[Sometimes in the public dialog on reforming education in the Philippines, we unintentionally overlook the “learning to change/changing to learn” paradigm. The following CAMPUS TECHNOLOGY article brings this issue into focus, and I hope we learn a thing or two especially at this crucial point that the administration is bent on contracting its education budget while being ambitious about expanding the number of years a student completes basic education (kindergarten, grade school and high school) by three more, expensive years. As we revise the curricula and implement Mother Tongue-Based Multilingual Education, the opportunity presents itself to incorporate some of the ideas in this article. – JP]
By Trent Batson, CAMPUS TECHNOLOGY, 06/15/11
In a time of knowledge stability, teach; in a time of rapid change in knowledge, learn…
Clearly, we have left the time of knowledge stability and entered a time of incredibly rapid change. Web 2.0, a term coined in 2004, is a description of the new Web architecture, but is also a historical marker between the era of comfortable stability and the era of unsettling change. Many in higher education say we have accordingly turned to learning and away from teaching, but in fact we haven’t. Most educators I talk with are unaware of the degree of change necessary today or of the degree to which deep change will continue over the coming decades. And so, the dominant emphasis on teaching remains.
Students hold protests against tuition hikes on June 6 and 13 (Bulatlat, June 3, 2011)
Average 10% hike in colleges’ tuition justified–CHED (Inquirer.net, May 17, 2011)
By Nicki Tenazas
Economists like to campaign for a free market approach to almost anything. We believe that barring any market failure, an economically efficient outcome may be achieved if individual actors are left to pursue their own self-interests. This concept also covers Higher Education Institutions (HEIs): more than just being a place of learning, these are also economic entities that need profits to survive. Market theory states that the demand and supply for the services of HEIs will determine the appropriate price of the education they offer. Simply put, these provide education and the students pay for it, and so on. Corrective mechanisms are also available: if prices are too high, enrolment will be low and force HEIs to lower fees; if prices are too low, HEIs will be forced to raise fees to continue operations.
[Reprinted below is an op-ed piece from today’s issue of the Los Angeles Times about a subject that acutely reminds us of similar issues in the Philippines, only magnified several times more by our economic circumstances. – JP]
By Richard Arum and Josipa Roksa
Los Angeles Times, June 2, 2011
As this year’s crop of college graduates leaves school, burdened with high levels of debt and entering a severely depressed job market, they may be asking themselves a fundamental question: Was college worth it?
And it’s no wonder they’re asking. Large numbers of the new graduates will face sustained periods of underemployment and low wages for years. Worse still, many of them were poorly prepared for the future, having spent four (or more) years of college with only modest academic demands that produced only limited improvement in the skills necessary to be successful in today’s knowledge-based economy.
[Reprinted below is the eGuide to Interim and Formative Assessment, for reference only, in conjunction with the immediately preceding post. – JP]
Choosing the Right Assessment, Interpreting Student Progress, and Improving Achievement
Introduction and How to Use this Guide
Assessment is most effective when it is integrated into your overall plan to improve student achievement. There are several top-level considerations educators should evaluate when selecting assessment solutions.
CTB/McGraw-Hill is pleased to provide this eGuide to help you make informed and appropriate choices regarding interim and formative assessments. It is meant to help you navigate the kinds of assessments available to you and your colleagues, and understand the important elements of high quality assessment solutions.
While each of the items detailed below can and should be weighed and evaluated, the overall goal must always be improving instruction, and thereby, student achievement. Each element of your assessment system should demonstrably support teaching and student learning.
Use this guide to help you select a new assessment solution or supplement materials in your existing assessment program, such as user guides, online help solutions, professional development, and technical specifications. Continue reading
[Below is a white paper, “Acuity® InFormative Assessment™“, the comprehensive, award-winning assessment solution developed by CTB/McGraw-Hill designed to guide classroom teaching and improve achievement for all students. It is designed to support both interim and formative assessment programs with a unique integration of classroom-friendly assessments, instructional resources, reporting, and customization opportunities. This free download is reprinted here for reference only. — JP]
Prepared By CTB/McGraw-Hill
InFormative Assessment solutions are key elements of a high-quality data system designed to inform teaching and improve student learning.
An educated population is our nation’s most valuable asset—and a mandate established to help our citizens meet the demands of the rapidly changing global economy of the 21st century. Today’s educators must implement programs and make decisions on a daily basis that affect an individual student’s learning and academic future, and also the effectiveness and longevity of our nation’s society. Educators are also working to improve student achievement in the era of the federal No Child Left Behind (NCLB) Act, which was established with the goal of ensuring students meet proficiency goals by 2014.
Yet today’s students come to the classroom with a diverse range of needs, from various socioeconomic and academic backgrounds to differing proficiencies in English language acquisition. In this ever-changing environment, educators also face a unique challenge: limited instructional time to understand individual student strengths and areas of need. At the same time, accountability measures mean students must progress to grade-level expectation. Continue reading
FAPE Executive Director Carolina C. Porio (third from left) being honored
THE University of Luzon conferred the degree of Doctor of Pedagogy, honoris causa, on Carolina Catenza-Porio, executive director of the Fund for Assistance to Private Education (FAPE) on March 15, 2011, in recognition of her eminent stature as educator-administrator and book author.
The honoris causa conferment is part of UL’s commitment to dedicate school year 2010-2011, its 63rd year anniversary, to acknowledge the accomplishments of individuals like Catenza-Porio who was cited for “strengthening the country’s education fiber by widening educational opportunities for the youth and elevating the role of women in nation-building.” Continue reading
Following is Senate Bill #2700 entitled “AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO THE BASIC EDUCATION SYSTEM, PRESCRIBING A MOTHER TONGUE-BASED MULTILINGUAL EDUCATION, AND APPROPRIATING FUNDS THEREFOR” introduced in the Senate by Senator Ralph G. Recto. The Manila Daily Bulletin in its April 20, 2011 issue filed the following report: Senate OKs mandatory, free pre-school education, indicating 17 senators supported the bill. The House version, H.B. 3826, does not specify L1 as the medium of instruction for kindergarten.
FIFTEENTH CONGRESS OF THE )
REPUBLIC OF THE PHILIPPINES )
First Regular Session )
S. B. No. 2700
Introduced by Senator Ralph G. Recto
Education has been recognized as a critical factor in the development of the country. Filipinos consider education as the embodiment of their hopes and aspirations for a better life. In fact, access to quality education is a state policy that is enshrined in the constitution. Continue reading