Don Honorio Ventura Technological State University

Bacolor, Pampanga

Current Issues and Problems in Education

Dr. Philip Paulino
INCLUSIVE EDUCATION
INCLUSION DEFINED
 Reaching out to all learners
 Addressing and responding to diversity of needs of all children, youth and adults
 Involves changes and modification in content, approaches, structures and strategies

DO 72, s. 2009
Inclusive Education as Strategy for Increasing Participation Rate of Children

. Special Education in the Philippines has only served 2% of the targeted 2.2 million children
with disabilities in the country who live without access to a basic human right: the right to
education. Most of these children live in rural and far flung areas whose parents need to be
aware of educational opportunities that these children could avail of.

2. The Department of Education (DepED) has organized the urgency to address this problem
and therefore, guarantees the right for these children to receive appropriate education
within the regular or inclusive classroom setting. Inclusive education embraces the
philosophy of accepting all children regardless of race, size, shape, color, ability or disability
with support from school staff, students, parents and the community.
PUBLIC POLICY SUPPORT on INCLUSIVE EDUCATION
 The 1987 Philippine Constitution
 P.D. 603 - The Child and Youth Welfare Code
 R.A. 7277- The Magna Carta for Disabled Persons amended by R.A 9442
 Policies and Guidelines in Special Education

STRATEGIES in INCLUSIVE EDUCATION for DISADVANTAGED LEARNERS

(The program, curriculum, learning materials, facilities, equipment)

PHILIPPINE MODEL of INCLUSION

1. Partial mainstreaming towards inclusion
- students are educated in regular classes at least half the day
- receive additional help or specialized services
- pull-out
2. Full mainstreaming or inclusion
- complete regular instruction
- receive all special services in general classroom
SUSTAINING PROGRAMS for CHILDREN with DISABILITIES
 Establishment of 276 Special Education Centers nationwide
 Provision of SPED items
 Downloading of funds
 Conduct of training programs for teachers handling children with various disabilities
 Conduct of training for school heads and supervisors
 Development of instructional materials for children with disabilities
 Conduct of advocacy strategies like the SPED caravan in regions and divisions without
SPED centers or without SPED programs

INDIGENOUS PEOPLES EDUCATION

 Policy actions
 To provide access to quality basic education
 To ensure the preservation, recognition, promotion and protection of the rights of
indigenous peoples to ancestral domain, cultural identity and heritage
 Objective:
The National IP Education Policy Framework operationalized in all schools

Indigenous Peoples Education Activities

 Launching of the Philippine’s Response to Indigenous Peoples and Muslim Education
(PRIME)- a facility for IP and ME
 Conduct of implementation planning activities for the national, & regional clusters
 Celebrating IP month in October

MADRASAH EDUCATION for Muslim Children

 Policy action:
 To provide acess to quality education
 To ensure the preservation, recognition, promotion, and protection of the rights of
Muslim learners to religious identity and heritage
 Objective:
Institutionalization of the Madrasah Education Program at all levels in basic education
Madrasah Education for Muslim Children
 Development of Madrasah Currriculum for Kindergarten (Tahderiyyah)
 Implementation of the Madrasah Curriculum in the elementary level
 Development of the Curriculum in the secondary level
 Professionalizing the Asatidz through the Accelerated Teacher Education Program

CURRENT ISSUES and CHALLENGES

 Increasing the holding power of schools over these children

 Making existing resources and other support systems adaptable and suitable to the
needs of inclusive education
 Mobilizing parents and other duty bearers in supporting inclusive education
  Providing post-school support to fully integrate and enable disadvantaged children to
participate in gainful employment or productive work.

ALTERNATIVE DELIVERY MODES (ADMs)

*The Department of Education is tasked to provide quality basic education that is equitably
accessible to all and lay the foundation for life-long learning and service for the common
good.

*Aside from formal education DepEd offers alternative delivery mode of interventions to
meet the needs of young people in different communities.
IMPORTANCE OF ADMs

*The ADMs in formal basic education are implemented to improve certain performance
indicators in order to achieve the 2015 targets of Education For All (EFA) and the Millennium
Development Goal (MDG) on achieving the universal primary Education.

*The ADMs address the learning needs of the marginalized pupils and those learners at risk of
dropping out in order to help them overcome social and economic constraints in their
schooling.
ADMs BOTH IN ELEMENTARY & SECONDARY LEVELS
The ADMs both at the elementary and secondary levels include the following:

 Elementary Level
a. Modified In-School, Off-school Approach (MISOSA)
b. Enhanced Instructional Management by Parents, Community and Teachers (e-
IMPACT) System
c. Home Schooling Program
d. Multigrade Program in Philippine Education (MPPE)

 Secondary Level
e. Dropout Reduction Program

A. WHAT IS MISOSA as ADM?

 Originally design  Currently design

To address issue on congestion - To address issue of congestion plus

 helps pupils who are enrolled but
habitual/seasonal absentees,
 living in conflict/disaster areas,
 chronically-ill, or engaged in earning
a living to augment family income
HOW IS MISOSA IMPLEMENTED?

1. Use of Self-Instructional Materials (SIMs).

 that contain the lessons to be learned for the day.
 Include learning objectives,
 activities to work on,
 exercises and questions to answer.
 enrichment activities utilizing the community resources.

2. Utilization of community school as a laboratory for learning aside from the classroom
i.e. half of the class stays with the teacher while the other half stays with the teacher-
facilitator in the community school.
3. In compliance with existing policies:
3.1. DepEd Order No.23, s.2005
re time allotted
3.2. Deped Order No. 33, s.2004
re grading system
3.3. DepEd Order No. 53, s.2011
re policy guidelines
4. Involvement of the following school internal/external stakeholders:
4.1. Grade IV, V, and VI pupils
4.2. Classroom Teachers
4.3. Teacher-Facilitator
BENEFITS IN IMPLEMENTING THE MISOSA

Aside from addressing the issue of congestion, MISOSA implementation may also contribute
to the following:

 Resolving the issue of shortage of instructional materials

 Improving classroom management
 Promoting equal access and opportunity for learning
 Institutionalizing systematic monitoring
 Developing pupils study habits, love for learning and self-esteem
 Attending to the unique needs of individual pupils

B. The e-IMPACT SYSTEM

 A Quality Alternative Delivery Mode for Elementary Education
a. A technology-enhanced alternative delivery mode;
b. Developed to address high student population and high percentage of drop-outs;
c. Management system where the parents, teachers and community collaborate to
provide the child with quality education at less costs.
Principles of the e-IMPACT System
1. Children become active participants of the learning process.
Three Primary Modes of Delivery
a. Programmed Teaching
 b. Peer Group Learning
c. Individual Study
2. Learning Materials are based on the national curriculum standards of DepEd.
a. PRODED
b. NESC – New Elementary School Curriculum
c. BEC – Basic Education Curriculim
d. PELC – Phil. Elementary Learning Competencies
e. K-12 Curriculum (recent)

3. The essence of education is the learning process

a. Education in the e-IMPACT system encourages and develops in the children the skill
to learn independently and eventually become self and life-long learners.
b. IMPACT also encourages peer learning and peer mentoring as important strategies
for empowering learners as active partners in the instructional process.
CURRICULUM ENHANCEMENTS
 Use of audio tapes in English, Science, Mathematics, and Filipino.
 Use of Information and Communication Technology (ICT) in teaching the lessons

HOMESCHOOLING OR HOMESHOOL
 is the education of children at home, typically by parents or by tutors, rather than in
other formal settings of public or private school.
 Is a legal option for parents in many countries, allowing them to provide their children
with a learning environment as an alternative to public or private schools outside the
individual’s home.
 This form of schooling is recognized by the Department of Education (DepEd) provided
that the parent-teacher is a college graduate and is able to provide at least 4 hours of
instruction for kindergarten to 7th grade.
 Homeschooling means no pressure of learning all things. It is done at anytime,
anywhere by the learner, mother or provider.
HOMESCHOOLING AS AN ALTERNATIVE TO SENDING KIDS TO SCHOOL
 Mainstream education in the Philippines has been around for more than a hundred
years.
 By the time children start to walk and talk, parents start to canvas for the most
reputable school that will raise them best, and one they can afford at that.
 But a new movement led by the Homeschooling Association of the Philippine Islands
(HAPI) is changing the landscape of education by advocating homeschooling in the
Philippines.
 Established in 2009, HAPI is an organization composed of homeschooling families, as
well as various accredited schools who offer home school programs.
“Homeschool is different from home study.” Home study is schooling supervised by a teacher
or a tutor who drops by a student’s house.
“Home school, on the other hand, is a form of education where the parent is the
teacher and the child is the student,” – Edric Mendoza
MULTIGRADE PROGRAM IN PHILIPPINE EDUCATION (MPPE)
Multigrade school were the first kind of schools in North America.
The one-room school house was the most common model of formal education programs for
elementary school children before the 1880s. It was then before the single grade classes
were organized.

In the Philippines, the first mission schools were organized as multigrade schools. Single grade
schooling was introduced during the early 1900s by the Americans. Multigrade schools were
organized as matter of necessity for remote barangays. Aside from the limited enrolment,
the distance of a barangay to a school, teacher shortage, lack of funds for school buildings
and other facilities also led to the organization of multigrade schools in the different parts of
the country.

WHAT IS A MULTIGRADE CLASS?

 A class consisting of 2 or more grades handled by one teacher.
 Is generally opened in primary schools located in distant and sparsely populated
areas.
 Is usually opened in areas where the number of enrollees for each grade level does
not warrant the opening of single grade class.
This can be called a “combination class” in the Philippines.
In other countries:
*”vertically grouped” or
*”family grouped” or
*multiaged class or
*an ungraded class
The multigrade classroom provides the opportunity to “break down the walls” between
grades and look at the students as groups of learners. These learners will be differently in so
many ways.

In a multigrade classroom, there can be real student-centered learning built on the

principles of “bayanihn” in a barangay community. Barangay ways of helping each other
can come to life in a multigrade classroom where a wide variety of people interact, plan,
work, and learn together.

ALTERNATIVE LEARNING SYSTEM (ALS)

WHAT IS ALS?
 A FREE education program implemented by the DepEd
 A laderized, modular non-formal education program by the Department of Education
(DepEd)
 The 3rd Bureau of DepEd
 Benefits those who cannot afford formal schooling and follows whatever is their
available schedule
 Provides a viable alternative to the existing formal education instruction,
encompassing both the non-formal and informal sources of knowledge and skills.
  Teachers that are involved in this program are called “Mobile Teachers” for reasons
that they often go about teaching in rural and depressed areas where a formal
classroom is not available.

WHO ARE THE TARGET LEARNERS OF ALS?

 Elementary and Secondary school droputs
 Youth and Adults although in school but over-aged for Grade 6 and 4th year
 Unemployed/Underemployed OSYs and adults
 Industry-based workers, housewives, maids, factory workers, driver
 Members of cultural minorities/Indigenous People (IPs)
 Persons With Disabilities (PWDs)/Physically Challenged
 Inmates, rebel/soldier integrees

HOW DOES ALS WORK?

 Students who are interested in enrolling in an ALS class are encouraged to visit
Community Learning Centers (CLCs).
 Oral and written tests will be given to assess the student’s/pupil’s competency level.
 Applicants who have not attended any formal schooling before will enrolled in Basic
Literacy Program where basic reading and computing skills will be taught before
moving them to advanced classes.
 ALS A & E classes takes a minimum of 800 hours to complete (8-10 months). The
process of integration starts with the students attending a 10 month learning and
review session conducted by the Mobile Teacher. After completion, performance are
assessed in preparation for the Accreditation and Equivalency Test (or A&E) that will
be given to these students.
 Passers of either the Elementary or Secondary Level gets a certificate which bears the
signature of the Secretary of the Department of Education. This allows a passer to be
integrated into formal education and also gives them the chance to enroll for a
college degree or technical courses.

OPTIONS AND OPPORTUNITIES FOR ALS PASSERS

 Can enroll for college
 Enter TESDA/MeralcoFdtn./Technical Schools
 Enter other non-formal training programs
 Enter Formal training programs
 Look for work opportunities
 Enrol or re-enrol in formal elementary or secondary education

TEACHER INDUCTION PROGRAM

What is the Teacher Induction Program (TIP)?
 an institutionalized continuing professional development program
 design to provide a systematic and comprehensive support system
 for newly hired teachers
  in order to seamlessly immerse them in the teaching profession & in the public school
system

Six Common Topics

 Module 1 – The Department of Education
 Module 2 – The Filipino Teacher
 Module 3 – The K to 12 Curriculum
 Module 4 – The Teaching Process
 Module 5- The Learning Process
 Module 6 – The School and Community Linkages

Private Education in the Philippines

Private schools, also known to many as independent schools, non-governmental, privately
funded, or non-state schools,[1] are not administered by local, state or national governments.
Children who attend private schools may be there because they are dissatisfied with public
schools in their area. They may be selected for their academic prowess, or prowess in other
fields, or sometimes their religious background.

K to 12 law foresee important role for

private sector delivery of senior high school:
“Sec. 10. The benefits accorded by the Republic Act No. 8545… shall be extended to
qualified students
enrolled under the enhanced basic education.

The DepED shall engage the services of private

education institutions and non DepED schools offering
senior high school through programs under Republic Act No. 8545 and other financial
arrangements formulated by the DepED and the Department of Budget Management
based on the principles of public private partnership…”

Prepared by:

REBECCA S. SANTOS
MAEd-Educational Management