2. Let’s stop, think, and do…
• Participants will be grouped into five and work
on the following era:
– 1960 -1970s
– 1971-1980s
– 1981-1990s
– 1991s-2000
– 2001-2010
– 2010-present
3. Let’s stop, think, and do…
• Participants will be grouped into five and work
on the following era:
– 1960 -1970s – Cecille R, Cecille B, Jun, Sol, Daisy
– 1971-1080s – Luz, Delia, Julie, Lorenz,
– 1981-1990s – Cely, Vivian, PJ
– 1991s-2000 – Maya, Cathy, Ruth, Roland
– 2001-2010 – Dinah, Ricah, Arlene, Oscar
– 2010-present –Mae, Darius, Mon
4. • Describe what the world was like in your
assigned time frame in terms of:
– How we traveled
– How we communicated (medium, tools)
– Did banking (medium, tools)
– How we entertained ourselves (medium, tools)
– How pupils/students learned and
– how teachers taught
5. • Be ready to present in 15 min.
- Introduce the era by citing: iconic figures, significant events- Introduce the era by citing: iconic figures, significant events
7. History of Technology
Paleolithic
(Old Stone Age)
2.5 M years ago
Neolithic
(New Stone
Age) 9,000 BC
Agricultural
Civilization
4,000 BC
Industrial
Civilization
1800
Information
Society 2000
1900
1950
2000
17. Rank
(ASEAN) Country
Score
2011
Score
2013 Rank
Score
2014
Rank
(148)
1 Singapore
2 Malaysia
3
Brunei
Darussalam
4 Indonesia
5 Philippines 3.8 3.5 86 4.3 59
5 Cambodia
7 Vietnam
8 Thailand
WEF Indicators: Philippines vs ASEAN
On Education, Sci & Tech, Innovation
Quality of Education System
18. Typical Cohort Survival Over the past 30
Years since 1975
18
N
Grade 1
Grade 2
Grade 4
Grade 6
Grad.
Year 1
Year 4
Grad.
College
1st Yr.
College
Degree
Grad.
14234358667685100
19. The National Budget and the
Philippine Education System
• In 2011,
Education
budget was
ranked 3rd
afterdebt
servicing &
LGU
allocations
Education
Debt
LGU
other
s
20. PS
80%
MOOE
12%
CO
8%
in Million Pesos
PS 166,173
MOO
E 24,754
CO 16,110
Total 207,037
2011 DepEd budget allocation
• PS – personal services;
• CO – capital outlay;
• MOOE – maintenance and other operating expenses
21. 21
Current Situation in the Basic Education SectorCurrent Situation in the Basic Education Sector
1. PoorQuality of Education
2. Poorinternal efficiency
3. WeakSystemof Governance
4. Shortages in Educational Inputs
5. Concern overQuality of Teachers
22. The Boiled Frog
If you put a frog in cold
water and slowly heat it,
the frog will eventually let
itself be boiled to death.
We, too, will not survive if
we don’t respond to the
radical way in which the
world is changing.
-Charles Handy
“The Age of Unreason”
24. DEPARTMENT OF EDUCATION
DepEd’s OPIF Strategic Priorities
Equitable Access to Adequate Quality Societal Services
and Assets
1
Basic
Education
Services
3
Regulatory
and
Development
al Services for
Private
Schools
Organizational
Outcomes
Knowledge, skills, attitude and values of Filipinos to
lead productive lives enhanced
Filipino Artistic &
Cultural Traditions
Preserved &
Promoted
5
Book
Industry
Devt.
Services
4
Informal
Education
Services
-Children
Television
Devt.
Services
Sub-Sector
Outcomes
Sectoral
Outcomes
Improved Access to
Quality Basic
Education
Improved Access to
Quality Basic
Education
Inclusive Growth and Poverty ReductionSocietal Goal
Major Final
Output
(MFOs)
2
Education
Governance
24 of 28
25. DepEd’s Roadmap
DEPARTMENT OF EDUCATION
Challenges Outcomes
• An educational system that is of
quality, more inclusive & relevant
• Students’ completing their studies &
mastering competencies
• DepEd’s commitment to good
governance beyond 2016
OUTCOME A
(1) every Filipino has access to a
complete quality basic education
and
(2) every graduate is prepared for
further education1
& the world of
work2
OUTCOME B
delivery of basic education services to
learners is effective, efficient &
collaborative
1
vocational, technical, higher & lifelong education
2
employment & entrepreneurship
25 of 28
Editor's Notes
We did improve BUT still, among the countries in SE Asia, the Philippines is ranked among the lowest, only higher than Cambodia.
We did improve BUT still, among the countries in SE Asia, the Philippines is ranked among the lowest, only higher than Cambodia.
Not only that our country faces a very dire situation in terms of getting its basic education sector to provide more solid foundations essential for global competitiveness. We have long neglected, underinvested, over-politicized a vast network of public schools. As a result, Tracking age cohorts over the past thirty years (since 1975) reveal a disturbing pattern of long-term underachievement in the system. Tracking the 1994-95 cohort (a typical cohort over the past 30 years)[1], for every 100 children that enter Grade 1 at either 6 or 7 years of age, 15 would not get to the end of Grade 2. (Note, that access is not a problem in Grade 1 since over 98% of all children enter Grade 1 at either 6 or 7 years of age or older. The problem is with retention.)
Of the 85 left by the end of Grade 2, another 9 will drop out by Grade 4. That leaves 76 of the original 100. If the foundation for functional literacy is laid by the end of Grade 4, then the 84% functionally literate as reported by NSO might be overstated.
68% of the cohort will reach Grade 6 with close to 66% graduating. Of this number, 58 will transition to high school with 43 graduating from high school. Of the 15 that drop out of high school from this cohort[2], it is five times more likely that these are boys rather than girls.
Of the 43 that finish high school, 23 will go to college and of this number, only 14 will graduate with a university degree. This is not atypical of other countries. What is atypical is that other countries are graduating the majority, if not almost all, from high school. We graduate less than half of the cohort from high school.
Of the cohort that finishes university, a very small 2% graduate with a science or engineering degree. This is way below that international benchmark established by UNESCO. [1] Typical means that most other cohorts show similar performance or behavior.
[2] The high school dropout rate is 26% (15 members of the cohort out of the 58 that enter high school).
Bulk of education budget goes to the salaries and wages of the employees
Though budget for MOOE and Capital outlay have increased over the years, it is still a small allocation for the improvement of educational resources i.e. classrooms, facilities, equipment, etc.
Situation analysis done in BESRA
Start here. Link with the previous activity.
Translating the strategies into executable goals require skills. The broad strategies are translated into Key Results Area (KRAs), Objectives and Performance Indicators
It is important to manage the energies of employees towards direction defined by those plan
