It’s all about teachers thought, experiences and observations of daily school life.

Quality Education For Indigenous People

Jun 5, 2016 | Published by: Teacher Ariel Cañete

The enjoyment of the right to education is not fully realized for most indigenous peoples. The Expert Mechanism on the Rights of Indigenous Peoples says that without access to quality education indigenous communities will not be able to fully enjoy their rights. The Expert Mechanism is a group of five independent specialists who provide expertise on the rights of indigenous peoples to the Human Rights Council.

In their report to the Council on the right of indigenous peoples to education the experts say, “Deprivation of access to quality education is a major factor contributing to social marginalization, poverty and dispossession of indigenous peoples”.

The report makes the case that designing education programs for indigenous communities must take into account many factors that acknowledge the special needs of these communities. Indigenous students cannot be forced into mainstream education systems which do not integrate indigenous culture, it says.

An approach using a single model is inappropriate because of the diversity of indigenous peoples.

Promoting “indigenous perspectives, innovations and practices in an environment that replicates traditional ways of learning” is another interest of the Expert Mechanism. This includes having mother-tongue based bilingual and multilingual education at the primary as well as at higher levels. Indigenous languages should be integrated into the teaching programs. The report proposes that community members be trained as language teachers and the development of indigenous literacy material. Read the rest of this entry »

Be Part of Abot-Alam for a Zero OSY Philippines

Jun 5, 2016 | Published by: Teacher Ariel Cañete

Abot-Alam is a convergence program under the Cabinet’s Human Development and Poverty Reduction Cluster (HDPRC) that envisions a Zero OSY Philippines. Through the collective effort of national government agencies, local government units, civil society organizations, the private sector, and community-based groups, Abot-Alam aims to map out all country’s out-of-school youth aged 15 to 30 and match them with appropriate government or civil society programs that will give them opportunities for education, employment, and entrepreneurship.

The success of Abot-Alam will depend on four things: a comprehensive database on the out-of-school youth generated on the community level which contains specific individual information such as names, birthdates, addresses, highest educational attainment, reasons for being out of school, etc.; a wide range of programs that will respond to the diverse of the out-of-school youth, programs that can be tweaked or modified to make them more appropriate, responsive and accessible to the OSY; a multi-sectoral alliance on the local level consisting of the local government, barangay leaders, DepEd, other government agencies, civil society organizations, civic groups, companies and business associations, and community-based groups that agree to work together to map out all the OSYs in their area and pool their resources and programs together to address the needs of the OSYs; and the participation of the ordinary citizen, who adopts as his/her personal mission the task of ensuring that at least one OSY gets access to this opportunity being provided by Abot-Alam. Read the rest of this entry »

The Bureau of Alternative Learning System (BALS) in partnership with the Southern Broadcasting Network (SBN) piloted the implementation of Radio-Based Instruction is an alternative delivery mode utilizing ALS Accreditation and Equivalency (A&E) System through radio broadcast.

Accreditation and Equivalency System is designed to meet the objectives of Education For All (EFA) and thereby increase access of marginalized learners to basic education.

The RBI program was launched on November 4, 2004. The program provided more opportunities for the OSY and Adults to gain more knowledge, attitudes, values and skills needed to improved their quality of life and increase the level of their participation in community activities.

The specific objectives of the program are: to provide learning opportunities for listeners who are out-of-school youth and adults and to enable learners/listeners acquire equivalency in basic education.

The preparatory activity is to conduct orientation/training of Mobile Teachers/District ALS Coordinators and Instructional Managers in the Division Office by BALS and Regional staff.

Target learners are all OSY and Adults in the communities within the project sites. However, for the purpose of monitoring the DepEd Personnel of the concerned division will identify two (2) specific learning groups to be monitored and evaluated for pilot implementation.

Regular schedule of broadcast will depend on the available time to be given by the radio station. If necessary, broadcast time should be three times a week from 11:00-11:30 in the morning and with repeat broadcast in the evening of the same days. Read the rest of this entry »

The ALS-Madrasah Education Program is designed to respond to DepEd’s Education for All (EFA) Plan whose goal to make every Filipino functionally literate by year 2015. It also makes reference to the policy recommendation of the BESRA-endorsed. Technical Report on Strengthening the ALS in the Philippines: Issues and Challenges which recommends the development at the Madrasah Education for OSY and adults.

Muslim OSY’s and adults are part of the marginalized sector of society who are the target beneficiaries of DepEd’s ALS. As a result of various push factors, notably the peace and order situation in Mindanao, this group has moved into other regions, provinces and cities. They are now in National Capital Region, Metro Cebu, Iloilo and Bacolod, and in other cities up north in Lingayen and Baguio City. This mass migration of unskilled and oftentimes illiterate Muslim youth and adults has resulted in other socio-economic problems among the Muslim migrants and in the receiving areas of migration. Read the rest of this entry »

Elements Of Alternative Learning System (ALS) Informal Education (INFED)

Mar 10, 2016 | Published by: Teacher Ariel Cañete

With INFED being a component of ALS that complements the Nonformal Education (NFE) component, it is able to create opportunities for self development based on an individual’s declared learning interest.

Consequently, through INFED, a person is able to acquire skills that he recognizes as his needs. Moreover, INFED responds to an individual’s learning needs at the time and situation when it is most needed.

Formal basic education is often focused at preparing someone for college work and college education is aimed at preparing someone for professional work. However, there are still numerous facers of one’s life that formal education cannot cover, these includes family life, social life, personal interest, aging, among others, informal education provides the “just-in-time” and “as-needed” learning that individuals need as they progress through life and perform many other functions other than their jobs.

Informal Education can be considered both “Life-wide” as well as “life-long.” This means we all have various learning needs at various of our lives. What most people learn in school are often forgotten through disuse or they simply become obsolete. Continuous technological development also force one to update their knowledge and skills. There are many things that may not be relevant to learn at certain times but are very useful or even critical at other times. People also expand their areas of interests as well as change their priorities in life. Thus, their learning needs also change. The main answer to most of these is informal education. Read the rest of this entry »

Alternative Learning System Accreditation And Equivalency Programme

Mar 2, 2016 | Published by: Teacher Ariel Cañete

The ALS A&E System is an alternative learning system which provides an alternative means of learning and certification for out-of-school youth and adults aged 15 years and above, who are unable to avail of the educational opportunities of the formal school system or who have dropped out of the formal elementary or secondary education. Its vision is to empower the Filipino out-of-school youth and adults to continue to learn on their own so they may improve the quality of their life and that of their family, community and country. Its mission is to provide out-of-school and adults with learning opportunities by which can gain knowledge, skills, attitudes and values that will enable them to think critically and creatively; act innovatively and humanely and achieve their learning goals in order to become a contributing member of Filipino society.

Accreditation and Equivalency System aims to:

  1. Provide a system for assessing levels of literacy and other non-formal learning achievement covering basic and functional education skills and competencies designed to be comparable to that of the formal school system;
  2. Offer an alternative pathway by which out-of-school youth and adults earn an educational qualification comparable to the elementary and secondary school system, and
  3. Enable the out-of-school youth and adults to gain reading, writing and numeracy skills to meet their learning goals as they define them to gain the skills they need to improve their economic status and function more effectively in society.

The target learners of the A&E System are 15 years old and above out-of-school youth and adults who are basically literate. Most of these target learners live below the poverty line predominantly coming from the depressed, disadvantaged, underdeveloped and under served areas and it also the needs of the differently abled, the prisoners and the cultural communities. Read the rest of this entry »

Alternative Learning System

Feb 28, 2016 | Published by: Teacher Ariel Cañete

The Alternative Learning System (ALS) is a free education program implemented by the Department of Education (DepEd) under the Bureau of Alternative Learning System (BALS) which benefits those who cannot afford formal schooling and follows whatever is their available schedule. The program provides a viable alternative to the existing formal education instruction, encompassing both the non-formal and informal sources of knowledge and skills.

It was first launched in 1984 under the name Non-Formal Education and was primarily focused on helping its learners acquire technical skills that they can use to earn a living. After getting it name changed into Alternative Learning System in 2004, its focus widened to include literacy classes that are aimed at eventually granting Elementary and High School diplomas to deserving learners who were forced to drop out of primary and secondary school.

ALS aims to open more educational opportunities for Filipino citizens of different interests, capabilities of demographic characteristics, socioeconomic origins and status as well as addressing the needs of marginalized groups.

The program cuts the time needed to finish elementary and high school, hence, significantly cuts the expenses as well. Aside from giving hope to the less fortunate, it also provides opportunities to Out-of-School Youths (OSY) and Adults elementary and secondary school drop-outs; industry-based workers; housewives; maids; factory workers; drivers; members of cultural minorities; indigenous people and disabled/physically challenged.

Classes are conducted at Community Learning Centers. Each municipality or city has a number of CLCs that interested learners can go to. These CLCs can either be a public elementary or secondary schools, a barangay hall, a room or building lent by a government agency, private company, organization, or any other vacant space where learners can gather together. In ALS, learners have to attend 10 months of school or 800 hours in the classroom. Read the rest of this entry »

Definitions Of Teaching

Feb 25, 2016 | Published by: Teacher Ariel Cañete

It is the consensus of both authoritative educational experts and laymen that teaching is a noble mission and may be roughly divided into art and profession. As an art it carries with it certain norms which are indispensable in imparting knowledge; as a profession it comprises a broad meaning which may be aptly termed as art plus other great human assets: character, dignity, integrity, social awareness, keen grasp of things, etc. Read the rest of this entry »

Teacher’s Accountability

Feb 18, 2016 | Published by: Teacher Ariel Cañete

Accountability is a new addition to the vocabulary of public education. It is used by school administrators, teacher institutions, classroom teachers, and the public general. It is often quoted by parents and other people who have some business or something to do with teaching.

Accountability on the part of the classroom teacher is very important. It is a measure of the teacher’s dedication to his job. Is he doing the job that he should do ? Is he doing the job commensurate to higher rates of pay and compensation he is asking for now. The public wants to know the government is using the money efficiently for public education. Parents think that if the school are going to ask for more funds and levy more taxes for the support of education the schools should show government funds are used to the best for public education.

If we put a grade five book in the hands of an 11 years old child and ask him to read the book, and then the child can read the book, then someone should be held accountable for the child. Who is accountable for the child ? Is it the teacher or the parents ?

We have to face reality. What is the main responsibility of the teacher to the children who are placed in his hands ? It is time that teacher attention should be called to his accountability to his pupils.

How accountable is the classroom teacher ? Should he be held responsible for what the pupil does or doesn’t learn singly or along with others in and out of the school ? Read the rest of this entry »

K+12 Basic Education Program In The Philippines

Feb 18, 2016 | Published by: Teacher Ariel Cañete

President Benigno Semion C. Aquino III initiated the new system of education. This program requires all incoming students to enroll into two more years of Basic Education.

K+12 system basically include the universal kindergarten 6 years of elementary, 4 years of junior high school with an additional 2 years for senior high school, the program also aims to uplift the quality of education in the Philippines in order for graduates to be easily employed. The proposal aims to produce employable 18 years old high school graduates by giving them a longer time to study and master employable skills.

The system aims to fully enhance and develop the students in order to be well prepared especially in emotional and cognitive aspects. The curriculum will allocate specialization in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship. Read the rest of this entry »