Escolar Documentos
Profissional Documentos
Cultura Documentos
Michelle M. Bermejo
BBTE 4-1
Submitted to:
DEDICATION
This piece of work is lovingly dedicated to:
who are always there to guide us and inspire us during our practicum and for their never ending
support.
My parents
who have never failed to give me financial and moral support, for giving all my need during the
time of my practicum and for teaching me that even the largest task can be accomplished if it is
done one step at a time.
my coordinating teacher, who never stops teaching me and letting me explore during my
practicum under her supervision.
who have been my companions through ups and downs during this practicum, for all their support
and encouragements.
My students
ACKNOWLEDGEMENT
Grateful acknowledgement is due some people who were instrumental in the completion of this
portfolio.
Prof. Sheryl Morales and Prof. Marilyn Isip, who served as a beacon of light to see this work
through;
The many authors of books that helped me to fill the empty pages of this piece of work with
sufficient knowledge and ideas to aid in the learning process;
My classmates and friends who are always there for us in times of trouble;
To my family who supported us financially and morally, by being understanding during the
process of this work.
And certainly not the least, God Almighty for being a true teacher to us.
Amen
INTRODUCTION
The Student Teaching subject is included in Bachelor of Business Teacher Education Curriculum,
this is an excellent opportunity to acquire practical skills and knowledge and prepare for their future
career. The said subject is the first major step in moving from amateur status toward gaining the
competencies that mark the real processional is the student-teaching opportunity to put educational theory
and methods into practice. Student Teaching is first and foremost a learning situation. This is the craft
before he has to put his skills on the line in his own classroom. This is the student’s chance to learn form
his mistakes without causing harm to students. This is the time for him to find out the strategies, tactics,
and teaching styles that best suit him. It is a time of trial and error and for growing confidence and
beginning expertise. It is not a time of perfection but of striving for competence (Bucao, Avelina C.).
His goal is not conformity, but personal adequacy. If he appears socially adjusted, his attitude
toward society is an outgrowth of the process toward self-enhancement form within. (Drapela, Victor J.).
The effective teaching is the rewarding result of a well-guided tradition between theory and practice. It is
an accepted axiom that pleasurable learning in a pleasurable environment produces lasting effects and
more influence on subsequent behavior of the learner. To this end, it can be said that the success of
student teaching is attributed to how well a teacher coordinator guides her student teachers in the different
areas which contributed to effective observation and the technical aspects of securing the right school. As
Benjamin Bloom and fellow researchers discovered, most student teachers achieve similar learning ability,
learning rate and desire for additional learning when they are placed in a favorable learning situation. It is
in this context that every teacher coordinator in practicum courses should guide and supervise his/her
Philosophy
As a state university, the Polytechnic University of the Philippines believes that:
Education is an instrument for the development of the citizenry and for the enhancement
of nation building;
Meaningful growth and transformation of the country are best achieved in an atmosphere
of brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with
the spirit of humanist internationalism.
Goals
Reflective of the great emphasis being given by the country's leadership aimed at providing
appropriate attention to the alleviation of the plight of the poor, the development of the citizens,
and of the national economy to become globally competitive, the University shall commit its
academic resources and manpower to achieve its goals through:
Vision
Towards a Total University
Mission
The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and
global education and community services accessible to all students, Filipinos and foreigners alike.
It shall offer high quality undergraduate and graduate programs that are responsive to the
changing needs of the students to enable them to lead productive and meaningful lives.
2. Promote science and technology consciousness and develop relevant expertise and
competence among all members of the academe, stressing their importance in building a
truly independent and sovereign Philippines;
3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as the
advancement of moral and spiritual values;
5. Develop in the students and faculty the values of self-discipline, love of country and social
consciousness and the need to defend human rights;
6. Provide its students and faculty with a liberal arts-based education essential to a broader
understanding and appreciation of life and to the total development of the individual;
7. Make the students and faculty aware of technological, social as well as political and
economic problems and encourage them to contribute to the realization of nationalist
industrialization and economic development of the country;
8. Use and propagate the national language and other Philippine languages and develop
proficiency in English and other foreign languages required by the students’ fields of
specialization;
10. Build a learning community in touch with the main currents of political, economic and
cultural life throughout the world; a community enriched by the presence of a significant
number of international students; and a community supported by new technologies that
facilitate active participation in the creation and use of information and knowledge on a
global scale.
SCHOOL CONTEXT
(COMMUNITY PROFILE, LOCATION, PLANS AND
PROGRAMS)
HISTORY
In the early seventies, the growing number of people in the GSIS La Mesa Homeowners Association
(GLAMEHA) triggered the need for a high school in Lagro Subdivision. The officers of GLAMEHA
requested fervently for an establishment of a high school next to Lagro Elementary School. With the aid of
the city government and the education bureau, Novaliches High School with Mr. Florencio Dumlao as
principal started accepting students. This high school annex started on June 13, 1974 with 87 students and
a facility, which were humbly two housing units in Block 59 and chairs the students provided themselves.
On August 26 of the same year, Lagro Annex was transferred to the Lagro Elementary School compound
and occupied the sawali-walled makeshift building. The high school was then headed by Mr. Crispulo A.
Pilar with Mr. Narciso M. Caingat, Mrs. Nilfa C. Caingat and Mrs. Greta Manlapig as pioneer teachers.
Two years after, the enrolment rose to 249 from the former 87 with three sections in first year, two in
second year, and one in third year. They were all managed to stay in just four classrooms guided by nine
teachers.
The first graduation from this high school happened two years after with an increased enrolment of 461
with Mrs. Josefa Q. Maglipon, head of the Home Economics Department in Novaliches High School, who
replaced Mr. Pilar (who left for the United States).
The School Year 1977-1978 reached 774 with 15 sections occupying seven classrooms. With this problem
on accommodation, Mr. Florencio Dumlao appealed to the national government for a Lagro Annex
Building. Through the unrelenting efforts of the department head-in-charge and with the PTA lobbying
behind, the 1.3 hectare present school site, and building became a reality.
At the opening of classes on June 11, 1978, 923 students flocked the newly constructed building which
was a two-story 18-room structure standing proudly with Mrs. Maglipon as head of the school. She was
replaced with Mr. Silverio Reinoso. Mr. Reinoso had to continue with the challenge to manage 19 sections
of students with just 32 teachers.
It was the significant day of September 1, 1978 that Lagro High School was inaugurated by Mrs.
Commemoracion M. Concepcion, the former schools division superintendent. Thus, it has become its
foundation day.
Hand in hand with the influx of residents in Lagro Subdivision is the continuous increase of student
population. And to accommodate this increasing population, a six-room building on the southern site of the
campus was constructed. The school then also improved with the completion of concrete fences
surrounding the campus, construction of the stage and the new steel flagpole, all to house and educate the
community.
Mrs. Cerrudo was replaced with Ms. Felicidad C. Gutierrez in 1987 bringing another building funded by
the city government. The same year created the Lagro High School-Payatas Annex with 257 students. This
annex was assigned to Mrs. Sheridan Evangelista, who was then the Social Studies Department Head of
the Main School.
Promoted as Principal IV, Ms. Gutierres was transferred to E. Rodriguez Jr. High School. Mr. William S.
Barcena took her place as the principal of Lagro High School on June 1991.
Three years after, Mr. Barcena was replaced by Mrs. Cristina C. Monis, the General Education Supervisor
I-English, as Officer-In-Charge on January 8, 1993.
Dr. Consolacion C. Montano replaced Dr. Gil Magbanua later on with more improvements.
Mrs. Sheridan Evangelista made her comeback as the principal of Lagro High School in 1998 with
improved facilities and technology advancements for the school.
The dawn of more improvements was realized when Dr. Fernando C. Javier became the principal in April
2003. The construction of the new building previously applied by Mrs. Sheridan Evangelista was built and
inaugurated by the successor, Dr. Javier. The SB Building and the full renovation of the formerly called
Social Hall was transformed into a multi-purpose conference room conveniently equipped with multimedia
projectors and modern sound technology now being utilized for events, seminars, workshops by the whole
division. The construction of the new gate, renovations of all facilities and the covered court; Lagro High
School now boasts of not only its talents but it’s conducive learning ambience sure to provide every
learner more motivation to pursue his dreams.
Lagro High School reaped achievements in the district, division, regional and national competition under
Dr. Javier. The Bureau of Alternative Learning System was established and soon after the Open High
School. The Special Education Program was established accepting deaf and blind students. The Guidance
Program was also enhanced and improved with the administration of Dr. Javier. International
competitions, speech and debate contests sponsored by the government and private companies, Palarong
Pambansa, National Schools Press Conference and the creation of the Special Program in the Arts which
annually showcases talents in its culminating activities.
Today, as we speak, Lagro High School does not only have a growing number of enrollees but also
consistently develops as a community that consists of highly competitive and productive members.
MAP
VICINITY MAP
ORGANIZATIONAL STRUCTURE
FINAL DEMO PLAN
Lesson Plan in Technology and Livelihood Education I
Foods and Food Service I
I. Objectives:
1. Identify the different materials, tools and ingredients for butter icing preparation
2. Know the step by step procedure in making a butter icing
3. Prepare a single recipe of butter icing
4. Appreciate the knowledge in preparing a butter icing recipe
II. Content:
a. Topic: Butter Icing
b. Materials: PowerPoint presentation; ingredients; tools and equipment in
making the butter icing
c. Reference/s: Philippine Home Economics Baking Basics by. Mrs. Ramirez,
p. 73, www.google.com
III. Procedures:
A. Preparatory Activities:
a. Opening Prayer, greetings and checking of attendance
b. Review: Different cake types
• Batter type cakes – depend upon eggs, flour and milk for
structure and contain reasonably high percentage of fats.
• Foam type cake – “cakes without shortening”
• Chiffon cake – combination of batter and foam and the resulting
cake has a modified foam type grain and texture.
c. Drill: Different types of icings
• Boiled Icing – is consist of egg whites, syrup and cream of tartar
• Butter Icing – is a combination of butter, evaporated milk and
sugar.
• Fudge frosting – includes cocoa, condensed milk, egg yolk and
butter.
• Fondant – is a flat icing that uses confectionary sugar and
different syrups.
e. Unlocking of Difficulties:
C. Closing Activities
a. Generalization:
• The main ingredients used in butter icing are sugar, butter and
evaporated milk. The mixing methods applied are mixing,
creaming and blending of the different ingredients.
b. Valuing
• Participation and cooperation during class discussion.
• Maintenance of cleanliness and orderliness before, during and
after the class.
IV: Evaluation
Rubrics
95 85 75
Color Bright and balance Light and not well Dull and imperfect
distributed distributed
V: Assignment
1. Guide Questions:
a. Topic: Boiled icing
i. What are the different ingredients for boiled icing?
ii. What are the necessary step by step procedures for boiled icing?
iii. What are the different tools and materials needed in making
boiled icing?
b. Reference/s:
i. Technology and Livelihood Education I, pp. 76-77
Prepared by:
Michelle M. Bermejo
Student Teacher, Foods and Food Service I
How can text, photos, diagrams, audio, video and other multimedia elements be integrated into a
portfolio?
To get a basic idea of the creativity of the student, mutually come up with two to three topics. The
themes which generally show up are usually animals, people, vacations, and also sports. As soon
as the ideas are nailed down, tell the students to jot down a paragraph on the topic and keep it to
four to five sentences. Please let the students know that they are able to talk about a particular
occasion or they can make something up (let the creativity flow).
A great way to bring out the creativity is to play a story telling game. Think of a theme. Tell the
first student to say a phrase out loud concerning the subject, then have the following student build
upon that phrase with one of his or her own. The students will really like this particular story
telling game and the class will in all probability erupt with laughter.
This is a crucial session as numerous teachers devote too much time upon sentence structure and
spelling. A child needs to have fun and take pleasure in creative writing to succeed.
Just about all children love computers. The majority of have more than likely used a word
processor which include word. Preferably have them make use of a word processor to create
stories. It is a lot easier to write using the pc than on paper. Tell them not too be concerned too
much regarding punctuation and grammar since this is often slowly explained.
Don't be a Judge in terms of Creativity any time Teaching Creative Writing to Children
Do not down play a child's creativeness. Interesting tales are usually created only if allowed to in
a nurturing way. A young child should always read the story out loud instead of turning it in for
the instructor to read. This allows for improvement for student and teacher as the teacher can
easily ask the student queries about the story which leads to much more description from the
student.
Teaching creative writing to children can seem like a challenging task in the beginning.
Nevertheless, combining little steps together with having fun, a young child will begin to enjoy
creative writing.
• DepEd MEMO
I am by no means an apologist for the Government, but it seems to me that colleagues who have
seized on the absence of ICT in the recent White Paper on the future of teaching as indicative of
the Government's lack of interest in, or commitment to, ICT may have been premature. As an ex-
Ofsted inspector I would say that absence of evidence is not evidence of absence. The White
Paper failed to mention electricity as well, but I'm sure the Government would be surprised if
anyone took that to mean the Government thought schools should be run on gas!
I wonder if, in fact, the lack of attention to ICT is more of an indication of a view that ICT in
schools is already in place, so we can turn our attention elsewhere? This is certainly the
impression I have come away with having spoken to certain people. Mr Gove does, in fact,
recognise the importance of technology. In his keynote opening speech at the Education World
Forum, he said:
Because with every year that passes we are privileged to enjoy new insights about how best to
organise schools, how best to inspire pupils, how to use new technology, how the brain absorbs
knowledge, how teachers can best motivate, how parents can better support, how governments
can best invest. (my emphasis)
Dominic Savage (left) and Tim Loughton at BETT 2011At the BETT show, Tim Loughton, the
Parliamentary Under-Secretary of State for Children and Families, placed a great deal of emphasis
on educational technology. Well, he would, of course, given the occasion, which was the
Leadership conference at the BETT show, but I thought he gave cause for optimism -- although I
know some of my colleagues disagreed with me when I expressed this.
My cause for optimism and my colleagues' cause for pessimism were one and the same. Mr
Loughton placed a great deal of emphasis on e-safety, which he said was a 21st century issue. He
and his colleagues have even had a visit and talk by Tanya Byron.
Well, you can see why colleagues involved in e-safety issues would be upset by such a viewpoint.
Many of us have tried hard, over the years, to convince people that e-safety is a whole school
issue, not just an ICT issue, and I have long said that phenomena such as cyber-bullying are a
subset of bullying, not a class of their own. From that point of view, the Government's approach
appears to be putting the clock back, or to be a diversion from wider, and possibly even more
important, issues -- such as how to teach young people to be safe rather than assuming that all can
be solved with the right sort of internet filtering software.
I take a more sanguine view. The White Paper talks about the idea of teaching schools, akin to
teaching hospitals. They present an opportunity for the ICT community to influence what is
taught and what is held to be best practice. These teaching schools could be beacons of
educational technology excellence.
As for the e-safety angle, surely an savvy ICT person would use that as a virtual foot in the door?
Whilst showing government representatives or any other officials who visit your school your
marvellous e-safety measures, why not show them the oher wonderful things you have in place
too? The same applies when writing about educational technology.
Perhaps I am a hopeless optimist, but I think that if the Government is willing to listen to
someone like Tanya Byron, it suggests that they willing to listen, full stop. Besides, dismissing
other people's (perceived) point of view out of hand doesn't seem to me to be a particularly
intelligent approach; nor does it seem likely to guarantee any kind of dialogue, let alone a fruitful
one.
The intuitive answer to those of us involved in ICT is “of course it does”. However, the evidence
from research is not conclusive. I think the reason is that it’s actually very difficult to carry out
robust research in this area. As the impact of ICT has been a topic for discussion recently in the
Naace and Mirandanet mailing lists, I thought it might be useful to try and clarify the issues as I
see them.
The question “Does ICT improve learning?” naturally leads on to a set of other questions that
need to be addressed:
What ICT?
The question as stated is too broad. A computer is not the same as a suite of computers. It’s not
even the same as a laptop, which is not the same as a handheld device. Software is not the same as
hardware, and generic software, such as a spreadsheet, is not the same as specific applications,
such as maths tuition software.
ICT doesn’t happen in a vacuum. What is the environment in which the technology is being used?
How is the lesson being conducted? What is the level of technical expertise of the teacher? What
is the level of teaching expertise of the teacher? These and other factors mentioned in this article
are not stand-alone either: they interact with each other to produce a complex set of
circumstances.
What is being taught? There is some evidence to suggest that computers are used for low-level
and boring tasks like word processing, in which case comparing technology-“rich” lessons with
non-technology-rich lessons is not comparing like with like. On the other hand, technology can
be, and often is, used to facilitate exploration and discussion. Since these are educationally-
beneficial techniques in their own right, the matter of validity needs to be scrutinised (see below).
How is the impact of the ICT being evaluated?
There are several ways in which this might be done, each with their own advantages and
disadvantages. For example, in-depth case studies yield rich data but may be difficult to
generalise from. Also, there are three other problems. One is that it is difficult to conduct
experiments using a suitable control group, because no teacher wishes to try something which
may disadvantage a particular group of students. Another is the so-called “starry night” effect, in
which case studies focus (naturally) on the successful projects whilst ignoring all the ones which
either failed or were not believed to have deliver the same level of benefits. Finally, there is the
danger of all kinds of evaluation study, that the methodology itself may affect the outcome.
This is the issue of validity, already touched upon. Are we measuring the ability of a teacher to
conduct a technology-rich lesson, in which case it’s the effectiveness of the teacher rather than the
ICT that is being weighed up? By implication, it may be the quality and quantity of professional
development which is being measured. It may be students’ home environments that are
inadvertently being evaluated, or student-staff relationships.
I suggest there may be a difference between schools in which ICT is being used more or less
everywhere, and those in which it’s hardly being used at all. In the former, presumably both
teachers and students would be accustomed to using it, there would be a good explicit support
structure in the form of technical support and professional development, and a sound hidden
support structure in the form of being able to discuss ideas with colleagues over lunch or a cup of
coffee.
This is the phenomenon whereby the results of a study confirm or tie in with the expectations of
the people or organisation responsible for the study. This is an unconscious process, not a
deliberate attempt to cheat. I’ve explained it in my article called Is Plagiarism Really a Problem?
Conclusion
My own feeling – backed up by experience -- is that in the right set of circumstances, the use of
ICT can lead to profound learning gains. However, rather than falling into the trap of arguing
whether ICT is “good” or “bad”, we need to move the debate onto a much sounder intellectual
basis.
Schools Broadband Programme 2004/2005
All Primary and Post primary Schools will be connected to the "Schools Broadband Network".
The type of Broadband connection (telephone, satellite or wireless) will depend on the school
location.
This represents a step up from the existing situation in most schools and has the added advantage
of being always on and no monthly bills apart from line rental.
Schools connecting to the Broadband Network will be required to have an Acceptable Use Policy
for Internet Users in place.
Connection of Schools to the Broadband Network will begin in Jan/Feb 2005 with a plan to have
all schools connected by December 2005.
Contractors will install and test the schools connection. A router will be installed in each
school which can be connected into the schools network or the a single workstation for schools
without a network.
School with an Internet AUP in place will then be ready to use the Broadband.
Over time an increasing amount of resources for teachers and pupils will be made available
through websites such as Scoilnet
· Symantec AntiVirus Corporate edition @ €4 per user per year (Base Anti Virus
Software)
·
Symantec Client Security @ €4 per user per year (Anti virus and security software for
mobile clients that are bought on and off your network e.g.. laptops)
·
Symantec Brightmail Antispam licenses @ 3 € per mailbox per year (Symantec's
newly acquired anti spam product which will eliminate 95% of email spam and
associated problems)
· Media Kit (includes Disks & Manuals) for any of the above €32
All pricing is exclusive of VAT and should be available within 3-4 weeks of order.
OUTLINE OF SERVICE
Organised by Ann Jackson, special needs teacher
Under auspices of Special Education Section of Department of Education & Science
Based in Central Remedial Clinic ( CRC )
Funded by Department of Education & Science and supported by CRC
Permanent Full-time service since September 2000
THE SERVICE
Offers advice to educationalists on the use of ICT and other technology in the education of pupils
with special needs.
Offers short specific seminars or workshops to groups of educationalists where necessary &
practical.
Does not provide individual assessment for individual pupils but can offer advice where
appropriate.
Cannot visit every educationalist in their own setting.
SERVICE IS AVAILABLE TO
Educationalists working with pupils with special educational needs – primarily teachers but also
parents, therapists,
psychologists and other personnel working with these pupils.
TYPE OF ADVICE
Software for SEN ( special education needs ) pupils
Hardware & peripherals for SEN pupils
Educational strategies for using IT with SEN pupils
Self help guidance
Resources suppliers, websites, information, support groups,etc
SERVICE PROVISION
Advice to individuals or groups via phone, fax, e-mail or letter
Advice to individuals via appointment in CRC
Advice on whole school basis where there are significant SEN provision e.g. special school -
school visit
Seminars/workshops on a regional basis through Education Centres, ICT Advisors, special
interest/support groups, SEN
organisations
Seminars/training for trainers e.g. ICT Advisors, Training Staff in Colleges & Education Centres.
Modules in Universities & Colleges of Education where appropriate
Co-operation & liaison with NCTE
Links with Special Education Organisations
Contact with hardware/software developers and suppliers
PLEASE NOTE
What is a virus
Program
Make copies of itself
Payloads
Carry out a particular action
Annoying
Destructive
Trojan Horses
Seemingly legitimate programme
With hidden function (harmful)
May be a programme that causes a virus infection
Backdoor Trojans allow other users to take control of a PC across the Internet
Worms
Similar to viruses
Make copies of themselves
Use email to spread
Spread throughout networks
Kakworm, Sircam, Badtrans
Effects of Viruses
Display messages, Pranks
Deny access to files
Data theft (email information)
Corrupt Data (change spreadsheets), Delete data
Disable hardware (Chernobyl)
Virus Risks
Internet: downloaded programs or documents
Programs, Email with attachments
Documents and Spreadsheets
Floppy disks and CDs
Preventing viruses
Make users aware of the risks
Install anti-virus software and Update software regularly
Keep backups of all data
FamousViruses
Love Bug
Email: I love you: kindly check attached love letter coming from me
Worm that sends itself to others in your address book
Steals information and overwrites files
System Policy Editor comes free with Win95/98. It takes a bit of work
to come to grips with it but it is multi-layered and so you could for
example set up three user types: student, teacher and visitor. Each user
can be given different levels of access.
From the file menu, select Open Registry and make exactly the
same changes to Local Computer as you did to Default computer
and save on exit. Policy Editor will not work unless you save both
the Local and Default Computers with the same settings.
Now you can add users. Open the Policy File, open file menu and
click on your policy file on the drop down menu. Now select Edit,
Add User and type in yourself as user. D/click on the new user and
setup some restrictions, most of the restrictions can be found in
Windows 98/95 sytem\shell\restrictions. Initially I would just
change the Desktop Display settings. You can then, safely see if
the Policy is working properly.
3. Using System Policy Editor on a Peer to Peer or
Server/Client Network (Installing on Client computers)
Repeat Step 1 above on one client computer. Try one first and
when you're sure that the System Policy is working then you can
fully install it across the network. Once again make sure that you
install the programme as administrator, so that only you can access
the program. With policy editor installed you now want the client
pc to access the settings from the computer, which will control the
policy editor.
Its hardly worth all the bother of using the server when the peer
to peer system seems to work equally well.
C:\Windows>attrib -s -h -r user.dat
C:\Windows>attrib -s -h -r user.old
C:\Windows>ren user.old user.dat {you'll be asked if you wish to
replace user.dat – say yes}
C:\Windows>attrib +s +h +r user.dat
Click on local user and make changes to the local user, then save and reboot. The following
changes are recommended by the author of a system policy editor tutorial:
Local User Properties
Control Panel
Display
U Restrict display control panel
Network
U Restrict network control panel
Passwords
U Restrict passwords control panel
Printers
U Restrict Printer Settings
System
U Restrict System control Panel
Shell
Restrictions
U Remove 'Run' command
U Remove folders from 'Settings' on start menu
U Remove 'Find' command
U Hide drives in My Computer
U Hide Network Neighborhood
U No 'Entire Networks' in Network Neighborhood
U No workgroup contents in Network Neighborhood
U Hide all items on desktop
U Disable shutdown command
U Don't save settings at exit
System
Retrictions
U Disable Registry Editing tools
U Only run allowed windows apps ( I wouldn't touch this, if
poledit.exe is not on the list then you're locked out)
U Disable MS-Dos Prompt
U Disable single-mode MS-DOS apps
Local Computer
Logon
Restrictions
U Require validation by network for windows access
IN 5 YEARS: I want to finish my master and teach in college. My goal is to share my knowledge
to my future students and to educate them both in moral and intellectual aspects.
IN 10 YEARS: Then I hope to become a doctor in education and become a dean to one of the
university in our country, reviewing and correcting the work of my subordinates.
OBJECTIVES:
1. Obtain a masteral degree in education taking masteral courses from the local community
college. This will cost approximately P50,000 that I will pay for from my savings account while
working part-time.
2. Apply for an internship at one of the colleges that help train future college professors for a
three-month period. If awarded, I will resign my part-time job.
OUTCOMES:
-LOCAL-
Literacy rate in the Philippines has improved a lot over the last few years- from 72 percent
in 1960 to 94 percent in 1990. This is attributed to the increase in both the number of
schools built and the level of enrollment in these schools.
The number of schools grew rapidly in all three levels - elementary, secondary, and
tertiary. From the mid-1960s up to the early 1990, there was an increase of 58 percent in
the elementary schools and 362 percent in the tertiary schools. For the same period,
enrollment in all three levels also rose by 120 percent. More than 90 percent of the
elementary schools and 60 percent of the secondary schools are publicly owned. However,
only 28 percent of the tertiary schools are publicly owned.
A big percentage of tertiary-level students enroll in and finish commerce and business
management courses. Table 1 shows the distribution of courses taken, based on School
Year 1990-1991. Note that the difference between the number of enrollees in the
commerce and business courses and in the engineering and technology courses may be
small - 29.2 percent for commerce and business and 20.3 percent for engineering and
technology. However, the gap widens in terms of the number of graduates for the said
courses.
TABLE 1: TERTIARY ENROLLMENT AND GRADUATION BY
FIELD OF STUDY. SY 1990-1991
FIELD OF STUDY ENROLLMENT GRADUATION
No. % No. %
Arts and Sciences 196,711 14.6 29,961 13.6
Teacher Training & Education 242,828 18.0 34,279 15.5
Engineering & Technology 273,408 20.3 32,402 14.7
Medical and Health - related
176,252 13.1 34,868 15.8
Programs
Commerce/Business
392,958 29.2 79,827 36.1
Management
Agriculture, Forestry, Fishery,
43,458 3.2 7,390 3.3
and Veterinary Medicine
Law 20,405 1.5 2,111 1.0
Religion / Theology 1,695 0.1 209 0.1
TOTAL 1,347,715 100.0 221,047 100.0
On gender distribution, female students have very high representation in all three levels.
At the elementary level, male and female students are almost equally represented. But
female enrollment exceeds that of the male at the secondary and tertiary levels . Also,
boys have higher rates of failures, dropouts, and repetition in both elementary and
secondary levels.
Aside from the numbers presented above, which are impressive, there is also a need to
look closely and resolve the following important issues: 1) quality of education 2)
affordability of education 3) goverment budget for education; and 4) education mismatch.
1. Quality - There was a decline in the quality of the Philippine education,
especially at the elementary and secondary levels. For example, the results of
standard tests conducted among elementary and high school students, as well as
in the National College of Entrance Examination for college students, were way
below the target mean score.
2. Affordability - There is also a big disparity in educational achievements across
social groups. For example, the socioeconomically disadvantaged students have
higher dropout rates, especially in the elementary level. And most of the
freshmen students at the tertiary level come from relatively well-off families.
3. Budget - The Philippine Constitution has mandated the goverment to allocate the
highest proportion of its budget to education. However, the Philippines still has
one of the lowest budget allocations to education among the ASEAN countries.
4. Mismatch - There is a large proportion of "mismatch" between training and
actual jobs. This is the major problem at the tertiary level and it is also the cause
of the existence of a large group of educated unemployed or underemployed.
1. Upgrade the teachers' salary scale. Teachers have been underpaid; thus there is
very little incentive for most of them to take up advanced trainings.
2. Amend the current system of budgeting for education across regions, which is
based on participation rates and units costs. This clearly favors the more
developed regions. There is a need to provide more allocation to lagging regions
to narrow the disparity across regions.
3. Stop the current practice of subsidizing state universities and colleges to enhance
access. This may not be the best way to promote equity. An expanded
scholarship program, giving more focus and priority to the poor, maybe more
equitable.
4. Get all the leaders in business and industry to become actively involved in higher
education; this is aimed at addressing the mismatch problem. In addition, carry
out a selective admission policy, i.e., installing mechanisms to reduce enrollment
in oversubscribed courses and promoting enrollment in undersubscribed ones.
5. Develop a rationalized apprenticeship program with heavy inputs from the
private sector. Furthermore, transfer the control of technical training to industry
groups which are more attuned to the needs of business and industry.
Five years from now, the Philippines’ tertiary education will likely face a crisis if
the current trends in college enrolment and dropouts will continue. Due to
continuing tuition hikes more and more students enrolled in private colleges and
universities find themselves either dropping out or forced to transfer to state
institutions.
Five years from now, the Philippines’ tertiary education will likely face a crisis if the
current trends in college enrolment and dropouts will continue.
Citing recent studies, the Anak ng Bayan Youth Party revealed over the weekend that
due to continuing tuition hikes more and more students enrolled in private colleges and
universities find themselves either dropping out or forced to transfer to state institutions.
But the state universities and colleges (SUCs) are plagued by similar problems: Not only
are they few now and their enrolment quotas limited, they are also haunted by increases
in tuition and other fees thus forcing many state scholars to leave.
As a result, Raymond Palatino, vice president of Anak ng Bayan (nation’s youth) said,
students who can no longer afford to study in expensive private tertiary schools and are
planning to transfer to public higher education institutions may just have to give up their
dream of earning a college diploma.
Palatino also predicted an upsurge in the rate of college dropouts and number of out-of-
school youth in the coming school year, a situation that will worsen in 2010.
A similar study – a primer on the country’s education system - was made by the
National Union of Students of the Philippines (NUSP) also in June last year.
Palatino said that access to public higher education institutions, which are the last resort
for students who want to obtain a college degree, has become impossible to many
college hopefuls. While it is true that SUCs offer a tuition lower than private schools,
educational expenditures in state schools and universities have seen the biggest increases
in recent years, thus making it also inaccessible to ordinary students.
A new report by the Commission on Higher Education (CHED) shows that the number
of tertiary population in schoolyear 2002-2003 was 2.4 million compared to 1.87 million
in 1994-1995. It cites however that while state institutions had their population soar by
415,972 (from 399,623 to 815,595 during the same period), private colleges and
universities could only absorb an additional 139,357 enrolees (or from 1.472 million to
1.611 million).
It is true that in 1997, enrollment in private tertiary schools grew by 6.47 percent. By
2002 however the figure plunged drastically to a -2.8 percent. Enrollment figures in
private schools fell by 46,354 in schoolyear 2002-2003 from 1,657,735 in the previous
year.
The exodus of college students enrolled in private schools to state universities and
colleges (SUCs) over the last two decades is also shown in other CHED records. In
1980, only 10 percent of college students were studying in SUCs. By 1994, the number
went up to 21 percent and in school year 2002-2003, it already accounted for 34 percent
of tertiary population.
Apparently, Palatino said, many college students have been going in droves to SUCs in
recent years because of the incessant tuition and miscellaneous fee hikes in private
schools as mandated by the Education Act of 1982.
This is aggravated by the low priority that government places on state education as
manifested not only by constantly chopping down education budgets but also by
reducing the number of public tertiary schools in the country. From 271 in 1996, the
number of public tertiary institutions was down to only 173 by 2002.
As a result, enrollment figures in public tertiary schools have also seen a sharp decline
since 1997, from a growth rate of 20.75 percent that year to only 0.9 percent by 2002.
In recent years, the shift from public to private funding of SUCs has resulted in the
jacking up of tuition and miscellaneous fees in all these institutions. The biggest increase
in tuition took place in the Philippine Normal University (PNU) last 2003, from P10 to
P50 per unit or 400 percent.
Ladderized tuition hikes are also ongoing in SUCs in Central Luzon and Bicol until
2006. The
Central Luzon State University (CLSU) plans to increase tuition and other fees by as
much as 298 percent. Similarly, the Aklan Polytechnic Institute will implement a 400
percent tuition increase within four years, which effectively doubles tuition every year.
Most of these increases were the result of the imposition of a tuition scheme similar to
the Socialized Tuition Fee Adjustment Program (STFAP) implemented in the University
of the Philippines (UP) in 1989. Under the program, the UP tuition shot up by nearly
300 percent, from P11 to P300 per unit today. This scheme is also now being
implemented in public technical and vocational schools in the country.
While some SUCs increased their tuition by more than a hundred fold over the last
years, some feigned by pretending to maintain the same rates. What they did however
was to increase miscellaneous fees as well as tuition in graduate schools.
At the Polytechnic University of the Philippines (PUP), for instance, tuition remains at
P12 per unit. But the same university has imposed a 67-100 percent hike in processing
fees this school year. The biggest increase was for the fine for late enrolment, from P10
to P100. And there are new fees charged: for shifting form, verification of grades per
subject, re-admission fee and change of subject or schedule.
Other SUCs such as the University of Northern Philippines in Vigan, Ilocos Sur and
Samar State Polytechnic College in Eastern Visayas collect a P200 development fee.
In UP, laboratory fees in five departments and colleges have increased from P50 to
P600. In its graduate schools, tuition increased in 2001, from P300 per unit to a
maximum of P700, a 66.67 to 400 percent hike.
Anak ng Bayan Youth Party’s Palatino said that with educational services now being
treated as a mere “commodity for trade,” educational institutions previously insulated
from market forces due to relatively stronger state support in the past must from now on
bow to the "harsh discipline of the market."
“By ‘privatizing’ institutions of higher learning, the state must now clamp down on the
proliferation of non-viable campuses and course offerings,” he added. “Apparently, the
ideal of ‘non-viability’ is not connected to any other concept than that of profitability.”
Paying scholars
Overall, Palatino said, expenditures for public education including tuition, lodging, food,
transportation and books have soared in recent years. He cited the findings of the 1998
International Comparative Higher Education Finance and Accessibility Project of the
University of Buffalo on Philippine higher education which reveals that a student in a
local university or college (LUC) who lives with his or her parents needs at least
P46,950 every semester. On the other hand, an iskolar ng bayan (state scholar) who lives
as an “independent adult” will need as much as P101,650 a semester.
So now, most Filipino families can’t anymore afford to send their children even to
public schools, especially given the stagnant wage level and declining income, he said.
Based on the 2003 Family Income and Expenditure Survey (FIES), the average Filipino
family income went down by 10 percent compared to year 2000 figures. The inflation-
adjusted average family income in 2003 fell to P130,594 in 2003 from P145,121 in
2000.
The current crisis in tertiary education, Palatino said, should also be blamed on
government’s policy of rationalization. The policy allows SUCs to be treated no longer
as national agencies performing socially-oriented activities and hence entitled to
government subsidy, but as income-earning entities.
“This further translates into incentives for money-making tertiary schools, thereby fully
encouraging the commercialization of education,” Palatino said. “The policy has ensured
corporate dominance even in public education, making tertiary education the province of
the elite.”
He said government’s own education policies further inflate the ballooning uneducated
population. “If it will continue its present thrust on education, the government will be
driving more and more students out of school every year,” he said. Bulatlat
Book Review
Agarwal, P. (2009). Indian Higher Education: Envisioning the Future. New Delhi: SAGE
Publications. ISBN 978-81-7829-941-9 (HB)
Reviewed by
Radhika Iyengar, Teachers College, Columbia University
Indian Higher Education: Envisioning the Future goes beyond explaining the traditional human
capital theory which links education and skills to labor market outcomes. In addition to looking at
the increase in enrollment in higher education across Indian states, the book investigates issues of
equity and equality. Equity as it is better understood is the provision of equal opportunity and
concerns with fairness in resource mobilization and allocation. Pawan Agarwal focuses on
vertical equity issues in particular which relates to understanding how different treatment is
provided to people with different characteristics so that the basic minimum threshold level can
reached by all. He looks at urban-rural disparities, inter-state variations, and gender differences
against the backdrop of the national policy of providing quotas or reserving admission seats for
the marginalized castes in the Indian higher education institutions. At the same time, he
investigates the more mainstream demand and supply factors that have shaped higher education in
India. The book presents trends and discussions on multiple dimensions such privatization and
regulatory mechanisms, financing and management as well as labor market links and their relation
to the rest of the world.
In his forward note for this book, Phillip Altbach mentions that despite being such a big player in
global higher education enrollments, no major research center for higher education, which limits
our understanding of the “push” and “pull” factors that drive these trends. He notes that higher
education as a subject is not taught in the Indian higher education system, unlike in China’s
higher education system, which has an extensive network of higher education training and
research institutions. Therefore, the book fills this existing gap by providing insights on higher
education and its relation to the globalized world. There were over 160,000 Indian students
studying abroad in 2005-06 with nearly half of them in the United States (Agarwal p.13).
Countries such as the United Kingdom, Australia, New Zealand, Canada and Ireland have also
opened their higher education sector to the Indian students, and the author mentions that in the
main destination countries from 1999-2000 to 2005-06, the number of Indian students has more
than tripled. Additionally, non-English speaking countries like Germany, France and Holland
have started educational courses in English to attract Indian students. Although scholars of
comparative studies are cognizant of this wave, very few systematic studies have been done to
understand economics of the Indian higher education and its global implications. This book brings
to light the magnitude and urgent need to understand the reciprocities and the complexities of the
Indian higher education system vis-à-vis the rest of the world.
India is one of the four fast growing developing countries commonly known as the BRIC
economies. It is said to have the highest annual numbers of graduating engineers and doctors, yet
it concurrently hosts the world’s largest population of adult illiterates. Agarwal explains this
dichotomy by highlighting the role of the higher education in the development of the domestic
and international workforce. Chapter 5 links the transition from higher education to the labor
market in explaining skill shortages. Furthermore, he explains the coexistence of skill shortages
alongside with rising graduate unemployment and underemployment. This is linked to the
exponential rise in the private higher education sector that promises a “job guarantee” for recent
graduates. In comparative education studies, depending on the context and the level (higher
education, primary education etc) the definition of what is considered “private” changes. The
author’s careful articulation of public and private institutions based on ownership and financing
abilities provides a framework to better understand the terminologies that are usually
misunderstood in the comparative education field, like “public” versus “government” and
“private” versus “non-government”. This section also includes the increasing spread of foreign
education providers in India and their modes of delivery which ranges from having branch
campuses, franchised programs, validated programs, distance or open learning etc.
With the number of small, private higher education institutions mushrooming in India, the next
logical step is to look at the quality of higher education and the regulation of the sector. Pawan
Agarwal explains the need to build new accountability systems using advancements in
information and technology, for with the rise of the private institutions, “simply leaving the
demand and supply factors to the market will not necessarily deliver outcomes for higher
education that represent the best use of resources or that are just and socially optimal” (Agarwal
p. 306). This section also provides a detailed regulatory framework based on the
recommendations of the University Grants Commission, the apex national regulatory institution
for higher education in India. The author includes a historical narrative of Indian Constitutional
Acts and the Indian Supreme Court rulings that required establishment of regulatory bodies and
defined their roles. Agarwal agrees that due to inadequacies in the legislative framework for
private institutions, regulatory bodies more often adopted an ad hoc approach and acted as
“controllers” rather than “facilitators”. But this did not prevent the private players from becoming
an integral part of the Indian higher education system. The author manages to clear the myth that
the policy and the regulatory framework have prevented private participation in higher education.
It is evident that the recent economic crises also adversely impacted the global higher education
industry. The U.S. Council of Graduate Schools, basing its findings on a country-wide survey,
reported that enrolment of first-time graduate students from India registered a massive 16-per cent
decline in 2008-09 because of the financial meltdown. Therefore, given the current scenario, how
much of a Keynesian approach should governments have towards high education? Can
governments afford to fund higher education, especially in the developing world? Economists like
Psacharopoulos estimated that across countries, the private returns on education are greater for
primary education as compared to those for higher education. Therefore, the question still remains
whether it is advisable for governments to invest in higher education. Although Agarwal does not
incorporate these theoretical dimensions of education finance, he gets to the applied side by
explaining the role of multiple stakeholders in the funding mechanisms and sustainability of
Indian higher education system. He indicates that student loans are a fast expanding area in the
Indian banking sector. However, Agarwal mentions that majority of the students who avail
themselves of the loans are in professional degree programs (e.g. engineering, management etc.)
and that the loans granted appear to be biased towards males. Since banks require security and
charge a high risk premium, only few students can take advantage of such services. Student aid is
another self-funding opportunity that is granted based either on merit or is targeted towards the
marginalized. The author narrates that such scholarships are only a small amount and
disbursement leakages prove to be a major hindrance in the system. The author is able to
successfully highlight education financing issues, however, a comparative analysis with other
countries may have helped to understand both the problems and the potentials solutions.
The book is helpful for scholars, practitioners and policy makers to comprehensively understand
the current issues and trends of the Indian higher education systems. However, the arguments of
the book could be strengthened by the following. First, the author attempts to answer the question:
is the Indian higher education reaching out to the marginal population? Besides presenting figures
of the expanding numbers of higher education institutions and student enrollment, including
relevant theoretical aspects would be helpful to augment the argument. For instance, explaining
how some of the policy measures of the Government of India intend to put into practice Rawls
Second Principle of Justice, which aims at providing the greatest benefit to the least advantaged.
This utilitarian concept improves the community’s social welfare and is the underlying principle
of the reservation policy that is discussed in the book. In other words, it would be helpful to
highlight the theoretical aspects of the trends and policy decisions that the book describes.
Second, in a similar vein, the author notes that in relative terms, public spending on higher
education is not low (estimated at 1% of GDP) considering that India is a developing country;
however, in absolute terms it is far less than is necessary cover the existing needs. It would be
helpful to link this resources-versus-needs dilemma to the classic debate in economics of resource
allocation efficiency which is concerned with obtaining maximum performance of the educational
system given the available resources. Lastly, the author makes the argument that Indian higher
education has a world presence, especially in a globalized context. Therefore, I believe that in
understanding problems of the Indian higher education system, we would gain a great deal more
by comparing and understanding similar issues in other countries.
One of the main strengths of the book is that it situates the Indian higher education in the context
of “vertical” and “horizontal” linkages both domestically and across the globe. In other words, we
get a sense of the demand and supply factors that have shaped higher education from multiple
perspectives such as from the socio-economic standpoint, the political aspects, demographic
advantages, historical trends as well as from the governance policy formation and implementation
aspects. The analysis could also have been strengthened by not only looking at mainstream
courses like engineering and technology, architecture, pharmacy, business administration etc, but
also incorporating recently established courses on Gandhian Studies, Human Rights and Peace
Education. Nevertheless, the book gives a chance to the readers to understand why the Indian
higher education is often referred to as “a sick child” or a “quiet crisis” (p. xxiv). In today’s
globalized world, the book showcases the Indian higher education system, subtly making us
aware of its gigantic presence and its power to influence education systems elsewhere. The book
highlights the need to learn about the reciprocal relationships between educational structures
around the world using a comparative lens.
Higher education in Brazil: Recent evolution and current issues
The evolution of higher education in Brazil is described and proposals for its reform analyzed.
Enrollment growth in the 1970s favored private institutions and most of the expansion was
absorbed by private non-university establishments. The article next examines the financing of
higher education in Brazil before turning to efficiency and equity issues. To improve the latter
more students from low-income families must complete secondary education and have access to
good-quality subsidized higher education. A system of loans and of scholarships for the needy is
suggested for a system in which the inequity problems at higher education are a consequence of
inefficiencies at the basic education level.
Curriculum Vitae
Michelle M. Bermejo
Personal Data:
Age: 20
Gender: Female
Nationality: Filipino
Tertiary:
2009 – Present
Secondary:
2003-2007
Elementary:
1997-2003
ATTACHMENT A
PHOTOS
ATTACHMENT B
LESSON PLAN
II. Objectives:
5. Identify the different materials, tools and ingredients for butter icing preparation
6. Know the step by step procedure in making a butter icing
7. Prepare a single recipe of butter icing
8. Appreciate the knowledge in preparing a butter icing recipe
II. Content:
d. Topic: Butter Icing
e. Materials: PowerPoint presentation; ingredients; tools and equipment in
making the butter icing
f. Reference/s: Philippine Home Economics Baking Basics by. Mrs. Ramirez,
p. 73, www.google.com
III. Procedures:
D. Preparatory Activities:
f. Opening Prayer, greetings and checking of attendance
g. Review: Different cake types
• Batter type cakes – depend upon eggs, flour and milk for
structure and contain reasonably high percentage of fats.
• Foam type cake – “cakes without shortening”
• Chiffon cake – combination of batter and foam and the resulting
cake has a modified foam type grain and texture.
h. Drill: Different types of icings
• Boiled Icing – is consist of egg whites, syrup and cream of tartar
• Butter Icing – is a combination of butter, evaporated milk and
sugar.
• Fudge frosting – includes cocoa, condensed milk, egg yolk and
butter.
• Fondant – is a flat icing that uses confectionary sugar and
different syrups.
j. Unlocking of Difficulties:
c. Generalization:
• The main ingredients used in butter icing are sugar, butter and
evaporated milk. The mixing methods applied are mixing,
creaming and blending of the different ingredients.
d. Valuing
• Participation and cooperation during class discussion.
• Maintenance of cleanliness and orderliness before, during and
after the class.
IV: Evaluation
Rubrics
95 85 75
Color Bright and balance Light and not well Dull and imperfect
distributed distributed
V: Assignment
2. Guide Questions:
a. Topic: Boiled icing
i. What are the different ingredients for boiled icing?
ii. What are the necessary step by step procedures for boiled icing?
iii. What are the different tools and materials needed in making
boiled icing?
b. Reference/s:
i. Technology and Livelihood Education I, pp. 76-77
Prepared by:
Michelle M. Bermejo
Student Teacher, Foods and Food Service I
ATTACHMENT C