REPUBLIC ACT 9155- Government of Basic Education Act 2001 by anali cailing https://padlet.com/analicailing/vdkgnhttivbv Made by Anali W. Cailing en-us 2018-09-30 03:45:31 UTC 2025-10-01 23:21:36 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Balance.png analicailing https://padlet.com/analicailing/vdkgnhttivbv/wish/287279451 2018-09-30 04:49:14 UTC https://padlet.com/analicailing/vdkgnhttivbv/wish/287279451 1.) EXPLAIN THE POLICY THAT "THE SCHOOL SKILL BE THE HEART OF THE FORMAL EDUCATION". analicailing https://padlet.com/analicailing/vdkgnhttivbv/wish/287279710              ANSWER: It is hereby declared the policy of the State to protect and promote the right of all citizens to quality basic education and to make such education accessible to all by providing all Filipino children a free and compulsory education in the elementary level and free education in the high school level. Such education shall also include alternative learning systems for out-of-school youth and adult learners. It shall be the goal of basic education to provide them with the skills, knowledge and values they need to become caring, self- reliant, productive and patriotic citizens.]]> 2018-09-30 04:55:16 UTC https://padlet.com/analicailing/vdkgnhttivbv/wish/287279710 analicailing https://padlet.com/analicailing/vdkgnhttivbv/wish/287279940 2018-09-30 05:00:01 UTC https://padlet.com/analicailing/vdkgnhttivbv/wish/287279940 2.) analicailing https://padlet.com/analicailing/vdkgnhttivbv/wish/287280114              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;

]]> 2018-09-30 05:04:00 UTC https://padlet.com/analicailing/vdkgnhttivbv/wish/287280114 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? analicailing https://padlet.com/analicailing/vdkgnhttivbv/wish/287281346  

         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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