GORDON COLLEGE Institute of Graduate Studies FOUNDATION OF EDUCATION Roderick A. Tadeo, Ph.D.

Change - basically denotes a making or becoming distinctly different and implies either a radical transmutation of character or replacement with something else (New World) - management of change involves the skillful ways of managing, conducting and controlling things to accomplish a purpose - for change to be successfully initiated and managed, 3 important components have to be present (Fullan, 1991) a. relevance includes the interaction of need, the practitioners understanding of the change or innovation, and what change offers as benefits b. readiness involves the capacity of the individual and the organization to deal with the change; dependent on perceived need, reasons, time and benefits involved) c. resources all facilities, equipment, materials, and supplies necessary to initiate change should be available Reactions to change may be:
a. passive resistance no verbal resistance but no cooperates shown either

b. active resistance verbal concrete actions present (rallies, position papers, etc.) c. passive readiness follow with questions d. active readiness questions but cooperates Involves 3 stages: unfreezing (readiness); change implementation (actual practice), and refreezing (becoming a habit) May come in the form of: a. Cultural change refers to alterations affecting new trait or trait complexes in the cultures content and structures.

b. Technological change revisions that occurs in mans application of his technical knowledge and skills as he adapts to his environment c. Social change variations and modifications in the patterns of social organization, of groups in a society, or of the entire society How change may be managed a. Orient the stake holders as to the nature, benefits, effects, manners of implement of change. b. Involves specialists to initiate change. c. Manage change implement by focusing only on useful and necessary change, following gradual manner of implement, giving adequate attention to human needs, keeping lives of communication open, sharing the benefits of change, and diagnosing and treating remaining problems after the change has occurred.

Education and Philippine Cultural Values Education is charge with the function of teaching what society needs in building a nation in terms of moral and ethical standards of the group. Its challenging task has impact, ethics, morality and values to young Filipinos. The Philippine Cultural Values Strengths of the Filipino Character Pakikipagkapwa tao -Pakikipagkapwa tao is demonstrated in the Filipinos ability to emphasize with others, in helpfulness and generosity, in times of need (pakikiramay), in the practice of bayanihan or mutual assistance, and in the famous hospitality Family Orientation -Concern in the family is manifested in the honor and respect given to parents and elders, in the case given to children, the generosity toward kin in need, and in the great sacrifices one involves for the welfare of the family. The feeling of belonging and basic sense of security is resulted. Flexibility, Adaptability, Creativity Filipinos are creative, resourceful, quick learners and have the ability to improvise and make use of whatever is on hand in order to create and produce. This quality of the Filipinos is manifested in the ability to adapt to life in any part of the world, in the machine running and in the creative talent manifested in the cultural sphere.

Hard work and Industry-The desire to save ones standard of living and to possess the essentials of a decent life for ones family combined with the right opportunities and incentives make the Filipinos work very hard. This is manifested most noticeably in willingness to take risk with jobs abroad and here, to work to two or three jobs. Faith and Religiosity-Filipinos have deep faith in God. Our innate religiosity enables us to comprehend and genuinely accept reality I the context of Gods will and plan. Ability to Survive- This is manifested in the Filipinos who bravely live through the harshest economic and social circumstances. Filipinos have ability to survive which is manifested in our capacity for endurance despite difficult times and in our ability to get by on very little Weakness of Filipino Character Extreme Personalism- This personalism is manifested in the tendency to give personal interpretations to actions such as pakiusap (request), lagay and areglo (fixing), palakasan (power and (influence), nepotism and favoritism. Extreme family Centeredness- While concern for the family is one of the Filipinos greatest strengths, in the extreme it becomes a serious flaw. Excessive concern for the family manifests itself in the use of ones office and power as a means of promoting the interest of the family in factionalism, patronage, and political dynasties and in Lack of Discipline- the Filipinos lack of discipline encompasses several related characteristics. A casual and related attitude toward time, tagged as Filipino time usually considered in poor time management and delays in work. The ningas cogon starting out projects with full vigor and casual work ethic leading to carelessness and lack of follow through. Passivity and Lack of Initiative- This is related to ones attitude towards authority. Just like a hammer (an authority and a nail (subordinate), Filipinos have a need for strong authority figure and feel safer and more secure in the presence of such an authority. Colonial Mentality- Filipino culture is characterized by openness to the outsideadapting and incorporating the foreign elements into out image of ourselves. Such mentality is made up of two dimensions; a lack of patriotism and an actual preference for things foreign. Kanya-kanya Syndrome- the Filipinos demonstrates the so- called crab mentality (referring to the tendency of crabs in a basket to pull each other) using leveling instruments like tsismis. Lack of Self-analysis and Self-Reflection- There is a tendency to be surefiial and even in somewhat flighty. Relater to this is maporma.

GLOBALIZATION AND EDUCATION The term globalization conveys a sense that international forces are driving more and more developments in the world Globalization - Process by which the experience
of everyday life, marked by the diffusion of commodities and ideas, is becoming standardized around the world

One could think that globalization is only a matter of industry and business, and that education is not apart of this development Distinction between Globalization and Global Education Globalization Refers to an increasing interconnectedness and convergence of activities and forms of life among diverse cultures throughout the world Links individuals and institutions across the world with unprecedented interconnections. Is most often used to describe the growing integration of economics worldwide through increase in trade, investment flows, and technology transfer. In some ways, democratizes and intensifies, interdependence, and in othr ways create new forms of local reaction and self definition Global Education Extends the students awareness of the world in which they live by opening them to the diverse heritage of human thoughts and action and creativity. Seeks to weave the boundaries between the discipline and encourage emphasis on what interdisciplinary and multi disciplinary. Globalization and its Impact to Education The need reforms within educational system 1. Content. a. Curriculum Up- gradation-The modern advances in information technology have revolutionized among others, the content of knowledge and the processes of educational transactiont of Education b. Productivity Orientation-Preparing students who can compete in world market as productive members of society. 2. The Fall Out of globalization a. Internationalization of Globalization - Education will improve if it is internationalized and healthy competition takes place. It will provide global opportunities and promote global goodwill and will encourage exchange scholars in other countries can help in curriculum designing.

b. Finance - related issues- it will necessary to augment government funding for these sectors c. Privatizations of secondary and higher education - As corollary to the suggestion about reducing the public investments in the secondary and higher education, a plea has been made and suggested to hand these sectors to private bodies. Globalization and Education conclusion Teaching is a profession, which requires expert knowledge and specializ e d s k i l l s , acquired and maintained through rigorous and continuing study. It also calls for a sense of personal and corporate commitment to the education and welfare of the students. A teacher has many roles to perform. Identification and standardization of these roles is helpful in evolving a teaching portfolio. Roles of a teacher are not static but dynamic as these continue changing as per the demands of the society. Various policies also limit or extend the scope of these roles. World is positive about its potential for economic and political progress in the 21st century, The trends and characteristics of globalization perhaps call for a total re invention or repackaging of the teaching profession. The Teacher in the globalized environment must be prepared to think globally and act locally i n m a t t e r s r e l a t i n g to education. He must be able to create a learning, friendly and animating environment in the classroom. The teachers must be able to p articipate effectively in the contemporary ICT imposed revolution in knowl e d g e c r e a t i o n , distribution and management. Schools exist to impart k n o w l e d g e a n d s k i l l s . I t i s therefore imperative for schools to move with time in matters relating to knowledge creation and distribution.

GENDER AND EDUCATION Gender and education, from a sociological perspective, refers to the idea that the educational system does not offer the same type of opportunities for upward mobility to both genders equally This is a type of sex discrimination being applied in the education system affecting women both during and after their educational experiences

Sex discrimination in education is applied to women in several ways. First, many sociologists of education view the educational system as an institution of social and cultural reproduction. Another way the educational system discriminates towards females is through course-taking, especially in high school. Also, cultural norms may also be a factor causing sex discrimination in education Furthermore, the idea of a hidden curriculum further adds to the discrimination of women in the educational system. The hidden curriculum refers to the idea that teachers interact and teach each of their students in a way that reinforces relations of gender, as well as race and social class

Gender Stereotyping Is defined as the beliefs human hold about the characteristics associated with the males and females. Present a conventionally simplified and standardized conception or image concerning the typical social roles of male and female, both SOCIALLY AND DOMESTICALLY. (beliefs held about characteristics for women are piety submissive and domesticity, while authority, social behavior held by men) Differentiation of Sex and Gender SEX - refers to the biological and physiological characteristics that define men and women. GENDER - refers to the socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for men and women. Characteristics of Sex and Gender Sex Characteristics Women menstruate Men have testicle Woman have develop breast that are usually capable for lactating Men generally have more massive bones ( In most of the world, women do more housework than men) Gender Characteristics

1. 2. 3. 4.

1. Women earn significantly less money than men for similar work (USA) 2. Many more men than women smoke, as female smoking has not traditionally been considered appropriate (Vietnam) 3. Men are allowed to drive cars (Saudi Arabia) Gender and Equality Gender Equality gives woman and mans the same entitlements to all aspects of human development, including the economic, social, cultural and political rights, the same level of respect, and the same level of power to shape the outcomes of these choices. Grenda Learner said that sexisms are the main focused of feminism. Before sexism immediately connotes discrimination or prejudice against sexes especially against woman. Today feminism has become accepted movement. Feminism means advocacy of womans rights on the ground of equality of the sexes. Feminism has also succeeded in challenging perceptions of womans skill. Now gender and equality consider to the vital component of population. In general the difference between mens and womens roles diminish, women gain status and power within a society and begin to control their reproductive lives. When woman have more autonomy, maternal and child health care tend to improve, fertility and childhood mortality tend to decline, and population growth slows. Giving woman equal rights and opportunities can only serve to enhance this contribution and to bring us closer to the goal of eliminating poverty, hunger and disease. Promoting gender and equality and the empowerment of women is an effective strategy to ensure that the other millennium development goals are achieved. Equality is not about woman and man it is about humanism. Humanism is a belief in human based morality. Humanism values characteristics, behaviors that are believed to be best human beings. Rather than on spiritual autonomy. Concern for human.

Gender Discrimination in Education "Sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and girls receive very different educations." (Sadker, 1994) In fact, upon entering school, girls perform equal to or better than boys on nearly every measure of achievement, but by the time they graduate high school or college, they have fallen behind. (Sadker, 1994) However, discrepancies between the performance of girls and the performance of boys in elementary education leads some critics to argue that boys are being neglected within the education system: Across the country, boys have never been in more trouble: They earn 70 percent of the D's and F's that teachers dole out. They make up two thirds of students labeled "learning disabled." They are the culprits in a whopping 9 of 10 alcohol and drug violations and the suspected perpetrators in 4 out of 5 crimes that end up in juvenile court. They account for 80 percent of high school dropouts and attention deficit disorder diagnoses. (Mulrine, 2001) This performance discrepancy is notable throughout Canada. In Ontario, Education Minister Janet Ecker said that the results of the standardized grade 3 and grade 6 testing in math and reading showed, "...persistent and glaring discrepancies in achievements and attitudes between boys and girls." (O'Neill, 2000) In British Columbia, standardized testing indicates that girls outperform boys at all levels of reading and writing and in Alberta testing shows that girls, "...significantly outperform boys on reading and writing tests, while almost matching them in math and science." (O'Neill, 2000) However, the American Association of University Women published a report in 1992 indicating that females receive less attention from teachers and the attention that female students do receive is often more negative than attention received by boys. (Bailey, 1992) In fact, examination of the socialization of gender within schools and evidence of a gender biased hidden curriculum demonstrates that girls are shortchanged in the classroom. Furthermore, there is significant research indicating steps that can be taken to minimize or eliminate the gender bias currently present in our education system. Gender bias in education is an insidious problem that causes very few people to stand up and take notice. The victims of this bias have been trained through years of schooling to be silent and passive, and are therefore unwilling to stand up and make noise about the unfair treatment they are receiving. "Over the course of years the uneven distribution of teacher time, energy, attention, and talent, with boys getting the lion's share, takes its toll on girls." (Sadker, 1994) Teachers are generally unaware of their own biased teaching behaviors because they are simply teaching how they were taught and the subtle gender inequities found in teaching materials are often overlooked. Girls and boys today are receiving separate and unequal educations due to the gender socialization that takes place in our schools and due to the sexist hidden curriculum students are faced with every day. Unless teachers are made aware of the gender-role socialization and the biased messages they are unintentionally imparting to students everyday, and until teachers are provided with the methods and resources

necessary to eliminate gender-bias in their classrooms, girls will continue to receive an inequitable education. Departments of education should be providing mandatory gender-equity resource modules to in-service teachers, and gender bias needs to be addressed with all preservice teachers. Educators need to be made aware of the bias they are reinforcing in their students through socialization messages, inequitable division of special education services, sexist texts and materials, and unbalanced time and types of attention spent on boys and girls in the classroom. "Until educational sexism is eradicated, more than half our children will be shortchanged and their gifts lost to society." (Sadker, 1994)

Girls in India have significantly lower school enrollment rates and test scores than boys. While the gender gap has decreased due to major policy programs by the Indian government, important differences in educational outcomes persist, suggesting that girls are systematically disadvantaged in the access to education in India. Literacy for females stands at 65.46%, compared to 82.14% for males. An underlying factor for such low literacy rates are parents' perceptions that education for girls are a waste of resources as their daughters would eventually live with their husbands' families and they will not benefit directly from the education investment Women's rights for education has been completely oppressed in countries such as Pakistan and Afghanistan due the strong political movement of groups such as the Taliban. Taliban is known for it's outright band of women education and any institutions related to women's educational rights.
[8]

Gender discrimination Cultural and social beliefs, attitudes and practices prevent girls from benefiting from educational opportunities to the same extent as boys. There is often a powerful economic and social rationale for investing in the education of sons rather than daughters, as daughters are perceived to less valuable once educated, and less likely to abide by the will of the father, brother or husband. In most countries, both the public and private sectors continue to be dominated by men, leading parents to ask themselves: why bother educating our girls if they will never make it anyway?

Gender discrimination by country literacy rate (T) Philippines M-79 F-84 (15&O) Cambodia M-84.7 F-64.1 (15&O) Pakistan M-63.0 F-36.0 (15&O) Nepal M-62.7 F-34.9

ICT more than a New Technology Information and Communication Technologies (ICT) in education consists of the hardware, software, network media for the collection, storage, processing, transmission and presentation of information (via text and images), as well as related services. (World Bank) The commercialization of the Internet through the World Wide Web (WWW) service has had the advantages of bringing ICT to the ordinary people and to education. ICT has also been driving force for globalization, but it has also divided the world into those who have not, information rich and information poor (Dutton et al., 1996). The digital divide is not only dividing people in terms of the availability of ICT but also in terms of the availability of education and wealth. As part of this development, education systems all over the world are trying to cope with these changes and sometimes even trying to lead the change. According to Williams (1997), technology can be seen merely as a social product rather than a technology which is separate from society. Each step on the way to developing new technologies is connected to social, economic, and political factors. According to Alasuutari and Ruuska (1999) thee global processes can be understood only from the co-existence of the uncontrollable economic development, its cultural consequences and the policy-based development related to these phenomena. Problem with integrating ICT into learning World Wide is that the teachers consider their skills insufficient regardless of the actual level of training they have received in ICT and education. This may also be an implication of the individualistic approach in teacher development, which has concentrated on the skills of the teachers not on the dynamics of change in schools and education as a system. How does ICT in Education Initiatives Contribute to the Millennium Development Goals? ICT in Education initiatives that focus on these areas are most likely to meeting the Millennium Development Goals by: Increasing access through distance learning. Enabling a knowledge network for students. Training teachers. Broadening the availability of quality education materials. Enhancing the efficiency and effectiveness of educational administration and policy.