and enhance
their educational experience. Teachers can forge relationships with outside agencies
and community members to provide children with the best possible learning
environment.

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Application

Let’s apply what you learned

1. For you, how would you describe a good school and community partnership?
2. Do you experience this in your own school/community, share your experience.
3. Construct a simple policy on partnership between school and community.

Given the following situations below, what do think would be the role of the school to
the community or vice-versa?

Given Situations What the School can What the community

do for the community can do for the school?

1. During Covid 19
Pandemic

2. Calamity crisis

3. National Election

4. 4P’s

5. Brigada Eskwela

Reflection/Learning Insights

57
 1. If a teacher plays a vital role in nation building, what are the important steps
you should do as a professional teacher? Write your answer below.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

LESSON 4 – LINKAGES AND NETWORKING WITH ORGANIZATIONS

There are different associations, organizations and foundations for teachers in

the local, national or international level. This could help in different educational
assistance that teachers need to be able to give better service to our learners. These
organizations come from different objectives but come up with only one aim, and that
is to give the world an ideal educational empowerment. Being linked and connected
to a network which is possibly the source of educational assistance is always an
advantage as teachers.

Lesson Proper/Course Methodology

Activity
Direction: Before proceeding to the subject matter for today. Kindly answer the
activity provided. Place your answer on the space below.

1. As a student, have you engaged yourself in an organization on your campus?

What was your participation?
2. What is the name of the organization where you are affiliated?
3. What are the objectives of your organizations?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Analysis
58
 Being an officer/ member of a certain organization in your college, Have
you ever been given the opportunity to attend local/regional/national
seminars/actvities conducted by a respected professional teacher organizations?
Write a short narrative regarding your participation in the said organization.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Abstraction

Linkages are established between universities and colleges offering identical

degrees in which cross-enrolment for subjects needed for graduation. This could
also be a partnership in research that could be conducted by two or more
universities. On the otherhand, networking could be described as a group of several
institutions (consortium) colleges and universities that bind themselves together for a
common goal. They Work has one to attain common objectives, undertake
innovative practices and update members regarding breakthroughs in different
disciplines. Below are some examples.

a. Pi Lambda Theta, a division of PDK International, is one of the nation’s most

prestigious education honor societies. Established in 1910, Pi Lambda Theta
serves to recognize outstanding students teachers from the college of education
who intend to pursue careers in education. Its main project is Excellence in
Teaching Project (ETP), As a professional association, its purpose is to stimulate
independent thinking educators who can ask critical questions to improve
educational policies and practices. It supports teachers and school leaders by
strengthening their interest in the profession through the entire arc of their career.

b. Southeast Asian Ministers of Education Organization Regional Center for

Innovation and Technology (SEAMEO-INNOTECH),The organization is the
center for training educational leaders from the southeast region under the
SEAMEO organization. It is an international organization established in 1965
among governments of Southeast Asian countries to promote regional
cooperation in education, science and culture in Southeast Asia. The
organization helps to upgrade the competencies of teachers from the region in all
disciplines. It updates teachers’ knowledge and skills in implementing alternative
learning systems. Its mandate to promote research and development of
innovative approaches and capacity development in the education sector.

c. World Council for Curriculum and Instruction (WCCI). The World Council for
Curriculum and Instruction (WCCI) is a transnational educational organization
committed in its mission to advancing the achievement of a just and peaceful
world community and promoting person-to-person, professional relationships. It is
a non-governmental organization of the United Nations in consultative status with
a consultant to the United Nations Educational, Scientific, and Cultural
Organization (UNESCO). In addition, the organization ensures that education
contributes to the promotion of equity, peace, and universal realization of human

59
 rights, developing a comprehensive sense of respect of self, others, and the
environment.

d. Association for Supervision and Curriculum Development (ASCD) It is an

international, nonprofit, nonpartisan education association committed to the
mission of forging covenants in teaching and learning for the success of all
learners. Founded in 1943, ASCD provides professional development in
curriculum and supervision. It initiates and supports activities to provide
educational equity for all students; and serves as a world-class leader in
education information services.it also mandates to develop programs, products,
and services essential to the way educators learn, teach and lead.

Networking with National Professional Organizations

a. The Philippine Association for Teacher Education (PAFTE). PAFTE is a

network of caring and competent teacher educators and is a prime mover for
quality teacher education. It is a learning community of teacher-leaders engaged
in continuing education, innovations and scholarly works. It is an advocate of the
teaching profession and a prime mover for national development. The main
objective of the organization is to promote and maintain unity, professionalism
and excellence among teacher Educators, Teacher Education Institutions, and
professional Teachers. It also aims to raise and maintain standards of teacher
education and enhance the nobility of the teaching profession through effective
leadership.

b. Federation of Accrediting Association of the Philippines (FAAP). The

association was established in 1977 and is authorized by the Philippine
Commission on Higher Education (CHED) to certify the quality levels of
accredited programs at the tertiary level, for the purpose of granting progressive
deregulation and other benefits.

c. The Philippine Association of Colleges and Universities Commission on

Accreditation (PACUCOA) is a private accrediting agency which gives formal
recognition to an educational institution by attesting that its academic program
maintains excellent standards in its educational operations. The main objectives
of the organization are to identify schools whose competence and performance
in a particular field warrant public and professional recognition, to guide students
in the choice of quality schools, colleges and universities that will meet their
individual needs, to help institutions of learning achieve maximum educational
effectiveness through self-evaluation and self-discipline and to enlist the
cooperation of institutions of learning and professional associations in the mission
of advancing the interest of education.

d. Association for Accrediting Colleges and Universities of the Philippines

(AACUP) the accreditation of curricular programs in the Philippines, particularly
for state universities and colleges. The main function of the Accrediting Agency of
Chartered Colleges and Universities in the Philippines (AACCUP), is "to develop
a mechanism of, and conduct the evaluation of programs and institutions."

e. Philippine Association of State Universities and Colleges (PASUC) is an

association of public tertiary school level institutions in the Philippines. These
comprise all 102 State Universities and Colleges (SUC) which are under the

60
 Commission on Higher Education (CHED). Some of the activities of PASUC
focuses on sports, literary, and musical competition annually participated by its
active members.

f. The Philippine Accrediting Association of Schools, Colleges and Universities

(PAASCU) is a private, voluntary, non-profit and non-stock corporation which was
registered with the Securities and Exchange Commission of the Philippines. It is
a service organization which accredits academic programs which meet commonly
accepted standards of quality education.

g. PAASCU. This is an accrediting body composed of different private educational

institutions that stamp other private schools with a quality standard attained with
regard to their programs.

Networking with Foundation

● Educational Research and Development Assistance Foundation, Inc. The
foundation supports programs and services in health, livelihood, and continuing
education. It organizes 128 children associations nationwide (National
Federation of Children’s Associations of the Philippines). A dynamic human
development organization committed to create and sustain services for
economically and socially disadvantaged children, youth, women, families and
communities. They envisions a nation where all children will have access to
quality education that they might have a decent human life; and prepare
children for a better future.

● Metrobank Foundation, Inc. It recognizes and honors outstanding teachers of

the three educational levels from school nationwide. “SEARCH FOR
OUTSTANDING TEACHERS”. They also support 30 teacher education
students, 15 each from third and fourth year level that are identified as Centers
of Excellence in Teacher Education in coordination with Pi Lambda Theta.

● Network of Outstanding teachers and Educators (NOTED). This is an

organization that promotes a culture of excellence and service among
educators through professional development, publications, research, and
advocacy in active partnership with government and non-government
organizations. They are under the MetroBank Foundation and an honor society.

● Ayala Foundation, Inc. (AFI) • It extends the benefits of recent technological

developments to a greater number of men, women and children.

● GMA Foundation • Its mission is to give hope and a future to the Filipino family
by safeguarding human rights and upgrading standards of education.

● Philippine Foundation for Science and Technology (PFST) • Consist of

Science exhibits which are visited by school children via the Science Centrums
all over the Philippines.

Networking with Government Offices

61
● Literacy Coordinating Council (LCC) • One of its function is to Train trainors
who handle literacy training courses among the youth.

● The Department of Science and Technology (DOST). The primary aims of

the department is to Supports undergraduate and graduate scholarship
programs in science and mathematics in the Regional Science Teaching
Centers.

● The Commission on Higher Education (CHED). The Commission on Higher

Education is the Philippine government’s agency in charged with promoting
relevant and quality higher education, ensuring access to quality higher
education, and guaranteeing and protecting academic freedom for continuing
intellectual growth, advancement of learning and research, development of
responsible and effective leadership, education of high level professionals, and
enrichment of historical and cultural heritages. The main function of the
organization is to Organizes Technical Panels for all professional and
benchmark the curricula of all degree with international standards.

● The Teacher Education Council (TEC). The council focuses on teacher

education policies and standards

62
Unit III: ON BECOMING A GLOBAL
TEACHER
Title of the Lessons:
Lesson 1 - Global Education and the Global Teacher
Lesson 2 - A Closer Look on the Educational Systems of Selected Countries
of the World
Lesson 3 - Multi-Cultural Diversity: A Challenge to Global Teachers
Lesson 4 - Broadening Teaching Perspectives: Teacher Exchange
Programs
Lesson 5 - Bringing the World Into the Classroom Through Educational
Technology

Duration: 9 hours

Introduction

This unit presents the extent of possibilities of expanding the horizon of a classroom
teacher of becoming global professional teacher. The topics illustrate ways of
approaching everything in the classroom and community globally. It offers
opportunities for teachers for exchange programs abroad, provides insights on the
different educational systems of the selected countries of the World, and the how
technology plays an important role in bringing the World into the classroom.

63
 Here are the choices:

A. United State of America

B. Visiting International Faculty or VIF

C. Canadian Education Exchange Foundation ( CEEF )

D. Culture

E. Inter-African Teacher Exchange

F. Fulbright Teacher Exchanges program

Test III
A. Choose 3 countries below and list down anything that you know about the
system of education of these countries. Make a graphic organizer
describe it well.

New Zealand U.K.

Australia USA
South Africa Japan

B. How would you a Local teacher? How about a global teacher? Is it

possible that a local teacher could also be an international teacher at the
same time? How?

Rubric for an short essay type of test.

Features Expert Accom Capable Beginner

4 polished 2 1
3

Ideas Present ideas in Present ideas Ideas are Ideas are

an original manner inconsistent too general vague or
manner unclear

Organizatio Strong and Organized little NO

n/ organized content content organized organization
Content content of content
observed

64
Understandi Writing shows a The report offers Writing Writing
ng strong a clear shown shows little
understanding understanding adequate understandi
understandi ng
ng

65
LESSON 1: A Closer Look in the Educational Systems of the Selected
Countries of the World

Duration: 3 Hours

INTRODUCTION
This lesson will bring you to different countries in the world. This will gives you
a clear understanding of how the educational system works in another country.
Different places have unique ways of establishing their own culture of education,
starting from the learners, teachers, programs, curriculum, and other
significant factors that may affect the learning process of every individual.

OBJECTIVES/COMPETENCIES
At the end of this lesson, you are expected to:

1. Discuss the educational system in the selected countries of the world

2. Compare the educational system of one government to another
3. Criticize the educational system of the country and suggest ways or platforms
you think is best for the country.

LESSON PROPER

ACTIVITY

Let's do this!
Answer the questions below, write your answer on the space provided for you.

1. If you are given a chance to study abroad, will you grab the opportunity?
What country are you interested in? Why

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

66
ANALYSIS

Let's analyze
1. Download a copy of the K to 12 (RA. 10533) curriculum and read and then
answer the question below.

You and your classmates are definitely a product of the new curriculum, which is the
K to 12; based on your own experience, what are the most encountered problem
have you bump into during the implementation of the program.

On the other hand, provided with the knowledge that you have regarding the said
curriculum, can you identify some curriculum. Answer the two questions by filling the
table that follows.

Problems encountered during the Advantages of the K to 12 Curriculum

implementation of the curriculum

1. Select two countries that you really like and examine the similarities and
differences of its program to the current program that we have here in the
Philippines. You can use the Venn diagram in doing this activity.

ABSTRACTION
Education in Australia. This country has an
integrated education system supported by the
Australian Qualifications Framework (AQF). It is a
national policy for regulated qualifications across
schools, vocational education and training, and higher
education, primary and secondary school, until at
least the age of 16. In the senior secondary years,
students who want to pursue universities vocational
education and training institution shall apply for study
for their Senior Secondary Certificate of Education

67
 Regarding their kindergarten courses, each Australian state and territory has
a different approach to pre-school, some operating independently, and some within
primary schools.
States and territories are responsible for delivering school education in
Australia with schools operated by government and non-government education
authorities, including faith-based and independent schools. Moreover, teaching in
Australia welcomes innovation, productivity, and giving students the skills they need
for future success.
Australia is a well-respected supplier of English language training services
and is the only country in the world with an English language training accreditation
and quality assurance framework.

Education in China. Education in this country is divided into necessary

education, higher education, and adult education. According to their law, each child
must have nine years of compulsory education,
six years from primary school, and three years
to junior secondary education.
Speaking of primary education in
China, pre-school education is usually three
years. In comparison, primary education runs
for six years to complete the course, starting at
the age of six, and another six years for
secondary education.
Secondary education has two routes: academic
secondary education and
specialized/vocational/technical secondary
education. The academic secondary education
consists of three years for junior and another 3
years for senior middle schools,
Junior middle school graduates wishing to continue their education take a
locally administered entrance exam. They will have the two options 1) continuing in
an academic senior middle school; 2) entering a vocational middle school to receive
two to four years of training. Senior middle school graduates wishing to go to
universities must take the National Higher Education Entrance Exam (Gao Kao).
Higher education is divided into two categories: 1) universities that offer
four-year or five-year undergraduate degrees to award academic degree
qualifications; and 2) colleges that offer three-year diploma or certificate courses on
academic and vocational subjects. Postgraduate and doctoral programs are only
offered at universities.

Education in Japan. Compulsory education in

japan begins for all children after they have turned six
years of age; the majority of children attend
kindergarten (yochien). Primary school (shogakko) from
grade 1 to grade 6 is six years in length and is for
children between six and 12. At the end of primary

68
school, a certificate of completion is awarded. . Students who complete the natural
cycle are automatically accepted into lower secondary school.
Secondary education is divided into two three-year cycles: lower and upper
secondary. Lower secondary school is compulsory while the upper secondary school
is not compulsory,
For the Japanese attending the lower secondary school is a critical phase of
their education process. Initially, it started from grades 7 –to grade 10 of the
education cycle; learners are 12 to 15 years of age. Results at lower secondary
school can determine whether or not the student gains access to an excellent upper
secondary school and, by extension, to a good university and career.
In the second and third year of the lower secondary cycle, attendance at Juku,
or cram schools, is expected as students prepare for the competitive upper
secondary school examinations. Students completing the more down secondary
process are awarded a graduation certificate and are eligible to take admissions
examinations for upper secondary school.
Higher education in Japan is provided at universities (daigaku), junior colleges
(tanki daigaku), colleges of technology (koto senmon gakko), and special training
schools and colleges (senshu gakko). Of these four types of institutions, only
universities and junior colleges are strictly post-secondary providers. Admission to
an institution of higher education requires the Upper Secondary School Certificate of
Graduation (Kotogakko Sotsugyo Shosho).

Education in South Africa. Kindergarten is known as 'grade 0', while formal

or compulsory education starts from the age of seven, grade 1, to the age of 15,
level 9, and in total, the education system runs all the way from group 0 (otherwise
known as reception) to grade 12. From grades 10 to 12, education is optional and is
sometimes taught in the specialist
technical, community, or private colleges,
where they take a school-leaving exam
known as the Matric. Aside from
international schools, there are three main
types of schools in South Africa these
are the public government-funded schools,
governing body-funded schools, and
private schools.
Eventually, public schools in South Africa rely on government funding and are
operated at a local level in their province, which means the quality of education
varies significantly between areas. Educational standards tend to be higher in the
bigger cities, but with a lack of government financing, some schools lack qualified
teachers and specialist equipment.
However, there are also private schools in South Africa that have an excellent
reputation, usually handling smaller class sizes, more extracurricular activities, and,
in some cases, learning systems more closely based on those in the likes of the
United States and Britain.

69
 Once finishing high school, students receive the National Senior Certificate,
with matriculation endorsements defining their specific qualifications. These
endorsements are the minimum requirement to get into a South African university.

Education in the United Kingdom The

education system in the United Kingdom is divided
into four main parts, primary education, secondary
education, further education, and higher
education. Children in the U.K. have to legally
attend primary and secondary education, which
runs from about 5 years old until the student is 16
years old. .Primary and secondary education is
mandatory in the U.K.; after age 16, education is
optional. The education system in the U.K. is
divided into 4 key stages.

Key Stage 1. This stage includes pupils at

the primary school aged 5 to 7 years old.
Basically, during key stage 1, kids are introduced
to some of the most basic knowledge of subjects like the English language,
Mathematics, History, Physical Education, Geography, History, and Music.

Key Stage 2. Between 7 to 11 years, pupils will be in the second Key Stage of
compulsory education. In this stage, the curriculum aims to move them further in
gaining a bit more knowledge on core subjects. At the end of this stage, they will be
tested in the following topics English reading, English grammar, punctuation and
spelling, Mathematics, Science. In English and Mathematics, the testing will be done
through national assessment tests, while the teacher will independently assess the
level of improvement of each student in Science.

Key Stage 3. Pupils aged 11 to 14 are in the third stage of compulsory

education. To a certain degree, this period of their knowledge is critical because only
a few years later, they will sit for the General Certificate of Secondary Education
(GCSE) national qualification.

Key Stage 4. In the final stage of compulsory education, Key Stage 4 lasts
from 14 to 16. This is the most common period for students to undertake the national
assessment tests that will lead them to take a GCSE or other national qualifications.
From age 11 to 16, students will enter secondary school for key stages three
and four, and to start their move towards taking the GCSEs. The most important
assessment occurs at age 16 when students pursue their General Certificate of
Secondary Education (GCSE's). Once students complete their GCSE's, they choose
to go onto further education and then potential higher education or finish school and
go into the working world.

70
 In the Higher education system, the international students will enter directly
into the U.K. higher education system, after completing their home country's
equivalent to the U.K.'s "further education."

Education in the United States. Young children enter formal schooling around the
age of five. Pre-School is not required. On the other hand, it acts to prepare children
to succeed in a kindergarten better. Pre-School programs are not free: they have to
be financed by the family.
U.S. educators frequently use
K-12 education to refer to all
primary and secondary
education, from kindergarten
before the first year (or 1st
grade) of formal schooling,
through secondary graduation
(12th grade).
This pattern
"Elementary school (K-5), middle school (6-8), high school (9-12)" is the most
common one. Elementary students are typically in one classroom with the same
teacher most of the day. After elementary school, students proceed to junior high
school, called middle school, where they usually move from class to class each
period, with a new teacher and a fresh mixture of students in every category.
Students can select from a wide range of academic courses and elective classes.
Children in the Elementary and Middle School or Junior High generally stay in
the classroom an average of 6.5 to 7 hours. In High School, students in their first
year are called freshman, in their second-year sophomore, in their third year junior,
and in their last and fourth-year senior. There is an even greater variety of subjects
than before. Students generally stay in the classroom an average of 7.5 hours and
must earn a certain number of credits to graduate and be awarded a High School
Diploma. Only with a high school diploma students can enroll in post-secondary
education. Only with a high school diploma students can enroll in post-secondary
education. It is essential to know that colleges and universities sometimes require
specific high school credits or tests for admission, and students must plan their high
school careers with those requirements in mind.

Education in New
Zealand. Education is free
between the ages of 5 and 19 at
schools that are
government-owned and funded.
Schooling is compulsory from
age 6 to 16. In the majority of
schools, children can start school
on the day they turn 5 years old.
Primary education begins at Year
1 and goes to Year 8 when

71
children are around 5-12 years of age, while secondary education goes from Year 9
to Year 13 when child age is around 13-17. The primary education focuses on
foundation learning across a range of subjects and competencies but especially in
literacy and numeracy. The students' study is guided by the New Zealand National
Curriculum like English, the arts, health, and physical education, languages,
mathematics, and statistics, Science, social sciences, and technology. The learners
in this stage ages 5-10, from Years 1 to 6. Students' abilities in reading, writing, and
Math are regularly assessed against expectations for their age level, as set out by
New Zealand's National Standards.

At secondary school, students learn a broad and balanced curriculum, with

some specialization possible in Years 11-13. Schools that teach in the English
language use the New Zealand Curriculum. Schools that lead in the Māori language
use Te Marautanga o Aotearoa, a curriculum based on Māori philosophies. Students
at this level are also known as high schools or colleges - work towards the National
Certificate of Educational Achievement (NCEA). Secondary schools also offer some
vocational subjects, such as tourism and computing. At ages 18, they are now about
to enter college.
In New Zealand, there are eight state-funded universities, 16 Institutes of
Technology and Polytechnics (ITPs) which have been unified into the New Zealand
Institute of Skills and Technology (NZIST), and about 550 Private Training
Establishments (PTEs), which include English language school

A. APPLICATION

Let's apply what you learned

Aside from the 2 countries mentioned above, select another 3 countries and try to fill
out the information asked below.

System of Name of the Name of the Name of the

education Country country country
in the 1 2 3
following
program

Elementary

Secondary

Tertiary

72
Now that you are already aware of the different educational systems of the countries
presented a while ago. Are you now enlightened why the Philippine education is
pursuing the k to 12 reforms? Let's review your answer on the previous activity
regarding the problems that you encountered during the implementation of the
current curriculum; with information, can you suggest or recommend how these
problems can be minimized if not totally resolved?

Place your answer on the table below.

Problems encountered during the Solution

implementation of the curriculum

B. REFLECTION
Answer the question below. Write your answer on the whole sheet of paper.

1. How much do you appreciate the effort of our curriculum plannesr in

introducing to the K to 12 curriculum? Do you think that the 12 years of basic
education would make us competitive with other nations? Why?

73
LESSON 2: MULTICULTURAL DIVERSITY

Duration: 3 Hours

INTRODUCTION

This lesson will enlighten you on why and how a professional teacher deals
with the diverse groups of learners. Learners like you are imbued with various
characteristics different from others. It is said that even identical twins are not alike;
they differ in many ways. As a teacher, who will be dealing with approximately 50
students a day is already a problem for the teacher on how he/she is going to handle
the big group of learners. How much more that these people are filled with
differences, from their color, gender preferences, social status, personality, family,
and cultural background. This might be simple to the individual himself, but others
might find it annoying.

This is the situation where the teacher comes in, and these are the primary
reasons why the school exists, whose main functions are to keep everyone united,
educated, let others fell that they are respected and accepted despite their
distinctiveness to others.

OBJECTIVES/COMPETENCIES

At the end of the lesson, you are expected to:

1. Identify and discuss the five dimensions of multicultural education.

2. Promote and maintain a healthy multicultural environment.
3. Describe and demonstrate the global and glocal teacher and their characteristic.

74
LESSON PROPER

ACTIVITY

Let's call this activity "Getting to know each other" fill in the table below by
conducting a cursory interview to 8 people around you; ask them about their:

Students Diversity

Name of your Provinc Languag Religio Colo Customs and

classmates e e n r traditions in their
locality

ANALYSIS
Let's analyze

1. With the discussion stated above, do you believe that multicultural education
exists in your school, particularly in the group of students where you are a
part? Is there a situation in class that one of your classmates could hardly be
understood or being bullied by his fellow because of his language, color,
gender preferences? Describe the situation in class and how the teachers
acted on this?

2. Design a program or activities in school that aims to promote multicultural

education.

ABSTRACTION

DIVERSITY OF LEARNERS AND MULTICULTURAL EDUCATION: A

CHALLENGE TO GLOBAL TEACHER

The diversity of learners pertains to students who belong to different groups'

orientation with diverse learning needs. It encompasses other elements, such as
75
"socioeconomic, worldview, race, age, cultural, gender, sexual orientation, physical
abilities, cognitive abilities, life experiences, and developmental stage" these are also
factors that require multiple approaches in teaching or teacher in differentiated
instruction.
Culture. It is defined as the values, traditions, social and worldview shared by
a group of people bound together by a combination of factors that include one or
more of the following: a shared history, geographic location, language, social
classes, and religion." (Derman-Sparks 1989)
Patty Ramsey (1987) defined multicultural education as a perspective which
encompasses many dimensions of a human difference besides cultures, such as
race, occupation, socioeconomic status, age, gender, sexual orientation, and various
physical traits and needs
Multicultural education is an
idea, an approach to school reform,
and a movement for equity, social
justice, and democracy. Specialists
within multicultural education
emphasize different components and
cultural groups.
Multicultural education aims
to provide students with educational
experiences that enable them to
maintain commitments to their
community cultures and acquire the
knowledge, skills, and cultural capital
needed to function in the national civic
culture and community.
The primary goal of multicultural education is to restructure schools to acquire
the knowledge, attitudes, and skills needed to function in an ethnically and racially
diverse nation and world. Multicultural education seeks to ensure educational equity
for members of various racial, ethnic, cultural, and socioeconomic groups, and to
facilitate their participation as critical and reflective citizens in an inclusive national
civic culture. It also aims to develop and foster a democratic and just society where
all groups experience cultural democracy and empowerment, Improve academic
achievement of all students, help the students to develop the knowledge, attitudes,
and skills needed to function within their own micro-culture, other micro-cultures, and
within the global community and .provide opportunities to gain cultural competency.
"To achieve this ultimate goal of multicultural education, a teacher needs to
know differences in cultures, religion, ethnicity, and even the language of the
students. Likewise, preparing for a culturally diverse society is one of the most
exciting and rewarding endeavors in education. Moreover, teachers must also know
each student's unique individuality, avoid stereotyping and become sensitive to and
aware of racial, ethnic, cultural, and gender groups other than your own and another
essential matter is to never make assumptions about an individual based on their
perception of that individual's race, ethnicity, culture or gender

76
 Amid this diversity, students must be given equal education opportunities. It is
essential to consider the need for curricular and instructional modifications, teaching
styles, a re-examination of teachers' attitudes, beliefs, and perceptions. As global
teachers, we must accommodate the cultural differences and commonalities of our
students. They have to feel that we can relate to their different culture, and one must
not be discriminated against because of being different.
The Dimensions of Multicultural Education
James A. Banks's Dimensions of Multicultural Education is used widely by
school districts to conceptualize and develop courses, programs, and projects in
multicultural education. The five dimensions are (1) content integration, (2) the
knowledge construction process, (3) prejudice reduction, (4) an equity pedagogy,
and (5) empowering school culture and social structure.

1. Content integration. Content integration deals with the extent to which teachers
use examples and content from a variety of cultures and groups to illustrate key
concepts, principles, generalizations, and theories in their subject area or
discipline. The infusion of ethnic and cultural content into a subject area is logical
and not contrived when this dimension is implemented correctly.

2. The knowledge construction process. The knowledge construction process

describes teaching activities that help students understand, investigate, and
determine how the implicit cultural assumptions, frames of references,
perspectives, and biases of researchers and textbook writers influence how
knowledge is constructed. Multicultural teaching involves not only infusing ethnic
content into the school curriculum but changing the structure and organization of
school knowledge. It also includes changing how teachers and students view and
interact with experience, helping them become knowledge producers, not merely
the consumers of knowledge produced by others.

3. Prejudice reduction. The prejudice reduction dimension of multicultural

education seeks to help students develop positive and democratic racial
attitudes. It also allows students to understand how ethnic identity is influenced
by the context of schooling and the attitudes and beliefs of dominant social
groups. The theory developed by Gordon Allport (1954) has significantly
influenced research and approach in intergroup relations. He hypothesized that
prejudice can be reduced by interracial contact if the contact situations have
these characteristics: (1) they are cooperative rather than competitive; (2) the
individuals experience equal status; and (3) the contact is sanctioned by
authorities such as parents, principals, and teachers.

4. An equity pedagogy. An equity pedagogy exists when teachers modify their

teaching in ways that will facilitate the academic achievement of students from
diverse racial, cultural, socioeconomic, and language groups. This includes using
various teaching styles and approaches that are consistent with the range of
learning techniques within different cultural and ethnic groups; an equity
pedagogy assumes that students from diverse cultures and groups come to

77
 school with many strengths. Multicultural theorists describe how cultural identity,
communicative styles, and the social expectations of students from marginalized
ethnic and racial groups often conflict with the values, beliefs, and cultural
assumptions of teachers.

5. An empowering school culture. This dimension involves restructuring the

culture and organization of the school so that students from diverse racial, ethnic,
socioeconomic, and language groups experience equality. An empowering school
structure requires the creation of qualitatively different relationships among
various groups within schools. Relationships are based on mutual and reciprocal
respect for cultural differences reflected in school-wide goals, norms, and cultural
practices. An empowering school structure facilitates multicultural education by
providing teachers with opportunities for collaborative planning and instruction,
and by creating democratic systems that give teachers, parents, and school staff
shared responsibility for school governance.

THE GLOBAL AND GLOCAL TEACHER

UNESCO defines global education to develop countries worldwide and aims

to educate all people per world standards. Second, that global education is a
curriculum that is international in scope, which prepares today's youth around the
world to function in one world environment under teachers who are intellectually,
professionally, and humanistically prepared.
Roland Robertson (1992), a sociologist, in his article "Glocalization
Time-Space and Homogeneity-Heterogeneity, suggests replacing the concept of
globalization with the view in mind to blur the boundaries between global and local.
Robertson offers to see the locals as one aspect of globalization. It may mean a
global outlook adapt or a regional perspective adapted to the worldwide condition.
Further, he said that the term glocalization means it is the local culture that assigns
meaning to global influences and that the two are interdependent and enable each
other.
Bilbao.et.al (2018) cited that a global teacher is an educator that incorporates
various global issues into their curriculum, including multiculturalism, economic,
environmental, and social issues. The teacher expands the scope of their viewpoint
beyond the normal boundaries of the local classroom, as students learn about
diversity and how they fit into the global society. As the world becomes more
interconnected, teachers are diversifying their approach to education. The need for
glocal teachers is on the rise in several countries worldwide. Even developed
countries need competent teachers who will teach in rural and urban classrooms
imbued with the characteristics and attributes of a glocal teacher.
Global competence in teaching is a set of essential knowledge, critical
dispositions, and performances that help foster learners' global competence. A
globally competent teacher has experience of the world, pressing global issues, their
local impact, and the cultural backgrounds of learners; manifest intercultural
sensitivity and acceptance of difference; incorporates this knowledge and sensitivity
78
into classroom practice; and, develops the skills to foster these disposition,
understanding, and performances in learners. (NAFA: Association of International
Educators, 2015)

Distinct Characteristic of a GLOCAL Filipino Teacher

The following are the characteristics and core values of Filipino Teachers: This
was adapted from the Master Plan for Filipino Teacher 2017.

● Cultural and Historical rootedness - can be discussed as building on the

culture and history of learners and the place.

● Ability to contextualize- this can be achieved using local and indigenous

materials, context, and pedagogy whenever appropriate.

● Excellence- both in personal and professional competence, leadership,

technology, innovation, and creativity.

● Responsiveness can be possible through social involvement and service,

learner-centeredness, respect, and sensitivity for diversity and inclusiveness.

● Accountability and integrity- teacher being a positive role model with strong
moral character, committed and conscientious, credible, honest, and loyal.

● Ecological sensitivity - teacher being resilient and a steward of the

environment for sustainability.

● Nationalism/Filipinism- the teacher should show for being a responsible

citizen and upholding the Filipino identity amidst globalization(glocalization);

● Faith in the Devine Providence- teacher, being humane, just, peace-loving,

and respectful of human rights.

Distinct Characteristic of a GLOCAL Filipino Teacher

The following are the characteristics and core values of Filipino Teachers: This
was adapted from the Master Plan for Filipino Teacher 2017.

● Cultural and Historical rootedness - can be discussed as building on the

culture and history of learners and the place.

● Ability to contextualize- this can be achieved using local and indigenous

materials, context, and pedagogy whenever appropriate.

● Excellence- both in personal and professional competence, leadership,

technology, innovation, and creativity.

79
 ● Responsiveness can be possible through social involvement and service,
learner-centeredness, respect, and sensitivity for diversity and inclusiveness.

● Accountability and integrity- teacher being a positive role model with strong
moral character, committed and conscientious, credible, honest, and loyal.

● Ecological sensitivity - teacher being resilient and a steward of the

environment for sustainability.

● Nationalism/Filipinism- the teacher should show for being a responsible

citizen and upholding the Filipino identity amidst globalization(glocalization);

Faith in the Devine Providence- teacher, being humane, just, peace-loving, and
respectful of human rights.

APPLICATION

Give some tips on how to become a glocal teacher. Do you think that a glocal
teacher could be an advocate of multiculturalism? How?

REFLECTION/INSIGHTS

After a thorough discussion about multicultural education, you may now answer the
activity below.

Instruction: Close your eyes for a moment and ask yourself, what are
the characteristics of a glocal teacher that I have? Having those characteristics, do
you think that it would be an excellent start to handle a group of learners with diverse
backgrounds? Why?

80
LESSON 3: Broadening Teaching Perspectives: Teacher Exchange
Programs

DURATION: 3 Hours

INTRODUCTION

To become a global teacher, we have to broaden our teaching perspectives.

We shouldn't be afraid of dealing with other people and expanding our experiences
beyond the confines of our classroom, school, or community. This lesson will
introduce different teacher exchange programs, where teachers are given a more
comprehensive learning environment, the higher the chance of achieving global
competitiveness. Teacher exchange programs are provided with different
opportunities for a broader range of knowledge about teaching perspectives. These
programs are measuring the flexibility of a teacher that can perform their task in
global means. The foundation of teachers' ability comes from different experiences
that can be gained in other programs with different environments. With this,
international teachers can be able to make themselves adjustable and adaptable
mentors.

OBJECTIVES/COMPETENCIES
At the end of the lesson, you are expected to

1. Identify the different teacher exchange programs in the USA, Canada, and
South Africa
2. Explain and criticize the objectives of each program

LESSON PROPER

A. ACTIVITY

Let's do these
Conduct a virtual interview with the immediate school administrator of the
department and ask him/her about the following questions. Record
the conversation and share it with class.

1. Does the College of Education have an existing program concerning on

student-teacher exchange program or faculty exchange program? What are
those colleges and state Universities involved? How about in other countries,
do we have a student teacher or faculty who participated in said program?
Any feedback from them?

2. What are the primary objectives of this program?

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ANALYSIS

Visiting International Faculty Program (VIF)

Visiting International Faculty or VIF, it is an international program that allows
the teacher to spend time abroad, studying the culture and language of another
country, and immersing themselves in a different educational system. Since 1989,
the Visiting International Faculty (VIF) program has brought international teachers to
selected schools in the United States to serve as classroom teachers and cultural
ambassadors from their native countries.
.U.S. is the most extensive cultural
exchange program for teachers and schools. The
program facilitates intercultural experiences for
thousands of people from around the world each
year. This widespread diplomacy effort, though
the government initiated, is structured to rely on
designated sponsors to recruit exchange
participants and place them in U.S. schools. The
basic requirements for the VIF program for
teachers are credentials and qualifications
like baccalaureate degrees or higher, teacher
preparation, relevant coursework, and English
fluency. After this, the VIF will provide a
week-long orientation for all teachers upon their
arrival in the United States.
It has the intention to ensure that the
students and communities worldwide reap the benefits of international education. It
is guided by its principles that, in every school, there should be one international
student, that every student should be exposed to various teachers during their
academic careers, that all communities should have equal opportunities to develop
globally literate citizens. The mission of the Visiting International Faculty is to expand
the student's exposure to world cultures. Though VIF was designed as a language
exchange program for teachers, administrators began using the agency to fill gaps in
other hard to staff subjects during a period of U.S. teacher shortages.

Fulbright Teacher Exchange Program

The mission of the Fulbright Teacher Exchanges is to create a global
community of educators to invigorate student learning. We provide opportunities for
educators to share practices across borders and bring international knowledge,
skills, and perspectives to their classrooms and schools. Through exchange
programs, educators forge lasting connections and prepare their students to be
open-minded future leaders. The latter is well-positioned to work with others around
the world to address shared global challenges.
Fulbright Teacher Exchange fellows equip their students with 21st-century
skills and bring an international perspective home to U.S. schools. Each year, nearly
150 educators from across the United States are sent to participate in programs

82
abroad from two weeks to six months. Successful applicants come from all
backgrounds, and their applications demonstrate how the exchange experience will
influence their teaching and their students going forward.
Fulbright Teacher Exchanges bring primary and secondary educators from
more than 85 countries and territories worldwide to the United States for professional
growth and learning. Fellows have the opportunity to expand professional leadership
skills and build mutual understanding within their U.S. hose community.
Fulbright welcomes teacher participants to conduct research, individual
inquiry, projects, take courses, and collaborate with colleagues on educational
practices to improve student learning—research Program. Furthermore, Fulbright
provides an opportunity for educators from the United States to take part in a three-
to six-month professional learning experience abroad to conduct research and
pursue additional learning.

Inter-African Teacher Exchange

The objectives of this program are 1) provide opportunities for African teachers to
learn from the teaching environment in other African countries, 2) it also provides
experiences and widens the horizon of African teachers by encouraging exchange
visits to countries outside Africa, and 3.) Envision to create cultural awareness and
tolerance of development in different African education environments

These exchange programs occur during the spring and summer holidays. This
enables teachers and administrators to shadow their counterparts in another country.
In this program, the African teacher exchange visit within a school or another African
country for two weeks with the following activities. 1) they will be assigned at one
school for one week and another school for another week, 2) observe teaching in the
said teacher's subject, 3) engage in discussions with teachers in another school, 3)
the guest teacher teaches using ICTs at the school that the teacher is visiting 4),
lastly, write a journal of their exchange visit experiences.

Canadian Educators Exchange

The Canadian Education Exchange Foundation (CEEF) is a not-for-profit
corporation specializing in exchange programs for school groups, students, and
teachers. Their exchange programs are designed to enhance language proficiency,
increase awareness of other cultures' customs, languages, and foster global
understanding, promote personal growth and development.
The Canadian Education Exchange Foundation (CEEF) offer
various Programs, and that includes:

a. Student Exchanges – 2 to 3-month reciprocal educational exchange programs

for elementary and secondary school students through partnerships with
government and private agencies in many international countries. CEEF
student exchanges are school-based.

b. Educator Exchanges – exchanges for educators at the elementary, secondary,

and in some cases, college levels. CEEF maintains links with the
83
 Ministries/Department of Education and Training in addition to official
exchange authorities. The basic program assumes that a Canadian teacher
will exchange their teaching position with an educator in another country or
province for one year.

c. School Groups – the School Partners Abroad program allows schools to

benefit from an international partnership, which will increase awareness of
other cultures, enhance language proficiency, foster global understanding,
and promote personal growth. Each program involves a class or school group,
including a teacher, participating in a two-to-four week exchange with a
partner school abroad.

More specifically, participants in the program increased in self- confidence,

improved the professional skills, particularly about school improvement processes,
peer support, collaborative working and delivery of in-service training; increased their
understanding of school management, leadership issues, and approaches;
increased in the knowledge of the many aspects of life in the placement country;
improved in the reassessment of professional values and commitment, resulting in
changed perspectives; and personal changes, including re-evaluation of personal
values and lifestyles.

Let's analyze

Base on the information above, which program were you impress? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________

ABSTRACTION
Given a chance to talk to the school officials, how would you convince them to
strengthen the said program in your school? Make a position letter for this.

REFLECTION
If your co-teacher is having a second thought of accepting the offer to
represent her school for the International Teacher Exchange program in the USA.
Will you encourage her to grab the opportunity or not? Why?.

84
LESSON 4: BRINGING THE WORLD INTO THE CLASSROOM THROUGH
EDUCATIONAL TECHNOLOGY

DURATION: 3 Hours

INTRODUCTION
For technology to work effectively, it should be incorporated in the classroom if
appropriate for a given instructional task. Also, technology can only be a useful
teaching tool if teachers participate in decisions to adopt the technology. To know
more about this, lesson 5 will discuss the role of technology in the teaching and
learning process and how it could improve learning from the traditional to the
constructivist point of view. And lastly, how technology could support learning both
for teachers and students.

OBJECTIVES/COMPETENCIES
At the end of the lesson, you are expected to:

1. Discuss the importance of technology on the teaching and learning process

2. Identify the good and bad effects of technology on learners' learning process.
3. Recommend a process or a school/home policy on the use of technology.

LESSON PROPER

ACTIVITY
Do you still remember your teachers in primary education? Are they using
technology inside the classroom? What are those? Write your answer on the space
provided below.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________

ANALYSIS

Technology is considered an integral part of the teaching and learning

process; it is finally integrated into educational reforms. The use of technology for
teachers still remains a challenge. Even though many schools today are privileged to
have ready access to technology, trained teachers, and a favorable policy
environment, technology in the classroom is still encouraged. Hence, technology can
be a powerful tool for transforming learning. Technology can play as delivery vehicles
for instructional lessons; with technology, we move towards an era where we do not
85
need to move physically to get most of our work done. But still, we can expect
increased efficiency and effectiveness on both the part of teachers and students.
Students should embrace technology to benefit, and teachers should be open to
introducing technology into the classroom to improve and innovate their teaching
practice.

How can technology be used to improve learning?

The following are ways that technology could
be better leveraged to improve learning:

2. With the widespread availability of student

databases that can track individual
progress, teachers are encouraged to
identify learning objectives and
differentiate instruction based on the needs
of their students.

3. Whenever teachers attempt to present instruction using technology, they

should use a channel relevant to the objectives, the learning style, model, and
the technology selected.

4. When evaluating technology-based instruction, there needs to be appropriate

evaluation techniques that are in line with the methods of teaching, objectives,
and technology.

5. Teachers can design a lesson, follow-up students' progress in the activities,

evaluate student learning, using technology

For the Constructivist:

1. Educational technology serves as a learning vehicle tools that learners learn

with. It engages learners in "active, constructive, intentional, authentic, and
cooperative learning. It provides opportunities for the teacher and learner to
interact for meaningful learning. In this case, technology will not be a mere
delivery vehicle for content. Instead, it is used as a facilitator of thinking and
knowledge construction.

2. Technology as a tool to support knowledge construction utilizing learners'

ideas, understandings, and beliefs - for producing organized, multimedia
knowledge bases by learners.

3. Technology as knowledge to support learning-by-constructing - for accessing

needed information - for comparing perspectives, beliefs, and world views.

86
 4. Technology as context to support learning-by-doing - for representing and
stimulating significant real-world problems, situations, and contexts for
representing beliefs, perspectives, arguments, and stories of others - for
defining a safe, controllable problem space for student thinking.

5. Technology as a social medium to support learning by conversing - for

collaborating with others - for discussing, arguing, and building consensus
among members of a community - for supporting discourse among
knowledge-building communities.

6. Technology as an intellectual partner to support learning-by-reflecting it help

learners to articulate and represent what they know - for reflecting on what
they have learned and how they came to know it - for supporting learners'
internal negotiations and meaning-making - for constructing personal
representations of meaning - for supporting mindful thinking.

7. Learning technology is part of your continuing professional development to

become a "digital native" and not remain a "digital immigrant." It is good to
become a "netizen" or a "screenager," able to participate not only in seminars
but also in "webinars."

Research indicates that technology "increases students' learning,

understanding, and achievement but also augments motivation to learn, encourages
collaborative learning, and supports the development of critical thinking and problem-
solving skills." Proper implementation of technology in the classroom gives students
control of their own learning and tends to move classrooms from teacher-dominated
environments to more learner-centered ones. The use of technology in the school
enables the teacher to do, differentiated instruction considering the divergence of
students, readiness levels, interests, multiple intelligences, and learning styles.
Technology also helps students become lifelong learners.

Technology provides cognitive support to learners.

Technology offers portability, accessibility, and availability to a lot of
information, which boosts our knowledge. It is not wrong to involve gadgets in our
lifestyle but revolving our lives around devices is somewhat disconcerting. However,
technology could also be a part of the educational process like the following.
a. Multimedia databases on CD-ROMs, video disc, or the Worldwide Web
provide essential information sources for students doing their assignments.
The technology could also serve as an additional resource to collect and
analyze data, interpret results, and communicate findings to improve
instructional practice, research, and eventually maximize student learning.

b. Electronic references are easy to search, and they provide information very
quickly; in fact, through technology, they can choose programs available on
the internet site. .Students may create charts, maps, and other graphic
representations that they can generate through simulation.

87
 c. A two-way video and two-way audio systems allow students and teachers at
remote sites to see and hear from each other. The technology could also be
a means for the teacher to communicate and collaborate with their peers,
parents, and even the broader community to nurture student learning.

d. Communication technology allows learners to travel and visit places for global
explorations. A virtual electronic field trip is possible through an interactive
broadcast from the expedition sit.

e. Technology can be used to support learner-centered strategies that address

the diverse needs of students and could also develop students' higher-order
skills and creativity.

f. In using technology, teachers can apply multiple methods of evaluation to

determine students' appropriate use of technology resources for learning,
communication, and productivity.

g. Teachers can use technology as a medium to engage in the professional

development program.

Let's analyze

1. In your own perception, give some instances when you can say that technology is
a boon or a bane?.

C.ABSTRACTION

1. Recommend classroom policy on the use of gadgets inside the classroom.

D.APPLICATION
Answer the question below. Write your answer on the space provided. Do this
activity on a sheet of paper. You can collaborate with your classmate to do this
activity.

1. What do you think would be the effect of the rampant use of gadgets in the
academic performance of the learners? Do you have any solution to propose
regarding this problem...

______________________________________________________________
______________________________________________________________
______________________________________________________________
______

88
A. REFLECTION

It's time to reflect

1. Do you agree with the statement below? Why?

"Technology is an integral part of the teaching and learning process."

89
 Unit IV: THE PROFESSIONALIZATION OF
TEACHING

Duration: 3 hours (1 week)

Introduction:

The State shall ensure that teaching will attract and retain its rightful share of
the best available talent through adequate remuneration and other mean of job
satisfaction and fulfillment.

Furthermore, the State recognizes the vital role of teachers in the

development and nation building of the society. In recognition of teacher’s vital role a
degree Professionalizing Teaching was proclaimed to consider teacher as
professionals and Teaching as a profession.

To support further the move to get the best competent teachers for the
teaching profession, laws like PD 1006, RA 7836 and RA 9293 made some
amendments.

Objectives:

1. Analyze the salient points of these laws as applied to the teaching profession.
2. Internalize the essence of these laws in the practice of the teaching as
profession.
3. Reflect from provisions of these mandates and make a resolution on becoming
professional teacher.

90
Analysis

Basic Laws on the Professionalization of Teaching

On January 1, 1977, Presidential Decree 1006, entitled Providing for the

Professionalization of Teachers, Regulating Their Practice in the Philippines,
otherwise as the Decree Professionalizing Teaching was proclaimed. With this
presidential proclamation, teaching became professionalized in the Philippines. The
proclamation of PD 1006 was premised the following:

1. “ The Institution of the country have relied upon… teachers whose direct and
continuing interaction with the young people and the children make them
potent forces for the development of proper attitudes among the citizenry;
2. There is a tremendous growth of the teaching population, comprising in the
civil service sector alone more than 300,000 teachers deployed all over the
country;
3. To ensure that in the immediacy and urgency of teacher recruitment,
qualitative requirements are not overlooked, it has become necessary to
regulate the teaching profession;
4. Teaching requires a number of years of collegiate study; it is the only course
that it is not yet considered a profession; and
5. In recognition of the vital role of teachers in nation-building and as an
incentive to raise the morale of teachers, it is imperative that they be
considered as professionals and teaching be recognized as a profession” (PD
1006).

PD 1006 declared a policy that teacher education be of the highest quality, and
strongly oriented to Philippine conditions and to the needs and aspirations of the
Filipino people. Along with the policy that teacher education be of the highest quality,
the Civil Service Commission and the Department of Education jointly gave
examination for teachers. Passers in the teachers’ examination were qualified for
registration as professional teachers and were given the Professional Teacher
Certificate. PD 1006 made a teacher’s license a requirement for teaching. The
decree states: “Three years after the effectively of this Decree, no person shall
engage in teaching and/or act as a teacher as defined in this Decree, whether in the
public or private elementary or secondary school, unless he is holder of a
Professional Teacher Certificate or is considered a Professional Teacher under this

91
Decree.” The question raised was, was the Professional Teacher Certificate really
made a requirement for entry into the teaching profession, three years after 1977?

Despite the professionalization of teaching in 1977 by virtue of PD 1006, the quality

education in the country appeared no to have improved. The findings of the 1991
Congressional Commission affirmed the continuously deteriorating quality of
education in the country. The Congressional Commission to Review and Assess
Philippine Education (EDCOM) came out with finding that the “quality of Philippine
education is declining” and that the teachers are” at the heat of the problem”. The
EDCOM found, among others, that:
● teachers are poorly trained;
● there is low quality of students enrolled in teacher training; and
● teaching is perceived as a poorly esteemed profession

These show that teaching does not attract the best as mandated in the Philippine

Constitution that teaching will attract and retain its rightful share of the best available

talents through adequate remuneration and other means of job satisfaction and

fulfillment (Article XIV, Section 4 (5).

In 1994 another law on teachers’ professionalization namely Republic Act No. 7836
known as the Philippine Teachers Professionalization Act of 1994 was enacted. Like
PD 1006, this law recognized the vital role of teachers in nation building.

The Act created the Board for Professional Teachers, a collegial body under the
general supervision and administrative control of the Professional Regulation
Commission that gives the Licensure Examination for Teachers (LET). Passers of
the LET are granted license to teach.

To support further the move to get “the best and the brightest” for the teaching
profession, some significant provisions of R.A. 7836 were amended by R.A. 9293.
Find out why R.A. 9293 is in support of the move to hire the most competent
teachers in the classroom.

The links of the laws cited above are stated below for you to read and study
thoroughly.

92
Direction: Read the following laws given the website links below. You are also
expected to answer the questions given after reading the laws.

● Presidential Decree No. 1006

https://www.officialgazette.gov.ph/1976/09/22/presidential-decree-no-1006-s-1
976/
● Republic Act of 7836
https://www.prc.gov.ph/uploaded/documents/PROFESSIONAL%20TEACHER
S-LAW1.PDF
● Republic Act of 9293
https://www.officialgazette.gov.ph/2004/04/21/republic-act-no-9293/

Abstraction:

1. Was the Professional Teacher Certificate really made a requirement for

entry in the teaching profession three years after 1977?

2. Compare and make an observation of PD 1006 and RA 7836 with the

following:
● Scope of Teacher Examination
● Qualification/requirements for examinee
● Rating
● Report of result
● Cause of revocation of certificate/license

Application:
Direction: Determine what amendments to RA 7836 were made by RA 9293 on the
following:
1. Required number of units for non-education graduate
2. Required rating for para-teacher
3. Other than para-teacher who are entitled to special permit
4. In Section 26 of R.A. No. 9293, how many units of education course are required
for those who have not practice their profession for the past five years?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

93
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Reflection/Learning Insights
Direction: Write your reflection “how to become a professional teacher?”

POSTTEST
POSTTEST

UNIT V: BECOMING A PROFESSIONAL

TEACHER
Duration: 3 hours (1 week)

Introduction:

“Education…. Is painful, continual and difficult work to be done in kindness by

watching, warning, by praise, but above all by example – John Ruskin”
In this lesson, help students define the professional teacher. To realize that teacher
were so complex, that complexity begin with the reasons people become teachers.
Reflect for a moment, as yourself, what made teacher a good teacher. Qualities of a
good teacher are found in individual teacher but such qualities are strengthened and

94
value more when it is supported by the Code of Ethics for Professional Teacher. It
can help leader become a better teacher, and assist each teacher to continually think
about improving professionally as a facilitator of learning.

It is more likely that with the Code of Ethics of Professional Teacher, a teacher
will see herself as a role model of students and demonstrating some dimension –
can cue the teacher about he/she should be doing.

Furthermore, the Code of Ethics for Professional Teacher is a clear and

concise statement covering the commitment of the professional educator to his/her
students, community and profession and to proper employment practices. To perform
in an ethical manner, a teacher must know the Code of Ethics of the profession.
Without knowing it, the teacher will never be certain that he/she is acting right.

By the time students finished studying this topic/lesson they had probably
already recalled the teacher you want to emulate.

PRETEST

Direction: The Presidential Decree no. 223, Section 6 adopts and promulgates the
following “Code of Ethics for Professional Teachers”. Given that the said code of
ethics provide guidance for the professionals in terms of dealing justly with the
public, professional maturity, and guidance for the professional decision-making;
what is the academic freedom of teachers? And why teachers should be physically,
mentally, and morally fit? Write your answer on one whole sheet of paper.

LESSON 1 – CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Objectives:

At the end of the unit, the students will be able to:

1. Explain the meaning of profession and professional.

2. Describe how the professional teacher conducts himself/herself in the
practice of his/her profession.
3. Observe and practice the set of ethical and moral principles and values in
the practice of their noble profession.

Lesson Proper/Course Methodology

95
Activity

If not now, when?

When is the best time to think deliberately about your own code of ethics?
How about now? If not now, when? Do yourself a favor and think about it for a few
minutes. You don’t need to solve the problem of the world but at least give yourself 5
to 10 minutes to consider where you stand on moral question.

Explain who you are as a person so that someone else would know what to
expect from you in a challenging situation.

Analysis

Direction: Read and analyze the features of Code of Ethics for Professional Teachers
and answer the activities below. Use the link
http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf

Abstraction

Give real life situations of teacher behavior that are met in keeping the given
provision in the Code of Ethics for Professional Teacher. Explain why.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Application

Direction: Make a poem that presents the characteristics of the professional teachers
in given Articles of the Code of Ethics for Professional Teachers. Write your poem on
the space provided below.

96
Reflection/Learning Insights

Direction: Compose at least 4 stanzas of a teacher’s creed reflecting the ideal

qualities of a teacher that you wish to embody someday when you become a
teacher. Write it in a separate letter size white bond paper.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

97
POSTTEST

Direction: The Presidential Decree no. 223, Section 6 adopts and promulgates the
following “Code of Ethics for Professional Teachers”. Given that the said code of
ethics provide guidance for the professionals in terms of dealing justly with the
public, professional maturity, and guidance for the professional decision-making;
what is the academic freedom of teachers? And why should teachers be physically,
mentally, and morally fit? Write your answer on one whole sheet of paper.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Unit VI: OTHER EDUCATION AND

TEACHER-RELATED LAWS

Title of the Lessons:

Lesson 1 - The 1987 Constitution Organizational Structure of the Department of

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 Education Field Offices
Lesson 2 - Batas Pambansa 232- An Act Providing for the Establishment and
Maintenance of an Integrated System of Education
Lesson 3 - R.A. No.4670, Magna Carta for Public School Teachers
Lesson 4 - R.A. No.9155- An Act Instituting a Framework of Governance for
Basic Education, Establishing Authority and Accountability,
Renaming the DECS as the DepEd and for other purposes
Lesson 5 - R.A. No.10157- An Act Institutionalizing the Kindergarten Education
into the Basic Education System and Appropriating Funds Therefore
Lesson 6 – An Excerpt: UNESCO, First Call for Children, and The Family Code
of the Philippines
Lesson 7 – An Excerpt: R.A. No. 7610- Special Protection of Child Against Child
Abuse, Exploitation and Discrimination Act and R.A. No.7877 –An
Act Declaring Sexual Harassment Unlawful

Duration: 21 hours (7 weeks)

Introduction

Education has always been an important part of the Legislative Agenda. The
government through the Constitution and other laws has established a
comprehensive educational system which provided the creation of this triumvirate
namely the Department of Education (DepEd) for basic education, the Technical
Education and skill Development Authority (TESDA) for technical vocational and
middle level education, and the Commission and Higher Education for tertiary and
graduate education.

The legal basis and rationale behind the policies, programs and activities in
the Philippine educational system have been provided by the six major laws as
follow:

- The Philippine Constitution of 1987

- The Education Decree of 1972
- Batas Pambansa 232
- R.A. No. 7722
- R.A. No. 7796
- R.A. No. 9155

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 In this lesson/topic you will study these laws which are relevant to the
teaching profession.

Objectives:

At the end of this unit, the student will be able to:

1. Internalized the basic laws on education and their implementation

2. Clarify your right, duties and obligation as a professional
3. Understand the policies on recruitment and deployment
4. Clarify disciplinary procedure applied to teachers as they exercise the special
parental authority
5. Internalize the right, duties and obligation of the academic community

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Lesson 1 - The 1987 Constitution Organizational Structure of the Department
of Education Field Offices

The Constitution is the greatest document ever written, the most influential
legal document in existence and it is a living document in the country. People agree
over its interpretation, but never question its underlying principle.
The government through the Constitution and other laws has established a
comprehensive educational system.

Lesson Proper/Course Methodology

Activity
Direction: Discuss why use Filipino as a medium of official communication and as a
language of instruction in the educational system (state whether you agree or
disagree). Write your answer on one whole sheet of paper.

Analysis

Direction: Read and analyze the educational features of the 1987 Philippine
Constitution and answer the activities below.

● The 1987 Philippine Constitution

https://www.officialgazette.gov.ph/constitutions/1987-constitution/

THE 1987 CONSTITUTION

The key points of Article XIV of the 1987 Philippine Constitution are the following:

1. Greater attention to education

A separate article for education is provided in the 1987 Constitution. The state
shall protect and promote the right of all citizens to quality education and take
appropriate steps to make education accessible to all. It is given greater
importance because through Education the State can foster nationalism and
patriotism, promote economic growth and accelerate social progress.

2. Right of all citizens to quality of education at all levels

All citizens have the right to quality education at all levels- elementary, high
school and collegiate. This right is guaranteed by the 1987 Constitution.

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3. Complete, adequate and integrated system of education relevant to the
needs of the people and society to be established, maintain and supported.
The state is mandated by the Constitution to establish, maintain and support a
complete adequate and integrated system of education. The educational system
to include nursery and kindergarten schools prior to basic requirements of
elementary, secondary, tertiary and post- graduate training basing on the principle
that education is a continuing or life-time process. It must be relevant to the
needs of the people and society.

4. Establishment and maintenance of free public education in the elementary

and high school levels.
The constitutions enjoins the State to establish and maintain a system of free
public education in the elementary and high school levels. Previous to this, only
elementary school were nationalized and required no tuition fees. By virtue of
Republic Act No. 6655, otherwise known as the Free Public Secondary
Education Act of 1988. All public secondary schools no longer collect tuition fees
from their students. Likewise all public secondary school are now nationalized,
thus, there are no more barangay, municipal and provincial high schools.

Compulsory elementary education for all children of school age. It is expected to

further reduce the country’s illiteracy rate at the same time minimize these social
ills that arise from ignorance. The compulsory requirements yields to the natural
right of parents to rear their children. The parents are responsible for the
education during the formative period of a child’s life and education for the
common duties of human life.

5. System of scholarship grants, student’s loan programs, etc. to be

established and maintained.
The benefits of education must also be extended to those who have less in life.
This, the State is mandated by the Constitution to establish and maintain a
system of scholarship grants, student loan programs, subsidies and other
incentives which shall be available to deserving students in both public and
private schools whenever the facilities of public schools are insufficient to meet
the needs of school children.

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6. Informal, Non-formal and indigenous learning system, etc. to be
encouraged
The Constitution, recognizing the need to depart from the formal education
system or traditional methods of instruction for the benefit of out-of-school youth
as well as those who live in depressed communities, enjoins the State to
encouraged non-formal, informal, and indigenous learning systems as well as
self-learning, independent, and out-of school study programs particularly those
that respond to community needs. Indigenous learning systems include ways and
methods within the cultural communities which are used in preserving and
building certain traditions within cultural communities. Thus it serves as a means
of expanding access to education opportunities to citizens who are unable to
avail of the serving and program of formal education.

7. Adult citizens, disabled and out-of-school youth to be given training in

civics, vocational efficiency and other skills.
To equip the unemployed adults, disabled and out-of-school youth with sufficient
knowledge and skills for productive and gainful employment, the State is enjoined
with the Constitution to provide them with training in civics, vocational efficiency
and other skills.

Special education provides to meet the particular needs of exceptional children,

those who normally cannot profit from general education due their disabilities or
exceptional disabilities.

8. Study of Constitution to be part of school curricular.

To acquaint the youth with the provisions of the fundamental law of the land, the
Constitution mandates that all educational institutions shall include the study of
the Constitution as part of the curricula. They will become more aware of their
right as well as of their duties to one another to the government, to the nation as
whole and thus, become responsible and productive citizens
.
9. Aims of educational institutions.
The Constitution mandates that all educational institutions shall aim to:
a. Inculcate patriotism and nationalism;
b. Foster love of humanity respect for human rights and appreciation of the
rule of national heroes in the historical development of the country;
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 c. Teach the rights and duties of citizenship;
d. Strengthen ethical and spiritual values;
e. Develop moral character and personal discipline;
f. Encourage critical and creative thinking;
g. Broaden scientific and technological knowledge, and
h. Promote vocational efficiency.

10. The importance of Values Education

Values education will ultimately bring about much needed change in the work
ethic and social values of Filipino – indispensable elements in the country’s
pursuit of its development goal. In short, the task of educational institutions
should not just be information and skills training but formation of worthwhile
values, attitudes and habits necessary in the building of a limited and strong
society towards international competitiveness.

11. Optional religious instruction in public elements and high schools to be

allowed

The Constitution expressly ordains that religion shall be allowed to be taught

in public elementary and high schools within the regular class hours subject to
the following conditions:
a. The parents or guardians express their desire in writing that their children or
wards be taught religion in school;

b. Religion shall be taught within the regular class hours;

c. The instructors in religion must be designated or approved by the religious

authorities of the religion to which the children or wards belong; and

d. Religion shall be taught without additional cost to the Government.

Complementary roles of public and private educational institutions

recognized.

The state recognizes the complementary rules of public and private schools in
our educational system. This recognition is brought about by the tremendous
contributions being rendered by the private sector in the education of the youth of
the land. Majority of our secondary and collegiate enrollment is provided by a
system of privately owned college and universities. These institutions shall
operate kindergarten and elementary schools throughout the country. The private
school system is contributing enormously to the education of the masses of our
people. The state to lessen its financial load, should strengthen the private
schools by providing them with increased basic assistance so that they will

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 assume an even larger share of the responsibility of educating the youth of the
land. It should provide incentive for their development and operate more
effectively.

State Power Over Educational Institutions

The State shall exercise reasonable supervision and regulation of all
educational institutions.
a. Private School

The State may prescribe conditions for the establishment and operation of
private schools, provide for the qualification o school administrators and
school teacher, fix the number of teaching hours, fix laboratory and library
requirements, require all school to include the study of constitution as part of
the curricula, and provide corresponding penalties for those who may be
found guilty of violation of its regulations. The State may not interfere in the
management of private school nor control their policies in a manner that
would result in their destruction.

b. Public School

Public schools are under the control of the State because they are created by
the government as an Agency or instrumentality to aid the State in the
performance of a public duty the education of the youth. Being a creation of
the State, the government has the right to control the operations of all public
schools. It is exclusive and is sufficiently comprehensive to include the power
to prescribe a curricular to select textbooks to impose disciplinary regulations
for the students and to exercise such other prerogatives as are usually
possessed by owners or employers.

Development of Educational Policies and Programs

In the development of educational policies and programs – the State is

mandated:

a. To take into account regional and sectoral needs and conditions; and
b. To encourage local planning

The Constitution give due recognition that different regions and sector have
different cultures, custom, needs and requirements. A uniformity for educational
policy or program is not feasible. Thus, the educational policies and programs to be
adopted for schools in Mindanao and Ifugao.

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 Local planning is a requirements in line with the constitutional policy to promote
the right of the people to participate at all levels of decision-making on matters
affecting their legitimate and collective interest.

Institutions of higher learning to enjoy academic freedom

All institutions of higher learning both public and private universities and
colleges, above high school levels shall enjoy academic freedom. It applies both to
the members of the academic community as well as to the institution itself.

The provision is mandating to enhance the autonomy of higher institutions of

learning to determine on academic grounds who shall be admitted to study, who may
teach, and what the subjects of study and research shall be.

The right of students is subject to reasonable rules and regulations if the

educational institutions which also enjoy academic freedom.

1. Right of teachers to professional advancement and non-teaching and

non-academic personnel.
The State is mandated by the Constitution to enhance the right of teachers to
academic advancement. Non-teaching academic and non-academic personnel
shall enjoy the protection of the State. In the teaching profession to attract and
retain the best mind and available talents through adequate compensation and
other means enhancing professional growth.

Likewise, non-teaching academic and non-academic personnel (such as

registrars, librarians, clerk, school physicians, dentist, and maintenance
personnel), should enjoy the protection of the State in terms of healthy working
conditions, adequate remuneration, and other benefits and privileges provided by
the Labor Code.

2. Highest budgetary priority to education

As mandated in Section 5, the State shall assign the highest budgetary allocation
to education and ensure that teaching will attract and retain its rightful share of
best available talents through adequate remuneration, and other means of job
satisfaction and fulfillment.

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Abstraction

Question: Is the case of Mother Tongue as a medium of instruction from K to Grade

3 in the K to 12 curriculum in accordance with Section 7 of Article XIV?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Application

Direction: Below is a passage from the 1987 Philippine Constitution. Read and
explain it comprehensively.
“The mandate that the State shall “establish, maintain and support a complete
adequate and integrated system of education.”

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Organizational Structure of the Department of Education

To guarantee concentration on basic education and consequently achieve

greater efficiency and effectiveness, institutional arrangement has been made at
each level of the educational ladder. Structural component are put in place. It is
important for a future teacher like you to know the structure and hierarchical level in
the department so you will understand the governance and communication flow in
the system.

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Activity

Direction: Illustrate the organizational structure of an elementary school or a

secondary school. Place your answer on one whole sheet of paper.

Analysis

Governance of basic education begins at national level. Section 2 R.A. No.

9155 stipulate that it is “at the region, division, school and learning center, referred to
as field offices where the policy and principle for the governance in the Department
are translated into programs, project and services developed, adopted and offered to
fit the local needs.

The Offices of the Secretary, Undersecretary, Undersecretaries, Assistant

Secretary, and Bureau of Directors are in the Central Office. There are 6 regional
offices headed by the Regional Directors. The Autonomous Region in Muslim
Mindanao (ARMM) is headed by a Regional Secretary

The ARMM has a Regional Secretary of Education and Staff. Although the
Office is distinct from the Department of Education, national programs and projects
involve the ARMM.

The Secretary of the Department of Education exercises supervision and

control over the entire department. Republic Act. 232 provides four Undersecretaries
and four Assistant Secretaries. Assisting the Secretary in the formulation of policies,
standards, and programs are three bureaus the Bureau of Elementary Education,
Bureau of Secondary Education and the Bureau of Alternative Learning System.

The field offices of the DepEd are the 16 Regional Offices. The Autonomous
Region in Muslim Mindanao (ARMM) is headed by a Regional Secretary. A region is
composed of provincial and city school divisions headed by a School Division
Superintendent.

Figure 1 shows the organizational structure of the city and school divisions.

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 A School Division is located in each province or city. The provincial school
division may include a city or cities within its geographical unit. The School Division
Superintendent has authority over all elementary and secondary public and private
schools in the division.
Figure 2 shows a typical structure of an elementary school and Figure 3 shows
the organizational structure of a secondary school.

The roles and responsibilities of the principals/school heads are specified in

R.A. No. 9155.

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Regional Director (Director IV)

The following are the functions of Regional Director

● Prepares and submits annual sectoral educational and administrative plans,
programs, projects and target for the region
● Administers the budget of the Regional Office
● Renders administrative decision on all matters within his authority as provided
by law and on the basis of proper delegation by the Secretary and/or other
authorities concerned; and
● Exercises general supervision over all private schools in all levels within the
regions and sees to it that all school maintain academic, administrative and
other standards.

Assistant Regional Director (Director III)

● Assists the Regional Director in all management and administrative functions;
and Performs additional assignments given by the Regional Director.

The Regional Office Divisions (five major divisions in the Regional Office)
● Elementary Education Division and the Secondary Education Division
-the supervision of educational programs in the school divisions within a
region is carried out by a team of Education Supervisors of the.
● The Non-formal Education Division oversees the delivery of literacy and
livelihood education to out-of-school youth and adults who are not able to
attend the formal education classes.

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 ● The Administrative Division Takes cares of matter pertaining to human
resource management, local affairs, salary, supply, records, and evaluation of
teacher credentials.
● The Budget and Finance Division takes charge of budgetary and financial
matter.

School Division
A school division is located in each province or city. The provincial school
division may include a city or cities within its geographical unit, if latter is not yet
separated from the province through a charter.
The School Division Superintendent heads of the school division. He is directly
responsible to the Regional Director. He has authority over all elementary and
secondary public and private schools in the Division, including special schools.

1. School Division/City Superintendent

1.1 Organizes, develops, directs and administers the division and exercises
general supervision over the first and second levels of education program in
the provincial or city division;
1.2 Determine the sustainability and hygienic conditions of school houses and
other buildings for instruction and helps in the acquisition of school sites;
1.3 Recommends approval of budgets and provincial or city school in his
division to the provincial or city board, and confers with them on matters
affecting school appropriations and disbursement;
1.4 Transmits and recommends approval of principal budgets and
special/supplemental budgets of municipal, provincial and national school in
his division, if there are any, though the regional office of the Department of
Education, Culture and Sports;
1.5 Exercise general administration and supervision of properties both fixed and
movable within his jurisdiction, and approves the use of same of
non-structural purposes;;
1.6 Approves, appoints, promotions, transfers, reassignments, reinstatements,
details and dropping from the roles, of personnel of the Division occupying
position with salary grade 18 and below, including the position of District
Supervisor;
1.7 Approves, leaves not exceeding a total of 30 days, with or without pay and
60 days maternity leave of school and division office personnel; request of
classroom teachers to teach, resign, engage in business and publish
articles, and investigate cases/complaints involving personnel in the division;

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 and the appointment transfers, reinstatement, and details of field janitors for
not more than 30 days;
1.8 Recommends for approval requests for reclassification, upgrading and
conversion of position and other related matters;
1.9 Prepares and submits annual and periodic reports on conditions and
activities of school in his division and on needed equipment, supplies and
textbooks and other reports;
1.10 Makes periodic visits to schools to check compliance and implementation of
curricular requirements;
1.11 Conducts in-service training of staff and field supervisors as well as teachers
and other non-teaching personnel to keep them posted on new trends for
advancement and improvement of instruction, administration, and
supervision and personnel management;
1.12 Approves voucher, payrolls and requisitions;
1.13 Plans, programs, and directs the distribution of national fund allotments;
1.14 Confers, coordinate and cooperates with provincial officials and other
government agencies on matters affecting school and certain community
development projects;
1.15 Initiates and directs the development of local curriculum materials and
programs and coordinates the conduct of educational researches and
surveys and special fund campaign; and
1.16 Sits as co-chairman of the Provincial Board.

2. Assistant School Division Superintendent

2.1 assists in the administration and supervision of the activities in the division
by initiating plans and programs suited to the needs of the division
2.2 assists in the selection of teachers and other employees, reviews teachers’
request for study leave and permission to teach, seek transfer, engage in
business and publish articles and recommends appropriate action;
2.3 check records of pupils’/students’ funds, and provincial allotments;
2.4 conducts preliminary inquiry and prepares reports on cases/complaints
involving school personnel for investigation;
2.5 attends meetings, conducts and assists in in-service training of teachers,
seminars and workshops;
2.6 observes conditions obtaining in the school and the community; develop
suitable educational programs of the division;
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 2.7 coordinates the work of the different division supervisors;
2.8 takes leadership in the development of curriculum materials, evaluates
instructional activities, reports and curriculum materials;
2.9 visits teachers, principals and other school personnel to ensure that the
curriculum requirements and educational programs of the division are
properly implemented;
2.10 takes active part in implementing the co-curricular activities of the division
particularly in athletics and cultural programs; and
2.11 serves as a liaison officer of the Division Superintendent of Schools with
other government agencies in the division

3. Education Supervisor
3.1 Assist the Superintendent in carrying out the educational programs n the
division; and
3.2 Visits the different districts, elementary and secondary schools in the
division to provide assistance to district supervisors, principals, and teachers
in evaluating and improving their work.

The District Office

District Supervisor
The educational leader, organizer, and administrator of all elementary schools
within his/her district. The responsibilities of the district supervisor require that he
possess inspiring leadership, tact, sympathy, vision and administrative ability.
1.1 Provides leadership in the implementation of DECS programs and projects
in the district;

1.2 Directs, advises, and assist the elementary school principal and teachers in
his district;

1.3 Promotes the efficiency of the teachers under his charge through effective
supervision and in-service training;

1.4 Leads in the evaluation of achievement in the district;

1.5 Keep his schools functioning in keeping with the broad general policies of
the bureau and the best interests of the public and the community;

1.6 Sits as Co-Chairman as the District School Board in its deliberation

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The School
1. Elementary School Principal

1.1 supervises all school personnel in an elementary school;

1.2 provides leadership in the development and implementation of all educational

programs in the school;

1.3 promotes the efficiency of teaching and learning in all classes through
in-service trainings, observations, visits, etc.;

1.4 coordinates all services for the wholesome growth and development of all
pupils and other personnel in the school

1.5 Leads in the evaluation of achievements of the division. Directs the

organization of classes, determines and assigns the teaching loads of the
staff and make proper distribution of instructional and other materials;

1.6 Provides for the accommodation of pupils including the availability of

buildings for classroom and other school needs. Coordinates and cooperates
with the community and other agencies and represents the district supervisor
in the school;

1.7 Prepares, consolidates and submits all reports of the school to the district
supervisor;

1.8 Rates the performance of the teachers in the school and recommends the
deserving ones for promotions; and

1.9 Does related work

2. Secondary School Principal

2.1 Provides leadership in the formulation and implementation of policies, plans,

programs and projects to carry out the objectives of education for secondary
schools adopted to the needs of the community

2.2 Prepares the school program, assignment of teachers as well as testing

schedule. Make available to teachers, students and other school employees
the needed instructional materials and supplies;

2.3 Prepares the school budget proposal and works for adequate financing of the
school; prepares programs of expenditures based on the approved budget;

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 2.4 Leads in curriculum development and determine what electives, and
vocational courses the school can offer to its students;

2.5 Plans and organizes the co-curricular activities of teachers and student;

2.6 Sees to it that the school is provided with proper health and medical facilities,
supervises the maintenance and up-keep of school plant facilities;

2.7 Evaluates and rates performance of teachers and recommends promotion of

teachers and employees;

2.8 Organizes the guidance program of the school;

2.9 Maintains good public relations with students, teachers, local officials and the
public at large; and

2.10 Conducts in-service education program for the teachers and other school
employees.

Abstraction:

Study the organizational Structure of the division and school levels. Locate yourself
in the organizational chart. What thoughts cross your mind as you see yourself in the
future in relation to others in the educational system beginning with the school and
division?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Application:

Explain the principle of shared governance.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Lesson 2 - Batas Pambansa 232- An Act Providing for the Establishment and
Maintenance of an Integrated System of Education

This act shall be known as the Educational Act of 1982. The main purpose of
the Act is to provide guidelines for the establishment and the maintenance of an
integrated system of education relevant to the goals and objective of national
development.

Lesson Proper/Course Methodology

Activity
Direction: List your right, duties and obligation as a student.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Analysis

Direction: Read and analyze the educational probations of the Batas Pambansa Blg.
232 and answer the activities below.

● Batas Pambansa 232

https://www.lawphil.net/statutes/bataspam/bp1982/bp_232_1982.html

Abstraction:

Direction: Explain the special right of teachers’ school administration: teachers shall
be deemed persons in authority when in the discharge of lawful duties and
responsibilities and shall therefore be accorded due respect and protection.

Application:

Direction: Enumerate at least 3 of the right, duties and obligation of students, parents
and teacher

Reflection/Learning Insights

Direction: Reflect on the rights vis-à-vis obligation of professional teachers.

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Lesson 3 - R.A. No.4670, Magna Carta for Public School Teachers

Lesson Proper/Course Methodology

Activity
Question: Do teachers need to have psychological and drug test before they take up
teaching? Why or why not?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Analysis

Direction: Read and analyze the features of the R.A. No.4670, Magna Carta for
Public School Teachers and answer the activities below.

● R.A. No.4670
https://lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html

Abstraction:
Direction: Answer the following questions. Write your answer on one whole sheet of
paper.
1. What can be some reason behind section II of RA No. 4670?
2. Why should a classroom teacher should not exceed six hours of actual
teaching?

Application:
Direction: Enumerate the rights, benefits and privileges of public school teacher shall
enjoy.

Reflection/Learning Insights:

Questions: What are your realizations on the teaching profession after a study of the
Magna Carta for Public School Teachers? Do these realization help you decide to
pursue the teaching careers? Why?

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Lesson 4: R.A. No.9155- An Act Instituting a Framework of Governance for
Basic Education, Establishing Authority and Accountability,
Renaming the DECS as the DepEd and for other purposes

Republic Act No. 9155 shall be known as the “Government of Education Act
of 2001”. An act instituting a framework of Governance for Basic Education,
establishing authority and accountability and renaming the Department of Education,
Culture and Sports (DECS) as the Department of Education.

Enactment of R.A. 9155, otherwise known as Governance of Education Act of

2001, gave added impetus to the Department of Education to decentralize the
governance of basic education at the grass root level. A decentralization of
decision-making authority from the Central Office, regional, division level to individual
schools, uniting school heads, teachers, student, parent, LGU and the community in
promoting effective schools.

Lesson Proper/Course Methodology

Activity
Direction: List down your expectation as a future teacher.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Analysis

Direction: Read and analyze the features of the Republic Act No. 9155 and answer
the activities below.

● Republic Act No. 9155

https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/

Key Points of RA 9155:

● The school shall be the heart of the formal education system. It is where
children learn. Schools shall have a single aim of providing the best possible
basic education for all learners.

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 ● Governance of basic education shall begin at the national level. It is at the
regions, divisions, schools and learning centers — herein referred to as the
field offices — where the policy and principle for the governance of basic
education shall be translated into programs, projects and services developed,
adapted and offered to fit local needs.
● The State shall encourage local initiatives for improving the quality of basic
education. The State shall ensure that the values, needs and aspirations of a
school community are reflected in the program of education for the children,
out-of-school youth and adult learners. Schools and learning centers shall be
empowered to make decisions on what is best for the learners they serve.

Abstraction:

Direction: Discuss why the school should be the heart of formal education.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Application:

Direction: List down at least 10 positive and negative characteristics/qualities of the

basic education system of the Philippines perennially existing until today. Make
recommendation on how these negative conditions may be improved.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Lesson 5: R.A. No.10157- An Act Institutionalizing the Kindergarten Education
into the Basic Education System and Appropriating Funds

Lesson Proper/Course Methodology

Analysis: Read and analyze the excerpt of RA No. 10157 below and answer the
activities after.

REPUBLIC ACT NO. 10157

AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO THE

BASIC EDUCATION SYSTEM AND APPROPRIATING FUNDS THEREFOR

Be it enacted by the Senate and House of Representatives of the Philippines

in Congress assembled:

Section 1. Short Title. – This Act shall be known as the “Kindergarten

Education Act”.

Section 2. Declaration of Policy. – In consonance with the Millennium

Development Goals on achieving Education for All (EFA) by the year 2015, it
is hereby declared the policy of the State to provide equal opportunities for all
children to avail of accessible mandatory and compulsory kindergarten
education that effectively promotes physical, social, intellectual, emotional and
skills stimulation and values formation to sufficiently prepare them for formal
elementary schooling. This Act shall apply to elementary school system being
the first stage of compulsory and mandatory formal education. Thus,
kindergarten will now be an integral part of the basic education system of the
country.

Kindergarten education is vital to the academic and technical development of

the Filipino child for it is the period when the young mind’s absorptive capacity
for learning is at its sharpest. It is also the policy of the State to make
education learner-oriented and responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of learners, schools and
communities through the appropriate languages of teaching and learning.

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 Section 3. Definition of Terms. – The terms used in this Act are defined as
follows:
(a) DepEd shall refer to the Department of Education;
(b) BEE shall refer to the Bureau of Elementary Education;
(c) Kindergarten education shall be understood in this Act to mean one (1)
year of preparatory education for children at least five (5) years old as
a prerequisite for Grade I; and
(d) Mother tongue refers to the language first learned by a child.

Section 4. Institutionalization of Kindergarten Education. – Kindergarten

education is hereby institutionalized as part of basic education and for school year
2011-2012 shall be implemented partially, and thereafter, it shall be made
mandatory and compulsory for entrance to Grade 1.

Section 5. Medium of Instruction. – The State shall hereby adopt the mother
tongue-based multilingual education (MTB-MLE) method. The mother tongue of
the learner shall be the primary medium of instruction for teaching and learning in
the kindergarten level. However, exceptions shall be made to the following cases:

(a) When the pupils in the kindergarten classroom have different mother
tongues or when some of them speak another mother tongue;

(b) When the teacher does not speak the mother tongue of the learners;

(c) When resources, in line with the use of the mother tongue, are not yet
available; and

(d) When teachers are not yet trained how to use the MTB-MLE program.

In such exceptional cases, the primary medium of instruction shall be

determined by the DepEd aligned with the framework being used in the elementary
level including teacher training and production of local resources and materials under
DepEd Order No. 74, series of 2009.

The DepEd, in coordination with the Commission on Filipino Language and in

close collaboration with academic and research institutions concerned with
education, shall formulate a mother tongue-based multilingual framework for
teaching and learning: Provided, That the DepEd will include teaching strategies as

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defined in Section 7(c) which aims to introduce and eventually strengthen the child’s
understanding of English, which is the official language.

Section 6. Implementing Agency. – The authority to regulate the organization,

operation and/or implementation of the kindergarten education program of both
public and private schools shall be vested upon the DepEd, through the creation of a
new Division under the BEE and other necessary support to achieve successful
implementation of kindergarten education to include, but not limited to, increasing the
number of kindergarten teacher positions with the required salaries and benefits,
enhancing teacher training in early education, and providing the necessary
allocations for classrooms and chairs, facilities and equipment, and textbooks.

Section 7. Duties, Powers and Functions. – The DepEd, through the BEE, shall
exercise the following powers and functions:

1. Oversee and supervise the organization, operation and

implementation of the kindergarten education program;

2. Develop the curriculum for kindergarten education consistent with the

universally accepted norms and standards, including values formation
all of which shall be developmentally appropriate, and use of the
MTB-MLE as a medium of instruction and to periodically review such
for purposes of upgrading;

Develop teaching strategies using the unique feature of the MTB-MLE

which shall include, but not limited to, the following:

● The two-track method (storytelling and reading, listening story,

oral communication activities);

● Interactive strategies;

● Use of manipulative games; and

● Experiential, small group discussions and total physical

response (TPR) among others.

The learning development materials shall consist of the following at the minimum:

(i) Listening story;

(ii) Small books;

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 (iii) Big books;

(iv) Experience story;

(v) Primer lessons; and

(vi) Lessons exemplars;

● Conceive, develop and extend a continuing professional

development program for kindergarten teachers to ensure
constant updating of their knowledge in current trends,
pedagogy, methodologies and concepts on early childhood
education;

● Prescribe the necessary qualifications for the hiring and

accreditation of teachers who will handle the kindergarten
education program;

● Exercise authority over the operation of private kindergarten

institutions;

● Supervise the establishment of various venues for early

childhood education which may be institution-based,
home-based, hospital-based or community-based, and which
shall be duly accredited by the DepEd; and

● Introduce innovative programs in kindergarten that shall

include educational technologies, whenever applicable.

Section 8. Appropriations. – The DepEd shall immediately include in the program of

the Department the operationalization of the free, mandatory and compulsory public
kindergarten education, the initial funding of which shall be charged against the
current appropriations for kindergarten education of the DepEd. Thereafter, such
sums which shall be necessary for the continued implementation of the free public
kindergarten education program shall be charged to the General Fund and included
in the annual General Appropriations Act.

Section 9. Implementing Rules and Regulations. – Within ninety (90) days after the
effectivity of this Act, the DepEd, in consultation with the Department of Budget and
Management, shall promulgate the rules and regulations needed for the
implementation of this Act.

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Section 10. Separability Clause. – If any provision of this Act is held invalid or
unconstitutional, the same shall not affect the validity and effectivity of the other
provisions hereof.

Section 11. Repealing Clause. – Pertinent provisions of all other laws, decrees,
executive orders and rules and regulations contrary to or inconsistent with the
provisions of this Act are hereby repealed or modified accordingly.

Section 12. Effectivity Clause. – This Act shall take effect fifteen (15) days after its
publication in the Official Gazette or in two (2) newspapers of general circulation.

Abstraction:

Question: What is the best medium of Instruction in Kindergarten? Discuss the

reason of not using the medium of instruction.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Application

Direction: Discuss the mandate in the law as regards to:

a. Teaching strategies
b. Learning materials
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Lesson 6 – An Excerpt: UNESCO, First Call for Children, and The Family Code
of the Philippines

Lesson Proper/Course Methodology

Activity:
Direction: Let us begin answering the questions by defining what is meant by an
educated Filipino.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Analysis

Recent UNESCO conference reports underscored the changes in the global

scene and the implications of those changes for educational policies and strategies.
The paradigm and conceptual framework of the 2002 Basic Education Curriculum
adapted the UNESCO Commission on Education for the Twenty-first Century which
proposed that the learning process should be based on four pillars of education:

● Learning to know
● Learning to do
● Learning to live together
● Learning to be

“Learning to Know, by combining a sufficiently broad general knowledge with

the opportunity to work in depth on a small number of subjects; this is also means
learning to learn…

Learning to Do, in order to acquire not only an occupation skill but also, more
broadly, the competence to deal with many situations and work in teams.

Learning to Live Together, by developing an understanding of other people

and an appreciation of interdependence – carrying out joint projects and learning to
manage conflicts – in a spirit of pluralism, mutual understanding and peace.

Learning to Be, so as to better develop one’s personality and be able to act

with greater autonomy judgment personal responsibility.” (Delors, 1998)

125
Education for All

The Philippines was a signatory in the World of Conference in Education for

all (EFA) on a global plan to give every child in the world quality basic education. The
EFA commitment was translated into ten-year EFA Philippine Plan of action,
1991-2000, and committed to the Philippine EFA 2015 Plan. Priority areas are Early
Childhood Education, Formal Basic Education and Alternative Learning System.

Universal basic education is the central goal of the Philippine EFA strategy.
Four major interventions defined in the UNESCO’s Framework for Action to Meet
Basic Learning are as follows:

● Institutionalize early childhood care and development

● Provide universal quality primary education
● Eradicate illiteracy
● Launch continuing education programs for adults and out-of-school youth.

The country “pledge to uphold appropriate standards by addressing access,

equity, quality, relevance and sustainability concerns relative to the flow of the
students into and within the system.

EFA has become “inextricably woven into the Department of Education fabric, the
overriding responsibility of all its units.” It has become an exemplar on vision
assimilation and organizational adaptation and integral part of the “overarching
philosophy and integral strategy of basic education in the Philippines.”

The Philippines EFA Plan reaffirmed the commitment of the country during the
Millennium Summit of the member states of the United Nations towards “reducing
poverty and the worst forms of human deprivation. The Millennium Development
Goals (MDG’s) set within 2015 include the following:

● Reducing by half the number of people, who live in extreme poverty, with
little access to food and safe drinking water
● Reducing death in mothers and children below five;
● Making primary education accessible to all;
● Reducing gender disparities;
● Proving access to reproductive health services;
● Pursuing national strategies for sustainable development

126
 ● Reversing environmental resources losses; and
● Developing a global partnership for development

Multispectral consultations among agencies are being conducted in

collaboration with the UN country team. A monitoring system has been developed so
the government can track down performance levels vis-à-vis international
commitment.

Child Friendly School System

In 1999 the Philippine government through the Department of Education, the
local government units and the United Nations Children Fund (UNICEF) initiated the
Child Friendly School System (CFSS). The CFSS project was piloted in the
elementary schools. For school year 2006-2007 the CFSS project is being piloted in
the selected secondary school.
The characteristic of a Child-Friendly School are:

● Gender sensitive and not-discriminating. Specifically the CFS treats all

children equally regardless of gender, social status, cultural origin or religious
belief
● Child-centered, imparts quality learning and encourages children to participate
in school and community activities
● Promotes good health practices and behaviors and guarantees that school
premises are safe and clean
● Has the best interest of children in mind and seeks to provide an environment
that is safe, secure and a home away from home;
● Work closely with children’s families and engages the support and interaction
of community institutions and other individual.

Abstraction:

Direction: Discuss the factors affecting the country system of delivery of basic
education and the government assistance to make education and the government
assistance to make education accessible to all Filipino.

Application

Direction: Relate the 4 pillars of learning to the 3 domain of Teaching Learning.

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Lesson 7 – An Excerpt: R.A. No. 7610- Special Protection of Child Against
Child Abuse, Exploitation and Discrimination Act

Child abuse are likely for more prevalent than you expect. Even more tragic, it
is often the case that children suffering abuse or neglect see their environment as
“normal” as if all children live in the same situation. Child abused defined as the
physical or mental injury, sexual abuse, negligent treatment. Today maltreatment is
classified into four categories: (1) physical abuse, (2) neglect, (3) sexual abuse and
(4) emotional maltreatment. The term child abuse and neglect means, any recent act
or failure to act on the part of a parent that result in death, serious physical or
emotional harm, sexual abuse or exploitation, or an act or failure to act which
presents an imminent risk of serious harm.

Lesson Proper/Course Methodology

Activity: On a separate paper, make your family profile/structure.

Analysis:
Direction: Read and analyze the excerpt of the law below.

ARTICLE VI

Other Acts of Abuse

Section 10. Other Acts of Neglect, Abuse, Cruelty or Exploitation and Other
Conditions Prejudicial to the Child's Development. –
● Any person who shall commit any other acts of child abuse, cruelty or
exploitation or to be responsible for other conditions prejudicial to the child's
development including those covered by Article 59 of Presidential Decree No.
603, as amended, but not covered by the Revised Penal Code, as amended,
shall suffer the penalty of prison mayor in its minimum period.
● Any person who shall keep or have in his company a minor, twelve (12) years
or under or who in ten (10) years or more his junior in any public or private
place, hotel, motel, beer joint, discotheque, cabaret, pension house, sauna or
massage parlor, beach and/or other tourist resort or similar places shall suffer
the penalty of prison mayor in its maximum period and a fine of not less than
Fifty thousand pesos (P50,000): Provided, That this provision shall not apply to
any person who is related within the fourth degree of consanguinity or affinity or

128
 any bond recognized by law, local custom and tradition or acts in the
performance of a social, moral or legal duty.
● Any person who shall induce, deliver or offer a minor to any one prohibited by
this Act to keep or have in his company a minor as provided in the preceding
paragraph shall suffer the penalty of prision mayor in its medium period and a
fine of not less than Forty thousand pesos (P40,000); Provided, however, That
should the perpetrator be an ascendant, stepparent or guardian of the minor,
the penalty to be imposed shall be prision mayor in its maximum period, a fine
of not less than Fifty thousand pesos (P50,000), and the loss of parental
authority over the minor.
● Any person, owner, manager or one entrusted with the operation of any public
or private place of accommodation, whether for occupancy, food, drink or
otherwise, including residential places, who allows any person to take along
with him to such place or places any minor herein described shall be imposed a
penalty of prison mayor in its medium period and a fine of not less than Fifty
thousand pesos (P50,000), and the loss of the license to operate such a place
or establishment.

Any person who shall use, coerce, force or intimidate a street child or any other
child to;

(1) Beg or use begging as a means of living;

(2) Act as conduit or middlemen in drug trafficking or pushing; or

(3) Conduct any illegal activities, shall suffer the penalty of prison correctional
in its medium period to reclusion perpetua.

For purposes of this Act, the penalty for the commission of acts punishable
under Articles 248, 249, 262, paragraph 2, and 263, paragraph 1 of Act No. 3815, as
amended, the Revised Penal Code, for the crimes of murder, homicide, other
intentional mutilation, and serious physical injuries, respectively, shall be reclusion
perpetua when the victim is under twelve (12) years of age. The penalty for the
commission of acts punishable under Article 337, 339, 340 and 341 of Act No. 3815,
as amended, the Revised Penal Code, for the crimes of qualified seduction, acts of
lasciviousness with the consent of the offended party, corruption of minors, and white
slave trade, respectively, shall be one (1) degree higher than that imposed by law
when the victim is under twelve (12) years age.

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 The victim of the acts committed under this section shall be entrusted to the
care of the Department of Social Welfare and Development.

Abstraction:
Direction: On one whole sheet of paper, do the following tasks:
1. Identify social and socioeconomic issues affecting students and school
2. Discuss action that constitute child abuse at home and school.

Application:
Direction: Enumerate the sign of the following abuse and its cause and effect.
1. Physical abuse
2. Sign of neglect
3. Sexual abuse
4. Emotional maltreatment

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Reflection/Learning Insights:

Direction: Write your reflection on the duties and responsibilities of a teacher.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

130
Lesson 8: Excerpts from Republic Act No. 7877

Republic Act No. 7877 is an act declaring sexual harassment, unlawful in the
employment, education or training environment and for other purpose. This act shall
be known as the “anti-sexual harassment act of 1995.

Lesson Proper/Course Methodology

Activity

Are you aware on “sexual harassment”? Write an action of a person that you
think may charge of harassment in school, in your barangay or in other
establishment or company. Write your answer on short bond paper.

Analysis

Let’s Analyze

1. As a future teacher, What are your limitations in handling your

classes like favoritism or too close to your student?
2. If someone commit sexual harassment is it possible that he/she
dismiss from work?

Application
Direction: Summarize the features of Republic Act of 7778. Write your summary on
a short bond paper.

Reflection/Learning Insights
Direction: State from the space provided below the insights that you gained from this
unit.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

UNIT VII: HISTORICAL PERSPECTIVE OF

THE PHILIPPINE EDUCATIONAL
SYSTEM
131
Title of the Lessons
Lesson 1 –Historical Development of the Philippine Educational System
Lesson 2 – Journey in Basic Education: Curricular Reforms 1946-2011

Duration: 3 hours (1 week)

Introduction

This module will introduce you to the different periods of educational history
from the primitive to colonial society of the Philippines including its educational goals,
focus, and teaching methods. Furthermore, educational reforms from 1946-2011 will
be discussed including its features and changes brought to our education system.
As a future educator, this module will help you in appreciating the various past
aspects of educational process to connect them to the present and as someone who
will be part of the educational system someday; you are an agent of change and
learning the history of education will prepare you in training to examine present
trends, dynamics in education, draw practical lessons from the past, avoid possible
mistakes, and initiate more viable plans for the benefit of society.

Objectives

When you have successfully completed this lesson, you will be able to:
1. Demonstrate a full knowledge and understanding of Philippine educational
system from pre-colonial to the present time;
2. Analyze the different educational curricular reforms from 1946 to 2011; and
3. Emphasize the teachers’ roles and competencies in the present
educational curriculum.

Pre Test

Identification

132
LESSON 1: HISTORICAL DEVELOPMENT OF THE PHILIPPINE EDUCATIONAL
SYSTEM

Lesson Proper/Course Methodology

Motivational Activity

Preliminary Activity #1: Picture Analysis

Directions: Given the picture below, analyze the characteristics of the
educational system in Pre Colonial (left) and Spanish era (right) in the
Philippines. As a guide, refer to the processing questions.

133
 Processing Questions:

1. What can you see in the picture? Describe the characters and the
environment that you see.
2. In terms of inculcating educational ideas, who are the agents in pre
colonial and Spanish period that facilitates learning?
3. Discuss the methods used in transferring the information from the agents
to the learners.
4. Explain the main goal and focus of the two different educational periods.

Analysis

Table 1: Key Periods of Philippine Education System

Period Educational Curriculum Agent(s) Method
Goals

Pre To teach the Practical skills Parents, Oral tradition

Colonial group with such as hunting community
Era survival skills and gathering, elders, and
and to instill fishing, farming Babaylans
group and community (priestesses)
solidarity. traditions
embedded in
myths, stories,

songs, and
dances.

Spread of Religion, basic Friars Cathetical

Spanish Christianity reading & writing, instruction,
Era and Spanish and dogmatic use of rote
language (in ideas. memorization
upper class , and corporal
Filipino family) punishment

American Spread of English language Missionaries The medium

Era Democracy and academic of instruction
and formal literature is English
structured language
educational
system

Making the Giving emphasis Use of rote

Filipino on vocational memorization
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 Japanese understand its practices such as Japanese and
Era position as a breeding ducks, Soldiers punishment
member of chickens, and (Kempeitai)
East Asia other livelihood
Co-Prosperity activities
Sphere and
and
eradication of
reliance on
Westerners.

Analyze the table above, what can you say about the transition of educational
periods in the Philippines? Do the educational goals of each era affect what
happened in that specific time or history? Which period do you think has the most
efficient method in transferring and facilitating the teaching-learning process?

"When a school introduces and trains each child of society, into membership within
such a little community, saturating him with the spirit of service, and providing him
with the instruments of effective self-direction, we shall have the best and the
deepest guaranty of a larger society which is worthy, lovely, and harmonious."

- John Dewey

The table above shows the key periods in Philippine educational history from
primitive to the colonial era (Spanish, American, and Japanese). It aims to make you
see that education and school are a function of the society and schools reflect the
nature and character of society itself. What society considers important is what
education focuses on to preserve society.

To further elaborate on the table above, here is the history of the Philippine
educational system.

Pre Colonial Era

Before the coming of the colonizers in 1521, the Filipinos possessed a

maritime culture and political system of their own known as Barangay headed by the
Chieftain or Datu. According to the writing of Chinese sea inspector named
ChauJuKua in the 12th century, Our ancestors had been establishing contacts with

135
other foreign people from Arabia, India, China, Indo- China, and Borneo to exchange
products such as shells, golds, and others using a sailboat called Balangay
(Agoncillo, 2010).

The diary of Fr. Chirino claims that “the inhabitants (Filipino ancestors) were
civilized people, possessing their system of writing, laws and moral standards in a
well-organized system of government."

Informal education is what they have. Learning and ideas were acquired
through observation and imitation in the environment.

Spanish Era

The focus of the Spanish curriculum primarily consisted of 3R’s which are –
reading, writing, and religion. The method of organization was predominantly
individual memorization. Later on, the access to education by the Filipinos was later
liberalized through the enactment of the Educational Decree of 1863 which
provided for the establishment of at least one primary school for boys and girls in
each town.

The Spanish schools started accepting Filipino students and it was during this
time when the intellectual Filipinos emerged. However, the decree is far from
perfection. Here are some of the issues regarding Educational Decree of 1863:

• There were not enough schools built.

• Teachers tend to use corporal punishment.
• The friars exercised control over the schools, teachers, and obstructed
attempts to properly educate the masses, as they considered widespread
secular education to be a threat to their hold over the population.
• Schools were often poorly equipped, lacking desks, and chairs.
• There is a wide gap between the Filipino and Spanish students.

American Era

The American curriculum was based on the ideals and traditions of Americans
and their hierarchy of values. Intermediate Curriculum consisted of subjects such as
Arithmetic, Geography, English, Health Science, Physiology, and Sanitation. All
these subjects are taught using the English language as a medium of instruction.

Normal schools were opened with a teacher’s training curriculum appropriate

for elementary mentors. Its aim was to replace the soldiers and the Thomasites.
136
 Lastly, the significant aspect of the American era in the educational history of
the Philippines was the abolition of compulsory religious instruction in public
schools.

Japanese Era

The coming of the Japanese colonizers is the most controversial period in

Philippine education because of the drastic changes that they imposed such as the
abolishment of English language as a medium of instruction, introduction to
Nihonggo, and all textbooks were revised and censored to instill to Filipinos their
oriental roots and forget the western way of life.

The continuous war in the Pacific caused an impeded progress not only in the
Philippine economy but to the educational system as well.

Abstraction

Reading Analysis
Directions: Read the excerpt of Chapter 13 entitled "Ang Klase saPisika" written by
Dr. Jose Rizal in his novel El Filibusterismo. After reading it, relate it to what has
been discussed earlier in Spanish Era Education as one of the key periods in the
Philippine Educational System. The analysis should focus on the following: (1)
classroom environment, (2) manner of presenting the subject matter, and (3)
teacher-student relationship. Write your answer on one whole sheet of paper.

Rubric for Assessment:

Content - 25%
Clarity - 25%
Organization - 25%
Grammatical Construction - 25%
Total: 100%

Application

Supply the Table

Directions: Base on what you have learned in the discussion, supply the necessary
ideas or key points of the Philippine Educational System from Pre-colonial to the
Japanese period. Write your answer on the space provided below.

137
 Pre Colonial Era Spanish Era American Era Japanese Era

Reflection/Learning Insight

Reflective Question: After studying this lesson, state what have you learned and
reflect on the implication of the changing key periods in the Philippine educational
system from Pre-colonial to Japanese era. Write your insights into the space
provided below.

138
 LESSON 2: JOURNEY IN BASIC EDUCATION - CURRICULAR REFORMS
FROM
1946-2011

Lesson Proper/Course Methodology

Motivational Activity

Picture Analysis
Directions: Below are two pictures that change and its relevance in the
educational curriculum. Analyze the images by referring to the processing
questions.

139
 https://westvancouverschools.ca/message-from-the-chair/understanding-the-shifts-in-
the-curriculum

Processing Questions:

1. "Change is inevitable" Do you agree? Why or why not?

2. As human beings, why do we need to undergo change?

3. In terms of the educational system, why is it necessary to change the

curriculum from time to time?

5. What is the implication of curricular reforms to the learners?

Analysis

Philippine Basic Education. (2013, November 3). TIMSS scores in 2011.

Retrieved from
https://www.philippinesbasiceducation.us/2013/11/timss-scores-2011.html?m=1

The picture on the left shows the 2011 report of Trends in International
Mathematics and Science Study (TIMSS) on the timeline and result of mathematics
achievement of some countries from 1995 to 2011. On the right side, the passage is

140
included in the 2011 report of TIMSS that shows the performance of the Philippines
in the said event.

Based on the figures and statements above, analyze what is the implication of
this to the Philippine educational system and explain how this result fuels the
curriculum reform that gave birth to what we have today which is the K to 12
curricula.

To further understand these series of change, here are the key points and
brief timeline of the educational curricular reforms from 1946 to 2011:

1946 to 1956

•The 1935 Commonwealth constitution provided certain educational objectives such

as the development of moral character, personal discipline, civic conscience,
vocational efficiency, and citizenship training.

•To carry out the constitutional mandate, a revision of the elementary curriculum was
made including the teaching of the national language and giving emphasis to spread
awareness to Filipino learners to learn a common native tongue.

•The Educational Act of 1940 or “Magna Carta” of the Philippines provided

funding for the public elementary education given the following things such as

compulsory attendance in primary level and the support of elementary grades except
in chartered cities (Philippine Educational System, 1901-1976).

Other laws affecting basic education were passed like:

a. Commonwealth Act No. 586

“An act provides for the revision of the system of Public & Private Elementary
in the Philippines including financing thereof.”

b. Commonwealth Act No.589

“An act establishing a school ritual in all public and private elementary and
public secondary schools that includes the singing of Philippine national
anthem and recitation of the patriotic pledge.”

c. Republic Act No. 896

“An act to declare the policy on elementary education in the Philippines. “

1957-1972
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Elementary Education

•The revised elementary education curriculum identified the subject areas (Social
Studies, Work Education, Health and Science, Language Arts, Arithmetic, and Arts &
Physical Education)and its set time allotment of 1,050 minutes in 6 days.

•In the revised elementary education curriculum, Pilipino and English were offered
as subjects for Grade 1 and 2.

•The Continuous Progression Scheme (CPS) was implemented in the elementary

during S.Y. 1970-1971 but it was not fully institutionalized due to non-cooperation to
attend tutorial classes and caused to promote students who are non-readers
because of the misconception that it is all about mass promotion.

Secondary Education

•Another characteristic of the 1957-1972 reform was the offering of Character

Education and Good Manners and Right Conduct as a separate in the
elementary and secondary levels in private and public.

a. In the elementary level, Good Manners and Right Conduct it will be taught
every day using the language that will be understood by all. On the other
hand, Character Education and Right Conduct will be taught once a week for
40 minutes using the English language as a medium of instruction.
b. In the secondary level, the 2-2 Plan Curriculum was implemented for the
learners to take vocational courses but this plan was condemned by many
due to prejudice in vocational education and lack of funding.

1973-1988

Secondary Education

•The Revised Secondary Education Program (RSEP) replaced the 2-2 plan in
1973. This program has an objective to gain necessary employment skill that match
the occupation or career.

•Furthermore, the education program was introduced by the hour programming

instead of 40 minutes per subject area.

•Bilingual education policy was likewise issued as Dept. order no. 25, s. 1974.

1989-2001
142
The New Secondary Education Curriculum

•The formation of the NSEC began in 1982 with the objective to prepare the
elementary graduates of the New Elementary School Curriculum (NESC).

•Another important highlight is the values education framework was put in place by
the Department of Education, Culture, and Sports (DECS) to offer as a separate
subject in high school.

1983-2001

Elementary Education

•The need for reforms in elementary education became relevant when the results of
the Survey of Outcomes in Elementary Education (SUOTELE) that learners in the
Philippine education system have a mastery of only 50%.

• In line with this, the Experimental Elementary Education Program (EEEP) was
conducted to follow the recommendation of SUOTELE. The EEEP was launched by
the Bureau of Elementary Education and it was conducted for two years on an
experimental basis.

•The experimental curriculum pointed out that it is highly needed in the development
of the communication skill of learners in view of the reduction of the number of
subjects and the increased time for instruction. If refined, it could help in raising the
achievement of learners compared to the 1970 Revised Education Program.

•The impact of the aforementioned researches paved the way for the development of
the 10-year program called PROCEED or Program for Decentralized Education
Development. This educational development is geared towards upgrading the
elementary education level; increasing student participation, equal access, and
allocation of educational resources.

2002-2011

•In 2001, the NSEC and the NESC were replaced by the 2002 Basic Education
Curriculum (BEC) that aims the following:

a. empowering the Filipino learners to be well developed, patriotic,

benevolent, environmentally aware, and god-fearing.

b. The curriculum promotes mutual interaction between students and

teachers, multi-media sources, and educators of different disciplines.

143
2010 Secondary Education Curriculum

•The refinement of the curriculum followed the Understanding by Design (UbD)

framework which covers three stages:

Stage 1- Result/Desired outcome

Stage 2-Assessment
Stage 3-Learning/ Instructional plan

R.A. 10157 entitled An Act Institutionalizing the Kindergarten Education into the
Basic Education System and Appropriating Funds Thereof was approved in 2012
which made the Kindergarten mandatory before entering first grade.

2012-2013

"Naninindigan pa rinpotayosaipinangakonatingpagbabagosaedukasyon:
anggawinitongsentralnaestratehiyasapamumuhunansapinakamahalaganatingyaman:
angmamamayang Pilipino. Sa K to 12, tiwalatayongmabibigyang-lakassi Juan dela
Cruz upangmapaunlad—hindilamangangkanyangsarili at
pamilya—kundimagingangbuongbansa."

– President Benigno S. Aquino III

•The RA 10533 or Enhanced Basic Education Curriculum or the implementation

of the K to 12 was implemented in the school year 2012-2013.

The Official Gazette of the Philippine states that:

"The K to 12 Program covers Kindergarten and 12 years of basic

education (six years of primary education, four years of Junior High School,
and two years of Senior High School (SHS) to provide sufficient time for
mastery of concepts and skills, develop lifelong learners, and prepare
graduates for tertiary education, middle-level skills development, employment,
and entrepreneurship."

•The salient features of the K to 12 includes (1) Strengthening Early Childhood

Education or Universal Kindergarten; (2)Contextualization and enhancement of the
curriculum; (3) Spiral progression; (4) MTBMLE or the Mother Tongue-Based
Multilingual Education; (5) Gearing up for the future through the establishment of
Senior High School; and (6) Nurturing the learners holistically.

144
•Furthermore, here are the 10 point educational agenda of President Benigno
Simeon "NoyNoy" Aquino III includes the following:

(1). Expansion to 12-year basic education cycle; (2). Universal Pre-school;

(3). Madrasah Education; (4). Tech-Voc Education in Senior High Schools ;
(5). Every child a reader by Grade 1; (6). Proficiency in math and science ;
(7). Assistance to private schools; (8). Multilingual education; (9). Quality
textbooks; and (10). Covenant with LGU’s to build more schools.

Abstraction

Directions: Given the salient features of the K to 12 in particular with "Nurturing and
developing the learners holistically", search for the characteristics of a 21st-century
learner and identify the attributes that you possessed and explain how it will help you
to achieve lifelong learning as promised by the K to 12 curricula. Write your answer
on one whole sheet of paper.

Application

Activity 1: Pandemic and K to 12

Directions: Given the ideas that you learned from the lesson earlier, research and
make an analysis of the K to 12 curricula and how it will help in addressing the
educational challenges pose by the pandemic that we are experiencing today. Write
your answer on one whole sheet of paper.
Activity 2: Case Study
Directions: In 2019, the United Nations reported that the Philippines had the highest
literacy rate at 97.95% among its neighboring Southeast Asian countries. The rate is
98.9% among women and 97% among men. However, in the same year, Filipino
students ranked the least among the 79 countries in a global survey of reading
comprehension. Base on the current scenario, write a case study analysis on the
following points: (a) differences between literacy and comprehension; (b) reasons
behind the high literacy rate of Filipinos; (c) reasons behind the poor reading
comprehension of Filipino learners; and (d) emphasis on the K to 12 curricula:
challenges and solutions. Write your answer on one whole sheet of paper.

Rubric for Assessment:

Content - 25%
Clarity - 25%
Organization - 25%
Grammatical Construction - 25%
Total: 100%
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Reflection/Learning Insight

Question: Imagine a scenario being one of the representatives in an upcoming

educational reform. Make a statement that includes your position about the current
curriculum and write your insights comprehensively on what to change and enhance
to the K to 12 curricula. Write your answer on the space provided below.

146
Suggested Readings/Website

Department of Education. The Historical Perspective of the Philippine Educational

System. Retrieved from https://www.deped.gov.ph/about-deped/history/

Official Gazette of the Philippines. K to 12 Education Program. Retrieved from

https://www.officialgazette.gov.ph/k-12/

National Literacy Month: UN ranks Filipinos as most literate in Southeast Asia.

(2019,September27).PhilippineStar.https://www.google.com/amp/s/www.philstar.com
/lifestyle/on-the
radar/2019/09/27/1955462/national-literacy-month-un-ranks-filipinos-most-literate-so
utheast-asia/amp/

Ropero, G. (2019). Why Pinoy students ranked last in reading comprehension

survey. ABS CBN News. Retrieved from
https://news.abs-cbn.com/news/12/05/19/why-pinoy-students-ranked-last-in-reading-
comprehension-survey

147
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