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3.) WHAT SIGNIFICANT RELATIONS DO YOU SEE BETWEEN THE TEACHERS EDUCATIONS DO YOU INSTITUTE AND THE DepED AS FOR AS PRE-SERVICE EDUCATION AND CONCERNED?

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3.) WHAT SIGNIFICANT RELATIONS DO YOU SEE BETWEEN THE TEACHERS EDUCATIONS DO YOU INSTITUTE AND THE DepED AS FOR AS PRE-SERVICE EDUCATION AND CONCERNED?

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ANSWER: Teachers Supply and Demand in the Philippines.Teacher salaries in the Philippines have been substantially increased with the hope that this measure would make the profession more attractive and would contribute to improving the quality of teachers.  However, it has been shown in the literature that a policy of higher salaries by itself without improving teacher education and establishing higher standards does not have an effect on improving teaching effectiveness (Sedlak and Schlossman 1986; Darling-Hammond 1998).  Apparently, better students have been enrolling in the Bachelor of Secondary Education (BSE) in the last years, but besides from that there has not been significant improvement in the quality of teachers in the Philippines after raising teacher salaries.  One reason argued for the low quality of teachers, are the years of neglect of and lack of attention at what happens at the school level.  But there are also serious reasons for the low performance of teachers, both on the supply side of teacher education and on the demand side of schools’ teaching needs.

Teacher education and competence: Pre-Service
Proliferation of low quality teacher education institutions were in the Pre-service training in the Philippines is provided by Teacher Education Institutions coordinated by the Commission for Higher Education (CHED).  Teacher Education Institutions (TEIs) have proliferated in recent years.  Between 1996 and 1998, the number of TEIs nationwide rose from 750 to 815.  About 70 percent of these are private.  This situation has resulted in the opening of low-quality programs that do not meet minimum standards of accreditation.  Of the 815 TEIs, only 27 percent comply with the minimum standards established by CHED for Teacher Education.  Less that 20 percent of these institutions are availed by the national accreditation system. The general lack of rationalization and low standards of the higher education system typically affect the teacher education institutions, both in the public and the private sector.

The national accreditation system is voluntary, that is, institutions chose to participate or not.  The system is lead by four independent agencies.  Federation of Accrediting Associations of the Philippines, (1997), Teacher Education Council, (1998). From 750 institutions in 1996, 70% were private.

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 2.) EXPLAIN THE PRINCIPLES OF SHARED GOVERNANCE?

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 2.) EXPLAIN THE PRINCIPLES OF SHARED GOVERNANCE?

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ANSWER: The principles of shared government are:
(a)Shared governance is a principle which recognizes that every unit in the education bureaucracy has a particular role, task and responsibility inherent in the office and for which it is principally accountable for outcomes;

(b)   The process of democratic consultation shall be observed in the decision-making process at appropriate levels. Feedback mechanisms shall be established to ensure coordination and open communication of the central office with the regional, division and school levels;

(c)   The principles of accountability and transparency shall be operationalized in the performance of functions and responsibilities at all levels; and

(d)   The communication channels of field offices shall be strengthened to facilitate flow of information and expand linkages with other government agencies, local government units and nongovernmental organizations for effective governance;

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1.) EXPLAIN THE POLICY THAT "THE SCHOOL SKILL BE THE HEART OF THE FORMAL EDUCATION".

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1.) EXPLAIN THE POLICY THAT "THE SCHOOL SKILL BE THE HEART OF THE FORMAL EDUCATION".

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"The school shall be the heart of the formal education system."Promote and Protect the right of all citizens to qualify basic education

ANSWER:  The Department of Education shall protect and promote the right of all citizens to qualify basic education and shall take appropriate steps to make such education accessible to all. The Department of Education shall establish, maintain, and support a complete, adequate, and integrated system of basic education relevant to the needs of the people and society. It shall establish and maintain a system of free and compulsory public education in the elementary level and free public education in high school level. All educational institutions shall inculcate patriotism and nationalism, foster love humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency. The Department of Education shall take into account regional and sect oral needs and conditions and shall encourage local planning in the development of educational policies and programs. .