Posts Tagged ‘Education In The Philippines’

to all law prof. or teachers -What can you say about this? ?

Saturday, July 17th, 2010

Philippine Daily Inquirer newa

At a recent policy research forum hosted by SEAMEO Innotech, language education specialists from the Department of Education, the National Economic and Development Authority, Komisyon sa Wikang Filipino [Commission on Filipino Language], Summer Institute of Linguistics, and others from educational and non-government institutions, including the Linguistic Society of the Philippines, gathered to discuss “Language of Learning: Models and Best Practices.” It became crystal clear to all present that mother-tongue education should be the way to go so that basic education in the Philippines would truly move forward.

The reasons behind promoting mother-tongue education do not seem to be evident to many educators and lawmakers in this country, even if the concept is almost axiomatic to the rest of the world. How else do we explain the fact that there are 205 co-authors of House Bill 305, which seeks to make English the sole medium of instruction in Philippine schools?

In the Philippines, mother-tongue education is already being practiced with success. The Lubuagan First Language Experiment, conducted by the Summer Institute of Linguistics in close collaboration with the Department of Education, revealed that students taught in their native language performed much better in Math, Science, English, and Filipino achievement tests. In fact today, first-language teaching in Lubuagan is no longer experimental. It was so successful that the community decided to adopt it as the norm.

The Lubuagan experience proves that mastery of content is best achieved through mother tongue-based teaching. Mother-tongue education allows students to bridge from their first languages to the second languages, including the two official languages, Filipino and English.

Mother-tongue education does not have to be implemented in formal school settings alone. This is evident in the basic literacy experience of the Pulangiyen tribal community of Bukidnon. At the Policy Research Forum hosted by SEAMEO Innotech, Fr. Pedro Walpole, S.J. presented an approach that combined culture-based education and the basic education curriculum of the Department of Education, necessarily founded on mother-tongue education. This ultimately deepened the schoolchildren’s ownership of their culture. Father Walpole estimates that there are about 300 informal educational activities throughout Mindanao that are similar to the mother-tongue basic literacy efforts in Pulangiyen, Bukidnon. Unfortunately, these informal settings continue to elude the Department of Education’s attention.

The idea of mother-tongue education in the Philippines is certainly not new. The 1948-1954 Iloilo Experiment in Education Through the Vernacular has already shown the benefits of teaching in the first language. The 1991 Congressional Commission on Education included the use of home languages in its policy recommendations. Similar recommendations were made in the 1998 Philippine Education Sector Study of the ADB and World Bank, the report of the 2000 Presidential Commission on Educational Reform, and the National Learning Strategy of the 2008 Department of Education Basic Education Sector Reform Agenda.

Despite the popularity of HB Bill 305, An Act to Strengthen and Enhance the Use of English as the Medium of Instruction in Philippine Schools, within the seemingly uninformed confines of the Philippine legislature, mother-tongue education continues to gain advocates among language professionals, teachers, and parents.

The Komisyon sa Wikang Filipino was the first to issue a statement endorsing mother-tongue education by supporting House Bill 3719, also known as the Multilingual Education and Literacy Act, authored by Rep. Magtanggol Gunigundo of Valenzuela City.

The Philippine Business for Education, one of the largest associations of businessmen in the country, adopted the UNESCO position that the mother tongue is essential for literacy in any setting. In May 2008, delegates to the Nakem Conference held at St. Mary’s University in Bayombong, Nueva Vizcaya, passed a resolution supporting HB 3719.

In September, the Linguistic Society of the Philippines, one of the oldest and most prestigious associations of language researchers in the country, gave its full support for the Gunigundo bill.

The National Economic and Development Authority, through Director General Ralph Recto, cited the harmony of HB 3719 with the goals of the Philippine Education for All (EFA) 2015 Plan and the Updated Medium-Term Philippine Development Plan (MTPDP) 2004-2010.

Even parents are supportive of mother-tongue education. Some Parents-Teachers and Community Associations (PTCA) have already issued statements of support for HB 3719, among them, the PTCA of Marikina City and Rizal province, as well as the Public School District Supervisors Association of Marikina City. As of this writing, I have already received pledges from stakeholders in Cebu, Bicol, an

Philippines – Education

Saturday, March 13th, 2010

Education in the Philippines

The Worth of a Book: Education in the Philippines

Thursday, January 14th, 2010

It’s our priceless necessity and weapon of development, some people are deprived of this while others may cherish it. Education is not a privilege it’s a need, a need in the Philippines which is not being nurtured.

Malcolm Trevena, 33, New Zealand, decided to help by donating 6 months of his time volunteering in the Philippines teaching English in schools. He volunteered through the Global Volunteer Network. After leaving his IT job behind he prepared himself to ride a rollercoaster of surprises. “I decided to try something completely different and exciting. Making the rich richer and putting the poor out of work started to lose its appeal”, said Malcolm. He spent his time in the Philippines working in a village school in the Visayas. When Malcolm first arrived he began to notice the shocking levels of poverty. “I saw little children wandering in and out of cars on the motorway selling flowers. I saw people jumping onto moving buses, five lines of traffic were operating on a three lane motorway.”

The levels of poverty in the Philippines are extreme. Street children wander the city streets selling any gadgets they can get their hands on to bring money back to feed their family. It’s a problem which is familiar in many third world countries, the economic balance between the people. You’re either very rich or very poor, there is no middle. Many of the Filipinos who are fortunate enough to get an education go on to seek work abroad as opportunities are greater overseas. Malcolm stayed with a Filipino family in the village. He witnessed first hand how much the Education system needed to be improved. There was a serious lack of resources.

“Most of the textbooks were falling apart and were out of date and had obviously been written by someone whose first language was not English. I had the only Grade 5 reading book.” said Malcolm.

The Philippines is a country which is prone to natural disasters and suffers political instability, as many Filipinos believe the political system is corrupt and that the last election was rigged. As the Philippines has a ballooning amount of debt to repay education is not on the priority list. According to the Philippine Education Sector study (World Bank & Asian Development Bank) 1998-2008 will be a period of limited or zero growth in the public budgetary allocation to education as a whole. “Teachers are the least well paid government employees as the police and the military are paid the most. Some of the schools have one teacher to 80 children. Some classrooms are so overcrowded that students have to peer in from outside the classroom” said Malcolm.

Education is something which is appreciated in the Philippines, it’s something which children do not take for granted as it may one day be the key which is needed to open the door to a better life. People have a sense of community and their living conditions have forced locals to make some astonishing choices. One local villager who lost a family member through violence chose not to prosecute the perpetrator as it would mean that their family would suffer as their primary money earner would go to prison and the rest of the family would go hungry. “Between justice and food the people choose food” said Malcolm.

A group of GVN volunteers built a roof on one of the classrooms so the students would not need to scrunch up in one half of the classroom when it rained. Malcolm set up numerous tutorial groups to teach the quieter slower kids who were shy in the class. Volunteers made a tangible difference through donating books and carrying out maintenance work.” I think being there had an impact. It let them know that some people cared about them even though the government didn’t give a rat’s arse about them” said Malcolm. He was overwhelmed just how much the children appreciated being taught English. As the GVN volunteers brought some books with them to the school, the children became excited. “The kids immediately took to the books. They were like dry sponges soaking up the goodness of books. It was great to see.” The children continue to bury their heads in the very few books that are available to them.

According to a meeting held by the Alliance of Concerned Teachers based in the Philippines, almost 20% of Filipinos are illiterate and the number of children out of school is on the rise. The poverty that the people endure results in most of the children not having the chance to fully finish school and receive a proper education. As for the street children who wander around working the roads hoping to make money for food, some of them are reduced to committing petty crimes like stealing food so they don’t starve. Once they are caught by authorities children over 15 are detained in an adult’s prison. According to UNICEF every day another 28 children get arrested and over more than half of the crimes are not serious.

At present Malcolm is volunteering with GVN in a Refugee camp based in Ghana and will then go on to Volunteer with Mukono youth in Uganda for another six months. Malcolm volunteered with the Global Volunteer Network, a non-government organization based in New Zealand, which connects people to communities in need.

For more information on volunteering check out: http://www.volunteer.org.nz/

For more great articles on volunteering check out: http://globalvolunteernetwork.blogspot.com/