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Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Quezon Cit

y
Student Teaching Portfolio Of
EMERSON RAY RODRIGUEZ AGUINALDO
Bachelor in Business Teacher Education (A.Y 2010-2011)
Assigned at:
Polytechnic University of the Philippines Quezon City Campus Don Fabian St. Brgy
. Commonwealth Quezon City
Submitted To:
Prof. Marilyn F. Isip Prof. Sheryl R. Morales Coordinator
March 2011

Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Quezon Cit


y
Student Teaching Portfolio Of
EMERSON RAY RODRIGUEZ AGUINALDO
Bachelor in Business Teacher Education (A.Y 2010-2011)
Assigned at:
Polytechnic University of the Philippines Quezon City Campus Don Fabian St. Brgy
. Commonwealth Quezon City
Submitted To:
Prof. Marilyn F. Isip Prof. Sheryl R. Morales Coordinator
March 2011

TABLE OF CONTENTS
Dedication Acknowledgement Introduction A Teachers Prayer PUP Vision and Mission
PUP Quezon City Background COABTE General Objectives and Course Outline The Stud
ent Teachers Code Community Outreach Program Professional Career Plan Weekly Narr
ative Report Current Issues in Education Appendices Curriculum Vitae Photograph
Collection Daily Time Record Student Teaching Schedule

DEDICATION
It is with great humility that I present and dedicate this writing to my family,
friends, and future educators to someone who stood by my side and giving me all
the inspiration and support that I need. And most especially to the one and onl
y source of my strength, courage, knowledge and everything to our Almighty God Th
ank you for allowing me to bask in your loving presence as I continue facing the
world. Thank you very much!

ACKNOWLEDGEMENT
I would like to express my heartfelt appreciation for the people who helped me f
or enhancing my skills, developing my potentials and exploring my abilities and
capacity of becoming a teacher with regard to my journey in this beautiful field
of teaching. I want to thank the following:
Ms. Nora Ferrer and Mr. Ferdinand Ferrer, when the time that I decided to to tak
e the PUPCET thank you for the financial and moral support that youve given me th
at is why I have the chance to enter the tertiary level education. Ms. Kristel J
oyce Delos Santos and Mr. Ian Genesis Fernandez, up to this moment I will never
forget what weve been through just for me to enter the university. Members of the
church choir, Ka. Ramon and Adora Manga, Ka. Liberty Nova, Tita Nancy Ambay, Na
nay Sol Padilla. This people really contribute a lot of help when I am in times
of need especially when it comes to financial aspect. Thank you so much for all
the good things that youve done to me. BFF (Best friends Forever) Daisy Escao, Rom
elie Gado, Marvin Valenzuela, Jhimlet Dela Pea and Family, thank you for being th
ere always on the times that I am stressed and pressured for the bonding,

nightlife at Dela Pea Mansion Ka. Lita thanks for all your support to us, our fri
endship really matters to me I hope nothing will change. Administrative and Facu
lty staff of PUPQC, for giving me the chance to have my practice teaching in the
university, and for trusting me during the time when I am still a Student Assis
tant thank you for the opportunity that the university had given me. Prof. Norbe
rto Caturay, Prof. Marilyn F. Isip, Prof. Sheryl R. Morales, Dr. Lily G. Mendoza
, Prof. Artemus Cruz, Prof. Cleotilde B. Servigon, Prof. Doris B. Gatan, Prof. R
osalinda R. Madelo, I want to thank all these professors for their valuable guid
ance and assistance all throughout my practice teaching. They served as my mento
rs I am truly affected their spontaneous acts of love, appreciation and support
I have kept all your advice in my heart thank you very much. My Students, BBTE 1
-1, BBTE 2-1, BSEM 1-2, BSBA-HRDM 1-1, BSBA-HRDM 2-N, and DOMT 1-1. I want to th
ank them because they served as my training ground they helped me to modify and
improve my teaching career. Ive also learned a lot from them the time that we spe
nd together inside and outside the classroom was such an experience I would reme
mber forever. My Classmates, Einjels and True Friends. In four years of being to
gether thank you for all the joy, laughter, good and bad memories for everything
thats happen to us lately especially now that we are about to separate

ways remember that God has a reason and purpose for all of this. Thank you so mu
ch, hope to see each other again after years of our graduation. My Family, who a
lways served as my inspiration for me to continue and pursue my dream my victory
in this battle is lovingly dedicated them. Finally, I owe all of these to our A
lmighty God who gave me strength, guidance and wisdom. I want to thank him for g
iving me the knowledge and skills that I have used to pursue my chosen career an
d for making me feel that the profession that I have chosen is not a regretful o
ne. Thank you for all the blessings that you continue showered to me. It feels m
y heart with so much joy. To God be the glory!

INTRODUCTION
Student Teacher Training is the preparation of an individual to be a professiona
l teacher. This part of training is manifested after the complex nature of the t
eacher learning process while taking up the pre service education. Individuals w
ho intend to become a teacher are required to fully understand and appreciate th
e genuine definition of teaching. And as teaching implies, it is the
systematic presentation of facts, ideas, skills, and techniques to the students.
Although human beings have survived and evolved as a species partly because of
the capacity to share knowledge, teaching as a profession did not emerge until r
elatively recently in which designated people assumed responsibility for educati
ng the young ones. Teachers are like leaves that flourish everywhere but effecti
ve teachers are like fruits, they are rarely found. In view of that, more than k
nowledge and skills, an effective teacher should be compassionate and understand
ing. This kind of training inside the pre service education, you will learn the
important factors which are part of the components in searching the true meaning
of teaching profession. Student Teaching is the foremost and most important ste
p in moving from amateur status on the way to gain the competencies that mark th
e factual professional status. The true existence of this certain part of the st
udent teacher training is not to be focus only to the perfection itself but of s
triving for competence. Student teacher training is a time for growing confidenc
e and beginning expertise to get a chance to learn and put the skills on the lin
e of his own classroom.

A TEACHERS PRAYER
I want to teach my students how-To live this life on earth, To face its struggle
s and its strife And to improve their worth. Not just the lesson in a book, Or h
ow the rivers flow, But to choose the proper path, Wherever they may go. To unde
rstand eternal truth, And know right from wrong, And gather all the beauty of A
flower and a song, For if I help the world to grow In wisdom and grace, Then I f
eel that I have won And I have filled my place. And so I ask your guidance, God
That I may do my part, For character and confidence And happiness of heart.

A TEACHERS PRAYER
Help me to be a fine teacher, to keep peace in the classroom, peace between my s
tudents and myself, to be kind and gentle to each and every one of my students.
Help me to be merciful to my students, to balance mercy and discipline in the ri
ght measure for each student, to give genuine praise as much as possible, to giv
e constructive criticism in a manner that is palatable to my students. Help me t
o remain conscientious enough to keep my lessons always interesting, to recogniz
e what motivates each of my students, to accept my students limitations and not
hold it against them. Help me not to judge my students too harshly, to be fair
to all, to be a good role model, but most of all Lord help me to show your love
to all of my students. Amen.

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES


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 com
munity services accessible to all students, Filipinos and foreigners alike. It s
hall offer high quality undergraduate and graduate programs that are responsive
to the changing needs of the students to enable them to lead productive and mean
ingful lives. PUP commits itself to: 1. Democratize access to educational opport
unities;
2. Promote science and technology consciousness and develop relevant expertise a
nd competence among all members of the academe, stressing their importance in bu
ilding 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;

4. Promote awareness of our beneficial and relevant cultural heritage;


5. Develop in the students and faculty the values of self-discipline, love of co
untry and social consciousness and the need to defend human rights;
6. Provide its students and faculty with a liberal arts-based education essentia
l to a broader understanding and appreciation of life and to the total developme
nt of the individual;
7. Make the students and faculty aware of technological, social as well as polit
ical and economic problems and encourage them to contribute to the realization o
f nationalist industrialization and economic development of the country;
8. Use and propagate the national language and other Philippine languages and de
velop proficiency in English and other foreign languages required by the student
s fields of specialization;
9. Promote intellectual leadership and sustain a humane and technologically adva
nced academic community where people of diverse ideologies work and learn togeth
er to attain academic, research and service excellence in a continually changing
world; and
10. Build a learning community in touch with the main currents of political, eco
nomic and cultural life throughout the world; a community enriched by the presen
ce 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.

Goals Reflective of the great emphasis being given by the country s leadership a
imed 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 glo
bally competitive, the University shall commit its academic resources and manpow
er to achieve its goals through: 1. Provision of undergraduate and graduate educ
ation which meet international standards of quality and excellence; 2. Generatio
n and transmission of knowledge in the broad range of disciplines relevant and r
esponsive to the dynamically changing domestic and international environment; 3.
Provision of more equitable access to higher education opportunities to deservi
ng and qualified Filipinos; and 4. Optimization, through efficiency and effectiv
eness, of social, institutional, and individual returns and benefits derived fro
m the utilization of higher education resources. Philosophy As a state universit
y, the Polytechnic University of the Philippines believes that:
Education is an instrument for the development of the citizenry and for the enha
ncement of nation building;

Meaningful growth and transformation of the country are best achieved in an atmo
sphere of brotherhood, peace, freedom, justice and a nationalist-oriented educat
ion imbued with the spirit of humanist internationalism.

PUP: The Total University Ten-Point Agenda 1. Foster High Quality Campus Environ
ment 2. Strategize and Institutionalize Income Generating Projects 3. Strengthen
Research, Publications and Creative Works 4. Model Quality Management and Fisca
l Responsibility 5. Improve Sense of Community Involvement and Linkages 6. Insti
tutionalize the Principles of Academic Freedom and Responsibility 7. Promote Aca
demic Excellence in Student and Faculty Performance Nationally and International
ly 8. Nurture and Enrich Our Cultural Heritage 9. Integrate ICT with Instruction
, Research, Service and Production 10. Evolve Wholesome Living and Pleasant Work
ing Environment for Faculty, Employees and Students
1. Foster High Quality Campus Environment

Expand state-of-the-art campus development programs Promote strong and vibrant l
ife in the campus Improve campus site Complete ongoing and new infra projects Re
pair and rehabilitate existing structures Upgrade classroom facilities and labor
atories Fast-track construction of on-campus residence infrastructures (Hasmin a
nd Condotel) Put up centers for specific purposes like the centralized accredita
tion center, research center, student center, student/faculty/admin health and r
ecreation centers
2. Strategize and Institutionalize Income Generating Projects

Offer quality consultancy and training services Improve outsourcing services Pro
mote industry-academe linkages


Amplify networking with alumni and friends of the University Generate income thr
ough commercialization of research outputs
3. Strengthen Research, Publications and Creative Works

Provide incentives and benefits to faculty members who engage in research, textb
ook writing, and other creative works Encourage faculty members to present paper
s in national as well as international research colloquia, fora and conferences
of professional and scientific organizations Institutionalize a Center for Data
and Statistical Analysis Encourage collaborative research in the biological, phy
sical and mathematical sciences Develop applied research in biotechnology, envir
onmental science, information technology, and alternative fuel Develop strategie
s to increase external research funding both from private and government funding
agencies Publish refereed research journals Device mechanisms through which lin
kages, partnership and research tie ups with S&T agencies could be expanded, str
engthened and institutionalized

4. Model Quality Management and Fiscal Responsibility

Bring about change in traditional bureaucratic organizational climate and cultur
e Professionalize the bureaucracy through improved interpersonal relations and o
rganizational practices Deliver needed services to end-users (students, faculty,
and staff) utilizing material resources wisely, effectively, and promptlyright a
t the time that these resources are needed the most Exhibit political will to se
rve different sectors of the academic community

5. Improve Sense of Community Involvement and Linkages



Make its presence felt by meeting the needs of surrounding barangays and other n
earby communities Enhance student and faculty participation in outreach programs
Keep both internal and external communities informed about the developments in
community outreach programs of the University


Strengthen accountability to the communities being served by conducting needs as
sessment, impact studies, and public general meetings Establish mutually benefic
ial linkages with national and international organizations, businesses, alumni a
nd associates of the university.
6. Institutionalize Principles of Academic Freedom and Responsibility

Advocate the practice of academic freedom in all aspects of academic life Recogn
ize the importance of responsibility in practicing such freedom Foster mutual re
spect between and among members of the academic communityadministrators, faculty,
staff, alumni and family Develop control mechanisms that will check and monitor
violations of such principles
7. Promote Academic Excellence in Student and Faculty Performance Nationally and
Internationally

Maintain an accreditation rate of at least 95% for all academic programs eligibl
e for accreditation Increase recognition of centers of development/excellence Of
fer new programs such as Bachelor of Science in Biology, Bachelor of Science in
Railway Engineering, Master in Engineering, etc. Pilot ladderized programs in HR
M, Tourism, IT and other courses Increase student success in completing academic
program as measured by high retention and graduation rates and high percentage
of passing rate in different licensure board examinations Increase percentage of
faculty with masters and doctoral degrees Strengthen alliance with international
institutions and agencies for student and faculty academic exchange and scholar
ships Upgrade academic programs and standards towards global competitiveness by
developing learner-centered curricula that incorporate international and interdi
sciplinary components in the undergraduate, Graduate School and Open University
Recognize outstanding students and student organizations, faculty and employees
Pilot a Tele-University as an alternative delivery of instruction Increase recruit
ment, retention and graduation rates of foreign students


8. Nurture and Enrich Our Cultural Heritage


Support worthy programs and projects that will nurture and enrich our cultural h
eritage Identify areas through which different cultural activities could be best
nurtured and enriched Initiate and maintain partnership with the National Cente
r for Culture and the Arts and other cultural organizations for future national
and international productions/endeavors Strengthen degree programs in the Arts,
Humanities, Languages and Linguistics and Communication

9. Integrate Information and Communication Technology (ICT) with Instruction, Re


search, Service and Production

Technologize the campus Maximize application and utilization of ICT Strengthen w
eb-enhanced and on-line teaching and learning in the Graduate School and Open Un
iversity Computerize all campus operations Operationalize a University Managemen
t Information System (MIS)
10. Evolve Wholesome Living and Pleasant Working Environment for Faculty, Employ
ees and Students

Promote development and motivation of staff Provide incentives for faculty and s
taff Study possibilities for additional healthcare assistance to faculty and sta
ff Invest in equipment and other capital development for efficient services Prov
ide food courts and lounges to faculty members, staff and students Make the camp
us more attractive, healthy and safe Give members of the community a greater sen
se of participation and shared responsibilities in maintaining campus environmen
t

PUP Quezon City Background Polytechnic University of the Philippines Quezon City
Campus (formerly known as PUP Commonwealth) in Quezon City was established thro
ugh the generosity and benevolence of Mr. Walter Rothlehner, a German church lea
der and owner of a certain square building situated at the Sikhay Compound Don F
abian Street Brgy. Commonwealth Quezon City. 1119 National Government Center, Qu
ezon City. Mr. Rothlehner donated the said property to the Polytechnic Universit
y of the Philippines. The PUP Quezon City is an established campus of Polytechni
c University of the Philippines with the National Government Center to bring qua
lity education to the urban poor communities especially the unprivileged familie
s of Quezon City. PUPQC is one of the branches of PUP Sta. Mesa Manila. It came
to exist through its formal launching held at the Misereor Hall, last July 29, 1
997. Its commitment is to provide better education to the youth of Quezon City a
nd other localities. PUPQC continues to accept students especially those who are
less privileged class but deserving ones. PUP Quezon City Campus is under the a
dministration and supervision of the PUP Open University through the directorshi
p of Pro. Pascualito B. Gatan with the energetic support of President Dr. Dante
G. Guevarra. PUP Quezon City is an extension of the Polytechnic University of th
e Philippines which caters student residents of Quezon City, as well as the near
by cities and towns like Caloocan, Bulacan, and Rizal. As a member of the PUP sy
stem, the University provides education to students. As of 2007, the campus offe
rs six undergraduate programs providing the needs of the business world. Program
s offered include:

Undergraduate Programs Bachelor of Science in Information Technology Bachelor of


Science in Entrepreneurial Management Bachelor in Business Teacher Education Ba
chelor of Science in Business Administration Major in Marketing Management Bache
lor of Science in Business Administration Resources Development and Management D
iploma Course Diploma in Office Management Technology Major in Human
Graduate Programs Master in Educational Management (Distance Learning Mode) Mast
er in Information Technology (Distance Learning Mode) Master in Public Administr
ation

College of Office Administration and Business Teacher Education GENERAL OBJECTIV


ES: 1. Realize the relevance of observation, Participation and Community Immersi
on to the students preparation for a teaching career. 2. Share ideas on the objec
tives of the course and its contents. 3. Participate in determining the importan
ce of the requirements of the course to the teachers tasks. 4. Established effect
ive working relationship with the teacher coordinator in the attainment of the c
ourse objectives. 5. Appreciate the responsibilities of a student teacher.
COURSE OUTLINE: Descriptions, objectives and requirements of the course (the stu
dents are given copies of the course syllabus). 1. Familiarize student observers
with their responsibilities to the prospective students and teaching staff of t
he school where they will have their observation and ultimately become their tra
ining institutions. 2. Integrate meaningfully classroom lecture to concepts, the
ories, principles and process of teaching and learning. 3. Provide the student t
eachers opportunities to observe how principles of learning and techniques of te
aching are implemented in an actual classroom work. 4. Orient student teacher ho
w to established good public and human relations with school officials, staff an
d students.

5. Prepare the student teacher to acquire experiences through participation in c


lassroom work and special school assignments like participating in preparing tes
t materials for national competition in their field of expertise, training stude
nts for national competition, room improvements, preparing bulletin boards, and
other jobs related to teaching which the school officials deem necessary.

THE STUDENT TEACHERS CODE (from Rivera and Sambrano) A. Responsibility to the st
udent 1. The student teacher is a professional practitioner in his relationships
with his students. All data concerning the school and the students must be kept
confidential. 2. The student teacher refrains from imposing his religion or pol
itical views upon his students. 3. The student teacher recognizes his continuing
need for understanding student growth and development. On the basis of understa
nding, he develops: a. A learning program oriented to the individual capacities
of his student. b. A social climate which encourages personal integrity and soci
al responsibility. B. Responsibility to the Host School 1. The student teacher a
cts only though accepted channels of communication and authority in the school s
ystem. 2. The student teacher recognizes his duties, responsibilities and privil
eges. 3. The supervising teacher is legally responsible for in control of the cl
ass; therefore, the student teacher assumes only the authority which has been de
legated to him. 4. The student teacher respects the professional rights and pers
onal dignity of the supervising teacher, regular teacher, (critic or cooperating
teacher) and other staff members, the college supervisor and student observers
in the classroom

situation. 5. The student teacher who encounters difficulty in a professional si


tuation first consults the supervising teacher. If he desires additional aid, he
will take the matter to the Department Head or Dean.
C. Responsibility to the Teacher Education Institution 1. The student teacher re
cognizes that any misconduct is a reflection upon the teacher education institut
ion. He upholds the standards of the institution in his professional right. 2. T
he student teacher approaches his own learning institution with a positive attit
ude. 3. The student teacher appreciates and makes constructive use of the assist
ance of the student teaching or college supervisor in adjusting to professional
practice.
D. Responsibility to the Profession 1. The student teacher shows pride in and co
nsiders himself a member of the profession. He acts according to the established
ethics in all matters. 2. The student teacher maintains membership in and suppo
rts professional organizations. 3. The student teacher is a reader; he keeps upto-date on professional matters and current affairs. 4. It is the student teache
rs responsibility to obtain information about the legal aspects of his profession
al practice and certification.

5. Placement a. The student teacher, looking forward to placement, establishes a


file in the professional placement office. b. Prior permission is obtained from
people whose names are used as professional references. c. Applicants use only
professional channels and do not employ political pressure in obtaining a positi
on. d. The student teacher does not apply or underbid for a position held by a q
ualified teacher. e. In order that the administrator may best utilize the prospe
ctive teachers ability the student teacher will be candid in the statement of his
competencies. f. Upon acceptance of a contract, the student teacher withdraws a
ll other applications immediately.

COMMUNITY OUTREACH PROGRAM

REFLECTION
The Outreach Program that we held last December 11, 2010 at Rabosna Day Care Cen
ter in North Fairview is really a heartwarming activity we did this activity not
only because of the Christmas Season, but also as a future professionals it is
also our responsibility to share something for the other members of our communit
y. When we got there and the programs are already started we can see the smile i
n every child that benefited with our little gifts. When I witnessed that Ive com
e to realize that I wanted to go back being a child once more because as a child
you are free from any problems you have nothing to do but to play, eat, and sle
ep I do hope that this child would have a better and brighter future and be able
to be a good citizen of our nations.

PROFESSIONAL CAREER PLAN


Presently I am a graduating student at the Polytechnic University of the Philipp
ines Quezon City Campus. At this point I am very happy that finally I almost fin
ished my tertiary level education. I have so many plans but my immediate plan af
ter my
Bachelors Degree is to find a job right away weather be it a teaching or office c
areer upon having this I will save money because I want to take the LET exam not
more than one year after the graduation and after that I want to enroll immedia
tely my Masters Degree I want to finished it five years below from the day I grad
uated from college. I will not let myself to be stocked I want my career to move
on I will not stop looking for self improvement because that is one of the phil
osophy of the teacher to promote continuous education. I know I cant do all this
without the helping hands of our Almighty God so I always pray to him to continu
e shower me with all the graces and blessings that I will be needing in my journ
ey. All of this will be offered back to him. So help me Lord.
Dream Big Dream High Do something to achieve it at the end of the day you will end
up Victorious
Emerson Ray R. Aguinaldo

WEEKLY NARRATIVE REPORT


Week 1- November 8-12, 2010 After having my practicum 1 The Observation Particip
ation and Community Immersion here comes the practicum 2 The Student Teaching, t
his time I dont feel much of the nervous unlike the first day of my practicum 1 m
aybe it is because I am still in the university and much of my students are all
my students during my practicum 1 the BBTE 1-1, BBTE 2-1 and DOMT the new set of
students I have now are the BSBA-HRDM 1-1 & 2-N and BSEM 1-2 so that I dont have
a major adjustment from the professor and to the students. What I have to do is
to know2 more my students especially the new class that I have. It is the first
week of the second semester I was just introduce by my coordinating teacher to
the class which I am going to take my student teaching they are given an assignm
ent for next meeting and for me this practicum 2 is just like a continuation of
practicum 1 but this time it is quite harder because I am really the one who wil
l handled the class.
Week 2- November 15-19, 2010 This week is really a start of being a student teac
her, wanna know why? Because I enter the class throughout the period all by myse
lf I was kinda shock when the time I am having a discussion as based on the assi
gnment that was given to them I almost lost my patience when there are students
who seems like not interested to the lesson and when they are having too much no
ise. But as much as I can I employ techniques and strategies I

have learned to catch their attention and I know to myself that I should have to
exert more effort and energy because it is just the beginning the worst has not
yet to come. On the other hand, I am sad because I miss my classmates and frien
ds because they are all having their students teaching outside the campus and we
will only see each other every Saturday. I missed our bonding the sharing of st
ories and experiences with our handled class.
Week 3- November 22-26, 2010 Well, this is an unexpected week for me I only teac
h my Monday class after my second period class I lost my voice, but the reason o
f losing my voice is not my teaching load somewhat yes it is, it triggers my bad
feeling until I totally got sick I had fever, cough and colds so that the next
day up to the end of the week I was absent in the school. Ill texted my coordinat
ing teacher about what happen to me so they will know the reason of my absences.
If possible I really dont want this to happen because I want to go on with each
lesson especially the one that I really prepared and to be practical I missed 12
hours of my students teaching but its ok because I am ahead compared to my other
classmates because some of them up to this time are not yet start taking their
student teaching.
Week 4- November 29- December 3, 2010 This week is purely a classroom discussion
in all my class all of us are already acquainted with each other since this is
the fourth week we had to go on with our lesson. I started the class by checking
their attendance before I go on with our discussion and every after

discussion Ill give them a short examination just to let me know if they understa
nd our lesson. Week 5- December 6-10, 2010 This week is exactly like the routine
what we had last week the continuation and opening of a new discussion in every
class and sometimes it depends upon the class situation if I am going to give t
hem an assignment or a quiz just like the normal thing that I used to do just to
make sure if they really catch the lesson that we had.
Week 6- December 13-17, 2010 Well, this week is the last school week for this ye
ar we can now have our Christmas vacation for the students Ill give them their Ch
ristmas gift hahaha.. their vacation assignments. I cant stop myself from laughing
when I see their reaction they are all making angal but I need to do this vacat
ion should not be an excuse for them not to study they need to work on it so tha
t it will serve as start of our topic when we meet next year. Good luck to all a
nd may we have a prosperous year to come yahoo..
Week 7- January 3-7, 2011 This is the first school week for 2011, the students a
re still in the mood of the vacation days but this should not be the reason not
to start and continue the class. I collected their assignments and have a discus
sion right away and I notice that there are some of them who did not submit assi
gnments and study their lesson maybe because they really enjoy the season and th
ey are not expecting me to start the class as early as first meeting of the New
Year.

Week 8- January 10-14, 2011 This week seems to be the busiest week for all the c
lass that I have, we need to finish discussing all the topics that are already d
iscussed so that it can be included to their pointers to review for their upcomi
ng midterm examination. I used to fixed their schedule as base on their usual cl
ass schedule what I tend to do is to have a batch examination so that the classr
oom will be overcrowded and also to avoid cheating at the same time they can ans
wer and think well and on my part I want everything to be organized.
Week 9- January 17-21, 2011 This the week for Midterm Examination it is the seco
nd time that I have witnessed the said activity but this time not as an ordinary
student but as a student teacher. It is a great pleasure for me because I am th
e one who made the exam I really feel that I am a teacher, feel my authority wit
hin the class. As I watched the students taking up their exams it flashback memo
ries during the time when I was the one taking exam I saw one of the most compli
cated scenarios on the life of a college student. On the other hand I am looking
forward to know the result of their exams for me to see how they have learned o
n my subjects, Good lick to everyone!
Week 10- January 24-28, 2011 The midterm exams are over now the burden of checki
ng their test papers (essay type and worksheet) and recording of grades is on my
hand I started to sleep very late at night at around 2:00 a.m just to finish ev
erything because it is a part of my duty as a student teacher. It is not so good
for me because some of the students failed in the exam but I

believed that it is normal for a student who does not pay attention to his lesso
n. But all in all most of the student got a good grade in the exam which I can s
ay that my passion for teaching will not be wasted.
Week 11- January 31- February 4, 2011 It is a start of a new beginning, start of
the second part of the semester new sets of lesson is about to start so again I
put extra effort by reading books and preparing some of the materials that I wi
ll be needing in my class. And also I am continuing to think of a new and other
strategy that I can employ to my class because it seems that the students get bo
red in the traditional kind of teaching strategy which is the normal classroom d
iscussion so I think of something to be added with what I used to have and I fin
d it effective because the students get focus on the lesson and it is very impor
tant that the teacher should know when to change and employ other methodology to
cater the needs of the learner.
Week 12- February 7-11, 2011 Nothing new for this week continuation of the topic
s that needs to be discuss except the fact that this week is the campus field tr
ip I observe in every class they are all excited about the event they are all ta
lking what to bring and prepare until one class was asking me not to have a clas
s before the day of their field trip off course they not won because my reason i
s its their choice to attend in the activity our class should not be compromise
and then they were saying si sir para naman kayong hindi naging estudyante I just
smile at them.

Week 13- February 14-18, 2011 This week was a very busy days for me because asid
e from my regular teaching loads one of my coordinating teacher ask me to handle
one of her class and I did not notice that there is a problem with the time sch
edule Thursday 7:30 10:30 and my class is 9:00 12:00 and so what I did since the
classroom is just a step away I minimize the time to the extent that the two cl
asses will suffering with the situation. I started the class on time before 9 Ocl
ock comes Ill give them something to worked on so that I can go to other room. On
the lighter side of the story I am happy because this week is the Valentines Day
and the students are very appreciative they give something to me greetings, cho
colate, thats all hehehe
Week 14- February 21-25, 2011 My schedule for this week is exactly what I have l
ast week even if I get tired of it, It is fine with me because I know it is a ca
lling of the profession I was enjoying every class because few weeks left the se
mester is about to end.
Week 15- February 28 March 4, 2011 Weeks to go before my last day as a student t
eacher. I feel so sad for that because I am so attached with my students. Since
last week is the I.T week one of my class are being excuse so we need to have a
make up class to finish everything especially now that the final examination is
about to come. I find it also as an opportunity to extend our time together with
the students so far same scenes were done just like before but it seems that it
s more dramatic because will going to say goodbye to one another.

Week 16- March 7-11, 2011 I am so exhausted with all the things that Ive been doi
ng as a student teacher but I am enjoying it despite of the workloads that I hav
e because of that even if the final exam is about to happen next week I to my cl
ass Ill give it to them this week yes off course they are informed about that the
yre exam is one week ahead with the rest of the students in the university Ill do
it for my own convenience Ill be stated to them the reason behind all this and th
ey are all agree with it for them to prepare to their social dance activity good
luck to all of us.
Week 17- March 1418, 2011 This week was so very busy for me because the deadlines
of different things were coming on my way. But I am sure after all of this Ive l
earned my lesson and that would be the best treasure that I will bear forever. A
fter the final examination lots of paper works are waiting for at home test pape
rs, final projects, practice set oh no and so again I started not sleep just to f
inished everything and to meet all my deadlines.
Week 18- March 21-25, 2011 This is my final week as a student teacher in PUPQC.
I feel blessed to have my mentors and my students thank you for being part of my
student teaching training as I have told you the last time we are gathered in a
classroom for helping me to improve my knowledge and ability so that I am here n
ow. Again thank you, I love you all and I will miss you a lot!

Its time for me to take a rest yahoo Ive already submitted all the grade sheets to
my coordinating teacher 2 requirements left the OJT Dialogue Forum and the Teach
ing Portfolio. Happy its so nice to be happy.

CURRENT TRENDS AND ISSUES


STUDENTS PROTEST SLASH ON EDUCATION BUDGET By: Ryan Cristopher J. Sorote Novembe
r 09, 2010
CEBU, Philippines Student activists protested in front of Commission on Higher E
ducation regional office yesterday to show their opposition to the cut on next y
ear s education budget that they believe would affect the funding for scholarshi
ps. Over 30 students from different student organizations gathered in front of t
he CHED office bringing with them placards and shouting to air their sentiments
against the government s move to slash by 33 percent or by P1.69 billion the edu
cation department s original budget of P2.54 billion. They said this would only
further aggravate the problems that the commission is already facing. The protes
ters also fear that their will be more college dropouts because many students wi
ll no longer be able to avail of scholarships. Akbayan-Cebu chairperson, Lex Luc
as said the government should help students to achieve their dreams by building
classrooms and improving facilities. He is disappointed over government s "unjus
t actions" like giving more funds to the Armed Forces instead of giving it to th
e education department which needs it most. LFS-UP Cebu secretary general Melani
e Montao also said the government is putting more importance on global demands in
stead of prioritizing the country s immediate needs.

"Clearly, the budget cut in all state colleges and universities (SUCs) around th
e archipelago sets ground for pursuing priorities basing on the demand of the wo
rld market," said Montao. ASEAN RACE TO MEET UN MILLENNIUM DEVELOPMENT GOAL 2015
VIA SUSTAINABLE VOC-TECH By: Preciosa S. Soliven November 18, 2010
To meet the UNMDG for national sustainability the Indonesian government is makin
g sure that 60 percent of their secondary schools will have the technical vocati
onal program. Only 28 percent are expected to enroll in the universities. The Th
ai Ministry of Education is following suit to make sure 50 percent of their seco
ndary schools will go TVET. Acknowledging weakness in their current curriculum, Th
ailand is determined to develop performance indicators for excellence. This is p
art of the report delivered at the 16th IVETA-CPSC international conference by D
r. Paryono, Deputy Director and research specialist of SEAMEO VOCTECH center at
Brunei Darussalam. ESD in TVET 2010 Prof. Shyamal Majumdar, Director General of
CPSC Colombo Plan Staff College for Technician Education and Klaus Sodemann, pre
sident of IVET (International Vocational Education and Training) Association tog
ether with the new TESDA Secretary, Joel Villanueva co-sponsored the internation
al conference with the theme ESD in TVET last Nov. 3 to 5 at EDSA Shangri-La. With
just five years for UN member states to reach the UN Millennium Development Goa
l of sustainability they stated that global efforts are on the rise in establish
ing

economic development strategies to enrich quality of life while taking care of t


he environment. The mid-decade assessment of Decade of Education for Sustainable
Development (DESD 2005-2014) in Bonn Germany last year pointed out how high glo
bal consumption together with the human destruction of the cosmic biodiversity h
ave caused resources to run out and therefore nothing would be left for our futu
re generations. This poses a critical challenge to reorient education sector in
rising ESD awareness. Technical and Vocational Education and Training (TVET), as
a major sub-sector and being the largest producer and consumer of natural resou
rces, has to play a vital role in addressing sustainability. Therefore ESD princ
iples are high on the agenda of TVET institutions around the world. Global ESD e
nablers in TVET More than 60 world experts, senior administrators, decision make
rs and educators from America, Europe, Africa and Asia Pacific presented their p
apers in four tracks: TVET Curriculum for ESD, Green Technology approaches for I
ndustry and Education, Sustainable TVET Institutions through Partnerships and Al
liance, Research, Monitoring and Evaluation. Greening TVET as a framework for prov
iding enabling environment to learn skills, learn and re-learn habit forming pra
ctices in the world of work was advocated by Prof. Shyamal. With his lengthy exp
erience in TVET Teacher training, ICT and Total Quality Management he referred t
o the five dimensions of Greening TVET First, the GREEN CAMPUS means managing camp
us resources such as energy, water and fuel, to reduce the carbon footprints of
students, teachers and staff within TVET institutions; Second, the

GREEN TECHNOLOGY PROGRAM touches on projects to meet upcoming skills for clean a
nd green jobs; Third, to enhance daily life through GREEN COMMUNITY extending ES
D practice at the community level to extend the TVET movement to society; Fourth
, GREEN RESEARCH to foster the development of a research culture in relevant are
as of sustainable development; Fifth, promoting GREEN CULTURE to strengthen ethi
cal standards, attitudes and behavior that respect ecological resources and valu
es the requirements of the future generation. Green jobs and skills Dr. Sandra R
othboeck, Skills and Employability specialist of ILO Bangkok reported that Clima
te Change adaptation and mitigation have become major drivers of change for soci
eties, economies, enterprise and workers to shift to a low carbon economy during
the last decades. A profound transformation in modes of production and consumpt
ion can be expected. There will be a redefinition of job profiles. The global ma
rket for environmental products and services is projected to double from $1370 b
illion per year at present to $2740 billion by 2020. Half of this market is base
d in energy efficiency and the balance in sustainable transport, water supply, s
anitation and waste management. Dr. Harry Stolte, head of the InWEnt, Capacity B
uilding International spoke of trends in work demands which are environment driv
en due to climate change. In building construction there will be more need for a
ssistant managers for sanitation, heating or cooling systems, experts for altern
ative energy (thermal, wind, solar and water). Dr. Stolte also announced the est
ablishment of the new UNEVOC Center for Sustainable Development. Barriers in TVE
T

The Euro-Mediterranean Partnership allowed Turkey to promote her entrepreneurshi


p to enable her to join the EU (European Union) market. Funding SVET (Strengthen
Vocational Education and Training) project to the cost of 51 million euro betwe
en 20022007 parallel to the MVET (Modernization of Vocational Education and Trai
ning institutes which ran from 2003-2007 costing Turkey 4.5 million euro and EU
14 million euro). Yet it fell short of the ideal target of 65 percent share of t
otal secondary enrollments while the enrollment in the past decade remains a con
stant at 35 percent. According to Dr. Ilhan Gunbayi of Akdeniz University Facult
y of Education in Turkey, the main reason is that the Turkish students still con
sider technical professions least prestigious and easy to enter compared to grad
uating from a university. Does that sound familiar? Dr. Gunbayis paper included a
table comparing the distribution of enrollment in VocTech secondary schools of
European and OECD countries: Austria, 77.3; Belgium, 69.6; Finland, 66.7; German
y, 57.4; Italy, 59.8; Netherlands, 67.6; Norway, 57.5; Switzerland, 64.8. Lower
than 50 percent enrollees are France, 43.8; Japan, 24.3; Mexico, 9.4 and Turkey,
36.7. Some professions like catering, real estate, surveying, etc. have been pe
rformed by people without attending vocational schools in Turkey. Some of those
jobs are still performed by unqualified people. But in the near time, these prof
essions will be performed by technicians who graduated from vocational schools.
A student who studies in a vocational school must know that he will have a good
job, earn more money, and get good life conditions after finishing the vocationa
l school successfully.

Thus, the enrollment rate to the VET in Turkey has not reached the target yet of
9th Development Plan (2007-2013). However, if policies to increase the quality
and attractiveness of VET are put into action and new projects like SVET orienti
ng VET closer to the requirements of the employment system and the corresponding
labor market needs are started, it is expected that VET in Turkey will be prefe
rred by 65 percent of the students at high school level. Other barriers to enhan
cing the quality of VocTech training are the lack of training standards in the T
urkish system. They merely serve administrative purpose. The content is often a
list of topics to be taught and without indication of levels required at the sta
rt and the level to be achieved upon completion. Guidelines for assessing the st
udent are lacking and the technology is often outdated. Being teacher oriented i
t lacks flexibility to meet local demands. Many countries stress the need to pla
ce greater emphasis on TVET in the years to come Vocational Education has recent
ly been one of the primary policy areas of governments, industrialized or develo
ping alike. Globalization of the economy, increasing international competition,
changes in demographic development and the labor market, are giving rise to a ne
ed for new strategies on education and training policy. Economic development dep
ends a great deal on adapting TVET systems to meet social and economic demands.
For this reason many countries place a greater emphasis on highlighting the impo
rtance of providing attractive qualified training programs and continuing traini
ng opportunities in order to enhance employability and occupational mobility.

SINGAPORE TRAINING ADVANCES SUCS OFFICIALS, FACULTYS TECHNOLOGY EDUCATION. By: Ra


inier Allan Ronda November 25, 2010
MANILA, Philippines One hundred seventy-six faculty members and officials of 31
state universities and colleges (SUCs) have received training to boost their cap
acity to teach engineering and other technology-focused college degree programs
from experts of the prestigious Singaporean educational institution, the Nanyang
Polytechnic International (NYP). Dr. Patricia Licuanan, chairman of the Commiss
ion on Higher Education (CHED), hailed Singapores Temasek Foundation, a non-profi
t philanthropic organization, for stepping forward with the S$1.12 million grant
that made the training program of SUC professors and officials on technology ed
ucation possible. The beneficiaries included 96 specialist teachers in industria
l electronics and mechatronics engineering, 70 senior officials from the 31 part
icipating SUCs, and ten senior officials of CHED which included Commissioner Wil
liam Medrano. The training were held in eight batches conducted from January unt
il this month. Under a partnership forged late last year between CHED, Temasek F
oundation and NYP, the beneficiaries were trained in technical manpower developm
ent by their counterparts from the Singaporean polytechnic institution known for
its top-rate international faculty and state-of-the-art facilities.

NYP is a training partner of the Singapore Ministry of Foreign Affairs as well a


s other government agencies. It also supports the Singapore Governments technical
assistance initiatives to help developing countries meet their manpower develop
ment needs. Benedict Cheong, chief executive officer of Temasek Foundation, expr
essed hope that the beneficiaries will spread the knowledge they have gained in
the training program to their peers in other SUCs. This capacity-building program
complements the efforts of Philippine authorities to develop its technical and
technological manpower. After completing their initial training, participants wi
ll continue to share their learning with their peers to facilitate improvements
in systems and processes that will enhance the standards of higher education in
the Philippines, Cheong said. DAGDAG NA 2 YEARS SA BASIC EDUCATION NAKALATAG NA N
i Malou Escudero December 05, 2010
MANILA, Philippines Nakalatag na ang plano para sa pagbuo ng isang ad hoc board
na magsasagawa ng konsultasyon tungkol sa implementasyon ng karagdagang 2 taon s
a Basic Education o K12 program. Ayon kay Senator Edgardo Angara, bagaman at hin
di pa kasama sa budget ng Department of Education para sa 2011 ang implementasyo
n ng karagdagang 2 taon, nasa planning at assessment stage na ito. Sinabi pa ni
Angara na ang ad hoc committee board ang magrerekomenda ng karagdagang taon sa s
chool system at kung idadagdag ito sa tertiary level, ang gastos o financial bur
den ay sasagutin ng mga magulang.

Pero kung ang karagdagang taon umano ay ilalagay sa primary at secondary levels,
ang pondo ay dapat manggaling sa gobyerno. Suportado ni Angara, chair ng Senate
Committee on Education, Arts and Culture, ang karagdagang dalawang taon sa basi
c education curriculum. Dapat umanong ipantay sa international norm ang bilang n
g taon na ginugugol ng mga estudyante sa eskuwelahan dahil kabilang ang Pilipina
s sa iilang bansa sa mundo na 10 taon lamang ang basic education. P 271. 6B 2011
EDUCATION BUDGET BIGGEST IN PHILIPPINE HISTORY PNOY By: Ding Cervantes December
09, 2010
CLARK FREEPORT, Pampanga, Philippines President Aquino said here that the P271.6
7 billion education appropriation in the 2011 budget, already passed in the Sena
te, surpasses the education allocations of any of his predecessors. We have commi
tted more resources to primary and secondary education to ensure that the childr
en of the 4.6 million (poorest of the poor) families have schools to go and then
be provided with skills for sustainable livelihood, Aquino said in his speech af
ter leading groundbreaking rites for a P200-million Medical City here last Monda
y. This is the reason why we have increased the education budget in 2011 by 16 pe
rcent or to P271.67 billion, he added. Last Dec. 2, the Senate passed the propose
d budget of P1.6 trillion for 2010. He stressed that no other administration has
spent this much on education.

This, even as the President also said that the 2010 budget as already passed in
the Senate, also provides an 11 percent increase in the budget for state univers
ities and colleges (SUCs), contrary to claims that funds for government tertiary
schools have been slashed lower. Despite the claims of some elements that we hav
e cut the budget for state universities and colleges, we have actually increased
the total appropriations that they will receive by more than 11 percent, the Pre
sident said. Budget already approved by the Senate can confirm this, he added. SUC
s held recently a series of protest rallies directed at the President and Congre
ss over alleged big cuts in state funding for the tertiary education institution
s. At least 87 SUCs held various forms of protests. Even the conservative Philip
pine Association of State Universities and Colleges (PASUC) joined the protest a
ctions. The protesters had quoted the President himself announcing 1.7 percent s
lash of budget for 112 SUCs nationwide. The President was quoted as having said:
We are gradually reducing the subsidy to SUCs to push them toward becoming selfsufficient and financially independent, given their ability to raise their incom
e and to utilize it for their programs and projects. In an interview with the STA
R, Budget Secretary Florencio Abad said we are concerned about SUCs but theres just
too many of them. Just because they are not getting enough does not mean the gove
rnment has already abandoned them. We are in a discussion with the Commission on
Higher as we look at rationalizing SUCs so we can truly have worthy centers of
tertiary excellence, said Abad.

SMARTS SCHOOL CONFERENCE PROMOTES NEW TECHNOLOGIES FOR EDUCATION The Philippine
Star December 16, 2010 MANILA, Philippines - Leading wireless services provider
Smart Communications, Inc. (SMART) recently gathered more than a hundred key off
icials from academic institutions based in Luzon and NCR for the first ever Scho
ols Conference held at the Mandarin Oriental Hotel, Makati City. With the theme S
haping Communities for the Future: Empowering Schools through Mobile Solutions, t
he event was spearheaded by Smarts Community Solutions department, which partnere
d with the academic community to develop breakthrough applications that benefit
both the school administration and thestudent body. One of the conference highli
ghts was the recognition ceremony for partner schools of Smarts Infoboard informa
tion system (Infoboard). A two-way web-based information system that allows scho
ols to send and receive real-time announcements via SMS broadcasts, Infoboard ha
s become a preferred information tool of schools all over the Philippines. Infob
oard facilitates the effective dissemination of relevant updates and information
, and likewise gathers feedback from among members of the school community throu
gh a customized SIM card. The innovation has earned a nomination in the 2009 GSM
A Global Mobile Awards held in Barcelona, Spain. To date, there are more than 20
0 partner campuses across the country that have been distributing to their stude
nts customized SIM cards powered by Smarts Infoboard technology. SMART recognized
several partner schools during the conference based on four Infoboard categorie
s.

1. Highest registered Infoboard users: Arellano University, Malayan Colleges, Ma


pua Institute of Technology, Pamantasan ng Lungsod ng Maynila, Philippine Womens
University, Systems Technology Institute (STI) 2. Highest number of broadcasted
Infoboard messages: Far Eastern University FERN College, Philippine Womens Univer
sity, Polytechnic University of the Philippines 3. Highest Infoboard downloads (
Multimedia content): Batangas State University, Malayan Colleges, University of
Baguio 4. Best practices in the use of Infoboard: University of Baguio, Ateneo D
e Manila University, Our Lady of Fatima University, Mapua Institute of Technolog
y The Schools Conference also featured resource speakers who expounded on how ne
w technologies are impacting education in the Philippines. Professor Michael Tan
, UP dean for College of Social Sciences and Philosophy, spoke about challenges
of educational institutions that are related to social media; UP Open University
chancellor Dr. Grace Javier Alfonso shared the benefits of online learning; Mic
helle Casio of Microsoft Philippines, Inc. presented their groups new innovations
that are specific for schools and educators. Prof. Brad Geiser, co-founder of G
eiser Maclang Marketing Communications, Inc., discussed social medias impact on s
tudents. Representatives from Smart who presented the companys future plans inclu
ded Dr. Rodolfo Alberto Villarica, department head for Network and Platform Serv
ices; Tricia Dizon, department head for Buddy and International Services; Giovan
ni Bacareza, Department Head for Broadband, Internet, and Data Services; Joy Y.
Sanchez,

Department Head for Customer Care; and Direk Carlos Bong Agustin, Media Consultant
for Smart. SPED SEMINAR ON INDIVIDUALIZED EDUCATION PLAN The Philippine Star Ja
nuary 05, 2011
MANILA, Philippines - Patricia Muoz, a fully credentialed special education teach
er in California, will hold a SPED seminar on Preparing an Effective Individuali
zed Education Plan (IEP), a Vital Tool in the SPED Program on Jan. 9. She will a
lso conduct seminars on Implementing an Effective Inclusion Program for Children
with Special Needs on Jan. 16; How to Cope When Your Child or Student is Specia
l, Jan. 23; Utilizing Instructional & Curricular Modifications for Special Needs
Students in an Inclusion Program, Jan. 30; Utilizing Effective Strategies to Se
rve the Needs of Special Chidren, Feb. 6; and Creative Music, a Powerful Therapy
Intervention for Children with Special Needs, Feb. 27. Seminars and classes wil
l be held at Protg SPED Center, Unit F, third floor, 732 N.S. Amoranto St. (former
ly Retiro) near cor. Sto. Domingo Ave, Sta. Mesa Heights, Quezon City, with tel.
nos.: 0918-3588855; 576-0869; 434-6064. Seminar hours are 9 a.m. to 5p.m. Regis
tration starts 8 a.m. Weekday classes on the above modules and Basic Sign Langua
ge may be conducted as per arrangement. Protg offers tutorial lessons, therapy ser
vices, educational assessments and consultancy on setting up special education s
chools and programs.

ONE CHILD POLICY AND EARLY CHILDHOOD EDUCATION IN SOUTH CHINA By: Preciosa S. So
liven January 13, 2011 NANCHANG, Jiangxi, China Flight to Nanchang was delayed s
ince our plane was caught in the snow blizzard from Tibet, a highland province o
f China. Overnight stay in the airport hotel required our getting up at four in
the morning to catch the earliest flight the next morning. Our tight schedule co
uld not dislocate the programs already set by the hosts months ahead with Mr. Jim
my Po, president and board vice chairman of the Chinese Montessori Foundation of
Taipei, a non-profit educational organization. This included the formal inducti
on ceremony of our hosts school into the Chinese Montessori Foundation where loca
l government officials with educators, parents and media people were guests. Par
ent-teacher forum at Nanchang University Planes, train rides and first class hot
el accommodations have been carefully pre-booked months ahead. Our Chinese Sta.
Ana Montessori branch coordinator, Kathy Chua and one of our teacher trainors, C
ecile Azurin accompanied me. Young lady receptionists and teachers would greet u
s Huan ying from an attractive green reception counter with the logo of the Chines
e Montessori Foundation. The pictorial history of Dotoressa Maria Montessori are
displayed on the adjacent walls. A magazine stand with articles for parents and
the bimonthly Chinese Montessori Journals published by the Taipei Montessori As
sociation helped answer the new parents and grandparents questions. Nanchang is fi
lled with historical sights associated with the Communist Party. Before holding
the ECE forum at the Nanchang University, we were toured at the Teng Wang

Pavilion, which features a very huge and elegant ancient architecture with a thr
ee-tiered pagoda tile roof. Our hosts, Mesdames Li Quiong and Ms. Wang are in-ch
arge of the university preschool that would be inducted into the Chinese Montess
ori Foundation then. Branded at first capitalist roader for offering commonsense c
orrective solution to the excesses Deng Xiaoping went on to become Chinas leader.
His economic reform carried his famous remark to get rich is glorious. From the m
id 70s Zhou Enlai (who groomed Deng Xiaoping as his successor) did much to restor
e balance and China found a seat in the United Nations in 1971. The Nanchang Uni
versity hall was filled with educators, students and parents. They were very eag
er to learn the Montessori psychology, which promotes the full potential of chil
dren from birth in contrast to the traditional pedagogy of educating children th
rough memorization. The video presentation of how the Montessori system replicat
ed itself yearly for 45 years producing the new Filipino children from infancy t
o adolescence intrigued them. At the moment China is not inclined to use the sys
tem beyond preschool. Hong Kongs Ralph Yau and Daisy Lau talked about the New Pare
nthood and the New Children. The parents posed several questions on their role in
transforming the home environ to condition their children to love work and orde
r in lieu of mere play. One fifth of humanity Everyone knows that China is the m
ost populous nation on earth. Even a richer country might despair when faced wit
h the necessity to feed, house, clothe and educate one fifth of humanity. The of
ficial figure of the population now stands at 1. 328 billion. Half of the popula
tion is under 21 years of age. Translated in terms of total population of the pl
anet,

almost one person in every four is Chinese. For every 24 hours there are about 3
3,000 additional mouths to feed in China. In one year, Chinas population increase
s more than enough to replace the whole population of vast metropolis of Tokyo o
r New York. Chinas official goal of 1.2 billion by the year 2000 has been surpass
ed. A vigorous campaign has been mounted based on the assumption that if 65 perc
ent of the population under 30 agrees to limit their families to one child the o
bjective can be achieved. Since the mid 50s authorities have encouraged family pl
anning through delayed marriages and distribution of free contraceptives, but th
ese policies were not effectively implemented until the 70s and then mainly in th
e cities. Chinese experts said China could only support a population of 800 mill
ion. This is a major reason for the great emphasis China has placed on birth con
trol. Thus the reward system for parents who raise only one child has guaranteed
income bonus, more health care subsidy, better retirement pension as well as be
ing given priority in housing allocation. Their only child also gets preferentia
l consideration for day care enrollment and even future job allocation. ANALYZIN
G GENERAL EDUCATION By: Isagani Cruz January 20, 2011
According to CHED Memorandum Order 59, series of 1996, general education demands
an interdisciplinary approach which would help the students see the human being
as an integral person living in both a national and a global community. Let me co
ntinue to explain the key words in that sentence through examples.

First, the word human. In the film Patch Adams, the main character (played by Robi
n Williams) protests when a doctor refers to a patient by number rather than by
name. Patients are human beings that have names and personalities. Similarly, te
achers that look at students as mere names in a class list are not doing their j
ob. A good teacher knows every single student, not just by name, but by attitude
and capability. When I observe a class, I have a simple measure for finding out
if a teacher is good or not: a teacher who divides a class into buzz groups by
simply asking everyone to count off is too lazy to sit down and figure out who c
an work best together. Now, the word integral. Students know very well that they c
annot shut off the world when they sit down for a test. Their latest encounter w
ith their classmates or their parents necessarily affects their concentration. O
ne of the problems with so-called standard multiple-item tests is that they assu
me that everybody thinks exactly in the same way at exactly the same pace. A stu
dent, like everybody else, is an integral person, which means that he or she alw
ays thinks with the heart and feels with the brain. The word national appears simp
le, but it is not. Look at newspapers. Last Sunday, only one newspaper (Philippi
ne STAR) thought of putting on its front page the news about 47 people dead beca
use of floods in southern Luzon, the Visayas, and Mindanao. The other newspapers
thought that it was not of national importance, even if the rains affected most
of the country. Other newspapers routinely put things that occur in Metro Manil
a on its front pages (even heavy traffic, for heavens sake!) and ignore major eve
nts happening outside the center of government. General education must make stud
ents aware that the country is much bigger than Metro Manila. The Philippine Lit
erature course (for which I did the syllabus) in the GE

curriculum makes this explicit: The student must have written a term paper of at
least five pages analyzing one literary text written in the language of the regi
on or by someone born in the region where the school is located. It is wrong to a
ssume that Metro Manila writers are superior to writers in other regions just be
cause they live or work in the capital. Literature in Cebuano or Capampangan is
as national as literature written in Tagalog or English. Literature in Tagalog or
English is as regional as literature in Bikol or Ilocano. Finally, the term global.
As early as 1996, it was already clear to CHED that the fate of our country is c
losely tied to the fate of the whole world. We cannot say that climate change, t
he knowledge economy, and the war on terror do not concern us. Like it or not, e
ven if we want to be nationalistic and think only about ourselves, Filipinos are
dying from floods during what should be the dry season, many of our best intell
ectuals are working abroad, and somebody throws a grenade somewhere near us ever
y so often. Students must be made to realize that what we do affects everybody e
lse, and what other people do affects us. Since I wrote the final draft of CMO 5
9, I can tell you where I got that definition of general education. I plagiarize
d it from the description of general education in the old manuals of the Departm
ent of Education, Culture and Sports. Education is education, and its nature, pu
rpose, and outcome have not changed since the time Confucius and Socrates conven
ed what today would be called classes. Recently, the CHED Technical Panel on Gen
eral Education came up with a definition of general education that keeps the sam
e centuries-old concept but uses words more comprehensible to students and teach
ers in the 21st century:

The objective of Philippine education on the tertiary level is the holistic educa
tion of Filipinos who contribute humanely and professionally to the development
of a just and economically-robust society in an environmentally-sustainable worl
d through competent and innovative leadership, as well as productive and respons
ible citizenship. General Education (GE) on the tertiary level addresses the dev
elopment of the human being. Some of the outcomes expected of students finishing
GE are: an appreciation of the human condition, the ability to personally inter
pret human experience, the ability to view the contemporary world from both Phil
ippine and global perspectives, the ability to reflectively and critically disce
rn right and wrong in todays world (beyond compliance to rules, laws, and expecta
tions in traditional culture), the ability to tackle problems methodically and s
cientifically, the ability to appreciate and to contribute to artistic beauty, a
nd the ability to contribute personally and meaningfully to the development of t
he Philippines. TEACHING TIP OF THE WEEK. From South Africa comes this sensible t
ip for veteran college teachers: Take a one-year leave from teaching and work fu
ll-time in a corporation. In this way, you bring current real-world experience i
nto the classroom. AQUINO HAILS USTS HUMANIZING EDUCATION CONTRIBUTION ON THE PHI
LIPPINE WORLD By: Aurea Calica January 27, 2011
MANILA, Philippines - President Aquino hailed yesterday the contribution of the
University of Santo Tomasin providing not just quality but humanizing education in

the country, noting that principles and not just education set UST graduates apart
as they became professionals. The President congratulated UST during the quadri
centennial celebration as keynote speaker during the 10th Biennial Conference of
the International Council of Universities of St. Thomas Aquinas and said qualit
y must be able to develop not only competitive citizens but also people exposed
to the realities of the world. For four centuries, you have upheld the traditions
of excellence and integrity, known to many as the Thomasian spirit, which now r
esides in the hearts and minds of our leaders and professionals, the President sa
id. For four centuries, the University of Santo Tomas has educated the best this
country has to offer. But when we look back at the long list of distinguished in
dividuals this institution has produced, it is not merely education that sets th
em apart, but principles. This university has made it its noble mission to insti
ll Catholic principles to each of its students, while at the same time, giving t
hem a high quality of education, Aquino noted. The President said it was no surpr
ise that among those who served the country at the highest levels presidents, se
nators, Supreme Court chief justices, saints, martyrs, and even artists many are
Thomasians people who have learned to balance their intellect on an unshakable f
oundation of morality. I think this is what Thomasians around the world share in c
ommon the ability to excel in their chosen field and contribute to the welfare,
not just of their country, but of the world, Aquino said.

The President said quality education was a vital tool for national development a
nd social change and this was exemplified by UST and which the government would
want educational institutions to follow. The formation of the human mind requires
a curriculum that is not merely empirical, contingent and relative, but one tha
t is humanizing, Aquino said. He said the Philippines was facing the gargantuan t
ask of rehabilitating itself from years of turmoil, which sparked an attitude of
disillusionment among the Filipino people and many had unwillingly resigned the
mselves to live abroad due to the lack of opportunities here. The duty to give ba
ck to the country is not forgotten, but it is largely overshadowed by the pressu
res of mere survival, he said. The 21st century has brought with it a changing cul
tural, social, and spiritual environment. Thus, Catholic institutions must work
harder to develop in their students the necessary knowledge, attitudes, and skil
ls required not only to produce competitive citizens, but also to expose them to
the realities of the world; and UST has always been an exemplar of what we ask
of our educational institutions. Through your efforts, we are hoping that Filipi
nos across the archipelago can all exhibit the qualities of your graduates, Aquin
o said. The President said the CHED had also started to take action to review an
d fix the higher education systems in the country to make them more efficient. We
remember (national hero Jose) Rizals famous challenge: Where are the youth who wi
ll consecrate their golden hours and enthusiasm for the welfare of the country? A
nd we must hold ourselves to this standard that our national hero has set for us
and act upon

it with vigor and initiative. We should therefore remember that ones financial st
ate is but an instrument for the common good which will then influence ones sense
of satisfaction with life, Aquino said. Aquino assured the daylight is upon us and
we have restored the all-important trust between government, private institution
s, and the Filipino people. Founded in 1611, UST is the oldest university in the
Philippines and the largest Catholic university in the world in terms of student
population located in one campus. UST also enjoys the singular privilege of bei
ng the only pontifical university in Asia. I.T EDUCATION FOR ELEMENTARY STUDENTS
PUSHED By: Christina M. Mendez February 03, 2011
MANILA, Philippines - Sen. Edgardo Angara called on his colleagues in the Senate
to help him in pursuing legislation to integrate computer education into the cu
rriculum of students as early as the elementary level. In our efforts to recover
from lost economic grounds, our people need to be updated on the latest advances
in technology. The youth must be scientifically and technically prepared to ful
ly tap their inner talents and contribute to national development, said Angara, w
ho chairs the Senate committee on education. To demonstrate how backward the cou
ntry has been in terms of information technology, Angara cited the 2009 Global I
.T. Report released by the World Economic Forum in Davos, Switzerland, wherein t
he Philippines has further slipped from its 2008 ranking of 81st in terms of Net
work Readiness to 85th. In 2007, the country ranked 69th.

In a bid to enable the country to keep up with other countries in terms of globa
l technology, Angara has filed Senate Bill 2012 which seeks to promote computer
literacy by including basic computer applications and programs in primary school
s, to produce highly-skilled workers in programming, digitally-aided design, har
dware, networking and software development. SB 2012 will allow the creation of t
he Board of Computer Education, which will assess, supervise and monitor the acc
reditation of schools; provide the curriculum for computeraided logic, math and
science education in the elementary level; and monitor over all performances of
the schools and the students. The bill will promote the Build-Operate-Transfer s
cheme of the program, which will include facilitating the training of teachers o
n computer literacy and maintenance and provide apprenticeships to qualified stu
dents into the facilities maintenance component of their education. This is purs
uant to Republic Act 6957, the act authorizing the private sector to build and o
perate infrastructure facilities and later on transfer ownership to the (local)
government. Finally, the bill will put in place a voucher system for specialized
computer education in 19 of the poorest provinces of the country. Under this pr
ovision, qualified students who completed secondary school will be allowed to ta
ke competitive aptitude tests. Upon passing the test, they can avail of vouchers
from the partner agency or through the local unit of the Board to enroll in a c
omputer school of their choice. This bill is intended to prepare the Filipino you
th to meet the technological challenges of the new century, Angara said.

INNOVATION, TECHNOLOGY KEYS IN WORLD CLASS EDUCATION The Philippine Star Februar
y 10, 2011
MANILA, Philippines - Educating children in the new millennium poses new challen
ges. We now live in an increasingly diverse, globalized, and complex society, re
quiring each of us to keep pace with rapid technological advancements. Thus, the
need for an educational institution that equips students with the necessary kno
wledge and skills and develops them to become globally competitive achievers is
paramount. Established 25 years ago, TRACE College provides world-class educatio
n from preschool and grade school to high school and college, featuring an advan
ced curriculum, outstanding teachers, and state-of-the-art facilities. All of th
ese aspects enable students in the Los Baos-based school to discover their potent
ials, aim for their goals, and achieve success in their chosen career. Here are
some of what TRACE offers: The TRACE System of Education, a comprehensive and ho
listic system benchmarked among top educational institutions in the world Compre
hensive and intensified training in Math, Science and English across all levels.
Chinese and Japanese language lessons to boost childrens linguistic skills and d
evelop a greater appreciation for multi-cultural diversity. Recreational to comp
etitive sports, an innovative sports development program cultivating discipline
and values. State-of-the-art facilities, the only school in the Philippines that
has two virtual laboratories equipped with an emergency care simulator and a ba
by simulator, which

mimic the actual responses of a real human being to clinical intervention and dr
ug administration.
OBAMA PROMOTES JOBS BY WAY OF EDUCATION The Philippine Star February 19, 2011
WASHINGTON (AP) President Barack Obama says better education in math and science
is critical to pushing the US forward in the global competition for innovation
and jobs, and he wants the private sector to get involved in making it happen. O
bama recorded his weekly radio and Internet address during a visit this week to
Intel Corp. outside of Portland, Ore. He praised the company Saturday for making
a 10-year, $200 million commitment to promote math and science education and he
ld it up as an example of how corporate America can make money at the same time
it builds the country. "Companies like Intel are proving that we can compete tha
t instead of just being a nation that buys what s made overseas, we can make thi
ngs in America and sell them around the globe," Obama said. "Winning this compet
ition depends on the ingenuity and creativity of our private sector. But it s al
so going to depend on what we do as a nation to make America the best place on e
arth to do business." Obama s West Coast swing, which also included a dinner wit
h big names in California s Silicon Valley including Apple s Steve Jobs and Face
book s Mark Zuckerberg, was part of his push to promote a budget proposal that i
ncreases spending in targeted areas like education, research and development and
high-speed Internet, while cutting in other

areas. Republicans newly in control of the House are pushing much deeper cuts an
d resisting new spending. The GOP is also taking Obama to task for avoiding sign
ificant changes to the biggest budget busters: Social Security, Medicare and Med
icaid. In the
Republicans weekly radio address, Rep. Tom Price, R-Ga., trumpeted the GOP s pu
sh to cut $60 billion from the current fiscal year budget and promised a 2012 bu
dget proposal that, unlike Obama s, offers "real entitlement reform." "Our refor
ms will focus both on saving these programs for current and future generations o
f Americans and on getting our debt under control and our economy growing," Pric
e said. "By taking critical steps forward now, we can fulfill the mission of hea
lth and retirement security for all Americans without making changes for those i
n or near retirement." THE RH BILL AND EDUCATION By: Eladio Dioko February 24, 2
011
In the midst of the controversy on RH bill, one congressman has come out with a
statement that this proposed measure is not necessary since population managemen
t has long been a government policy. We are referring to Congressman Karlo Alexe
i Nograles of Davao City who is one of the sensible legislators who oppose the e
nactment of this anti-life bill. Indeed, why craft a law that would divide the n
ation and arm-twist a people to control birth? Condom, which is the popular mean
s of controlling birth, would be freely distributed by government health workers
because huge funds would the earmarked for the purpose

once the bill is passed. In fact, this year, even with the bill still pending en
actment, the government is setting aside hold your breath P3 billion for informa
tion campaign on contraceptive use. In its premise the RH initiative purports to
encourage the use of natural and artificial means of birth control. Yet there a
re provisions which mandate the government to shell out millions of pesos for bu
ying anti-pregnancy materials for distribution to the general public. Once passe
d, this legislation would therefore abet the use of artificial means of spacing
birth, a position the Catholic Church vehemently opposes. The reason is by now c
lear to most Filipinos who have followed this issue: Using contraceptives aborts
life in the mothers womb. Its murder pure and simple. If this is encouraged by th
e state, wheres the constitutional declaration that we are imploring the aid of Al
mighty God in governing this country? There is no question on the need to control
population growth. But the answer, like the answer to almost all of our social
problems, lies in education, general education including an expertly managed sex
education. Raise the level of the educational attainment of the 92 million Fili
pinos and population growth tapers off. But leave tens of millions of these unde
r the scratch and dig state they now endure and babies would continue to tumble ou
t by the dozen from many households. The trouble is there is no money for educat
ion. True, we have a compulsory basic education. But how many manage to finish h
igh school? Not even half of the school age youth. This means that only about 50
percent of Filipinos are functionally literate. Yet even this state is not yet
a guarantee for gainful employment because in todays world a higher level of scho
oling is a must. Hence, theres a huge mass of poverty stricken warm

bodies whose urgent concern is survival and to whom family planning is a meaning
less thing. If only we have a no-nonsense anti-poverty program. If only we can b
etter educate our people there would be no need to spend billions for birth cont
rol. But theres no money for education, for good education, that is. For years we
have run our school system on a puwede na mentality puwede na even if one classroo
m is used by two or three classes, puwede na even if only one textbook is availa
ble for three or four students, puwede na even if many high schools are manned b
y casual teachers, puwede na even if mere pictures of equipment are used in scienc
e classes, etc. The irony is that theres money for other less critical purposes.
Pork for legislators, to name one, gets billions from the national coffer. Super
fluous infrastructures, to name another, drain the same coffer of more billions.
And of course, corruption has leeched this nation into its current anemic state
. Education? Its the boast of politicians that this program gets the lions share o
f the budget, but this happens because it has the most number of personnel. The
bitter truth, however, is that only a meager 15 to 16 percent of our GNP is shel
led out for education. Compared to other Asian countries, most of which spend 20
to 25 percent of their budget for education, we are the miser in this regard. O
ur failure to spend enough for our school system could be the reason why we have
remained the economic poor boy of Asia. Years were when we were the envy in thi
s part of the world for education and progress. But we must have been asleep (li
ke Rip Van Winkle?) all these years because many of our neighbors like Indonesia
, Vietnam, India and others, which used to be in the backwaters of development,
are now looking down at us.

What will wake us up? Education, of course, because education is the engine of g
rowth and development. But as long as we treat our schooling system like decrepi
t barangay schools we will remain half awake and problems such as poverty and it
s companion goblin of high population growth rate will always haunt us.
AUTISM EDUCATION IN PHILIPPINE SCHOOL GOES HI-TECH By: Tam Noda March 04, 2011
MANILA, Philippines Globe Telecom and the Autism Society of the Philippines (ASP
) are bringing in both technology and training to support the special education
of public school children diagnosed with autismspectrum disorder (ASD). The two
organizations signed a memorandum of agreement with the Department of Education
today to push for the undertaking in the countrys public schools. Held at DepEds m
ain office in Ortigas Center in Pasig City, the signing was represented by Yolan
da Quijano (DepEds undersecretary for programs and projects), Jeffrey Tarayao (he
ad of corporate social responsibility of Globe); and Erlinda Koe (chairman emeri
tus of ASP). Under the agreement, two public schools in Metro Manila were chosen
as pilot test centers, tapping the use of information and communications techno
logy (ICT) for education of children with special needs. Globe and ASP have chos
en P. Gomez Elementary School in Sta. Cruz Manila and P. Villanueva Elementary S
chool in Pasay City. The schools will receive free one-year

Internet connectivity from Globe, while ASP will provide visual-learning softwar
e and some related training for teachers and parents. Cristina Estampador, board
of trustees of ASP, identified the visual software as Vizzle, a visual learning
software introduced in 2007 and is now being used
for special education abroad. Autistics are visual-thinkers and they are very spe
cific about things, they have fixations and Vizzle would be a very good help, she
said. Estampador said teachers can also incorporate speech lessons using Vizzle
. It can also be used for teaching deaf students. One can also modify the lessons
in Vizzle according to Pinoy culture, such as our very own balarila which goes li
ke Lanie, Lenny and Bantay, and many more, she added. Tarayao said Globe is closel
y working with DepEd, and is now completing the connectivity. What technology can
do is make people inclusive in society. We hope that this will be the start and
that others will follow as well, he cited. According to ASP, there are about one
million people diagnosed with ASDs in the Philippines and 45 certified pediatric
ians for this. Studies show that one percent of the work population in the world
has autism and thats why there are still a lot of people with ASDs are left undiag
nosed or hidden from society, Koe said

LGUS SCHOOLS EDUCATION ADVOCATES TARGET ZERO DROPOUT IN PUBLIC SCHOOLS The Philip
pines Star March 10, 2010
MANILA,
Philippines
Mayors
and
top
level
local
government
officials, school administrators, and other education advocates who attended Syn
ergeia Foundations 8th National Education Summit have committed to hammer down to
zero the dropout rates in public schools in their localities. Synergeia trustee
Washington Sycip encouraged the participants to focus on the reduction of dropo
ut rates and not just improving public schoolchildrens performance. He said good
education would lift families across the country from poverty, as well as ensure
that democracy would work. When people are hungry, they sell their votes. Only w
hen poverty is reduced will democracy really work in this country, Sycip said. Ov
er a hundred top level representatives (mayors, vice-mayors and other LGU offici
als) from almost 50 municipalities from Cagayan Province to the Autonomous Regio
n for Muslim Mindanao attended the Summit. One provincial governor, Sarangani Go
v. Miguel Rene Dominguez, headed the provinces contingent. There were also 114 ed
ucators from the Department of Education like teachers, principals, supervisors,
and superintendents who supported the new target, as well as education advocate
s from the corporate sector like Metrobank Foundation and Team Energy.

Synergeia president and CEO Milwida Guevara said efforts to reduce dropout rates
would complement measures to improve students achievement tests through training
s for teachers, administrators, and parents as well as getting community support
. During the workshop sessions, participants agreed that supporting the DepEds Al
ternative Learning System (ALS) that targets out-of-school youth is the countrys
hope for bringing children back to school. In ARMM where the USAIDfunded Education Quality and Access to Learning and Livelihood Skills Project in
vested heavily on hiring instructors specifically for out-of-school youth, the A
LS program has started to bring children back to school. The 8th National Educat
ion Summit was organized with the assistance of the DepEd, DILG, USAID, World Ba
nk, Ford Foundation and Ateneo de Manila University. It was held last Feb. 18-19
, at the Ateneo Professional Schools in Makati City.
NEW CURRICULUM TO IMPROVE MATH SCIENCE EDUCATION The Philippines Star March 17,
2011
MANILA, Philippines - Why has science and mathematics education in the Philippin
es deteriorated? According to a University of the Philippines (UP) expert, this
is because local education persisted in using an obsolete discipline-based curri
culum in math and science (which is mostly by rote and without much inquiry and
high level of thinking) already rejected as early as 1993 by the UNESCO (United
Nations Educational, Scientific and Cultural Organization).

Dr. Merle Tan, UP NISMED (National Institute for Science and Mathematics Educati
on Development) director, said the present math and science curriculum has produ
ced questionable results in the performance of students in the yearly achievemen
t tests which are below those in other countries. Also, Tan said, the present cu
rriculum does not consider the high drop-out rate in local education and is not
responsive to the needs of students who might leave school at a particular grade
level. There seems to be a serious gap between science and mathematics education
as it is practiced and the science and math education knowledge and skills need
ed for day-to-day living, she said, citing a 2007 UP NISMED study as basis for he
r observation. Tan said a review of the math and science curricula in elementary
and high school showed that topics are compartmentalized, inquiry is not encour
aged, contents are overcrowded, concepts are by rote, and topics are repetitive.
She said students in other countries are performing better because: concepts ar
e dealt with in more depth, ideas and skills are introduced with increasing leve
ls of complexity and in real-life situation, and connections across topics and d
isciplines and development of scientific literacy are emphasized. Tan, in a spee
ch before the 170th general assembly of the Foundation for Upgrading the Standar
d of Education, Inc. (FUSE), proposed to replace the curriculum with spiralling
and integrated one which has long been adopted by other countries outperforming
the Philippines in assessment tests. She said the spiralling and integrated curr
iculum will: avoid major disjunctions between stages of schooling, provide the b
asis for continuity and consistency in basic education,

allow students to learn appropriate to their developmental and cognitive stages,


show the interrelatedness of the topics with each and their connections across
topics, strengthen retention and mastery of topics and skills, and benchmark Fil
ipino students with their foreign counterparts. In this world increasingly shaped
by science and technology, they will not be alienated from the society where th
ey live , they will not be overwhelmed and demoralized by change, and they can m
ake political, environment, and ethical choices in the face of issues confrontin
g us all, Tan quoted UNESCO
BETTER EDUCATION FOR A BETTER COMMUNITY By: Donnabelle Gatdula March 21, 2011 MA
NILA, Philippines - Massive poverty remains a primary concern in the Philippines
where more than 23 million Filipinos are still living below the poverty line. B
ecause of poverty, many children do not even have the chance of getting into sch
ool. Some children even have to work at an early age to eke out a meager income
to help in their familys needs. While the government is doing its part in providi
ng free elementary
and secondary education, other costs such as school supplies, food and transport
ation allowances, uniforms and projects bore a heavy load on impoverished famili
es whose main concern is to at least eat a decent meal three times a day. As a g
ood corporate citizen, oil player Flying V has expanded its corporate social res
ponsibility (CSR) program through its foundation, the Academe Foundation Inc. wh
ich provides scholarship grants to poor but deserving students.

Since its inception in 1999, the Academe Foundation has granted more than 1,200
scholarships to underprivileged children nationwide from grade school to college
. Aside from its scholarship program, the Academe Foundation operates five learn
ing centers nationwide that provide free values formation classes to indigent ch
ildren between three and six years old. These Learning Centers has benefitted 87
1 children and is operating at five locations, namely: Taal, Batangas; Barangays
Poro and Canaoay in San Fernando, La Union; Marahan West in Davao City and in B
arangay Pinugas in Baras, Rizal. Through our learning center program we are able
to teach Filipino values to children as young as 2 to six years old. In our lear
ning centers we give indigent children the opportunity to thrive in an environme
nt where learning is fun and exciting. They are also taught essential basic skil
ls to prepare them for formal school, Natasha Reyes, the foundations executive dir
ector said. The learning centers are fully operated by the Academe Foundation. H
owever, the Foundation partners with local government units and the Department o
f Education to provide the learning structure and ensure a conducive learning en
vironment for the children. We do not charge any tuition fees in whatever form or
kind and all materials and equipment, including books and school supplies are f
ree, Reyes said. Through this program, Flying V hope to help these children lead
better lives by teaching them not only skills but more importantly, values which
will help shape them as responsible adults. We will soon be opening our doors in
Morong Rizal and in Porac Pampanga. Our Scholarship Program, on the other hand,
has benefitted more than 1,000 children

nationwide and will be granting an additional 35 scholarships for the coming sch
ool year to underprivileged but deserving College students, Reyes said. Through t
he foundations scholarship program, qualified youths were taken off the streets i
nto classrooms for a chance at a brighter future. Such an opportunity has been g
iven to the transport sector through scholarship grants and employment opportuni
ties for children of jeepney drivers. The coverage of the scholarship program in
clude assistance for tuition, books, school supplies, uniforms, and other allowan
ces which they need to finish tertiary education at a college or university and
course of their choice, Reyes said. The application process for the scholarship
program begins when a certain group or sector of society has been identified as
beneficiaries. The would-be beneficiaries are admitted in the scholarship progra
m based on their scholastic standing and their familys financial condition.

196 Tabigo St., Brgy. Commonwealth, Manggahan, Quezon City Mobile# 09289520553/0
9174403487/09306463927 E-mail: mrsnry_aguinaldo@yahoo.com/ aguinaldo.emersonray@
gmail.com
EMERSON RAY RODRIGUEZ AGUINALDO
PERSONAL INFORMATION
Age: Sex: Birthdate: Birthplace: Name of Father: Occupation: Name of Mother: Occ
upation: 25 yrs. old Male October 14, 1985 Quezon City Edwin Arn L. Aguinaldo Dr
iver Rosalia R. Aguinaldo Housewife
EDUCATION
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Bachelor in Business Teacher Education
Major in Business Technology Minor in Technology and Livelihood Education 2011 Te
rtiary 2002 Secondary 1998 Primary
COMMONWEALTH H IGH SCH OOL COMMONWEALTH ELEMENTARY SCH OOL
PROFESSIONAL EXPERIENCE
DEPARTMENT OF ENVIRONMENT AND NATURAL RESOURCES. Visayas Avenue, Diliman Quezon
City.


Administrative Staff (Summer Job April 01- June 15, 2009) Office Practicum (Stud
ent Trainee November 2008- March 2009)
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Commonwealth, Quezon City Campus Stude
nt Assistant (June- October 2008) GOKING MERCHANDISING. Ever Gotesco Commonwealt
h Merchandiser 2006 NETWORK FASHION INC. Robinsons Galleria Edsa Ortigas Salescle
rk 2005
AWARDS RECEIVED
Certificate of Completion Office Practicum Department of Environment and Natural Res
ources Quezon City March 17, 2009 Certificate of Appreciation Choral Festival 200
8 New Era University Hall May 30, 2008 Certificate of Appreciation Volunteer Teacher
/ Para Teacher Summer Kindergarten Program New Era University May 28, 2007
SEMINARS ATTENDED
OJT Dialogue Forum: Keys towards Office Professionalism PUPQC Multi- Purpose Hall
March 5, 2011 PUPQC: Building and Strengthening a Learning Community Eurotel North
Edsa, Quezon City March 26, 2011 Technology the Application of Arts and Science
in Production and Rendering Services Future Business Teacher Organization Februar
y 05, 2010 Current Trends and Issues in Basic Education and Magna Carta for Publi
c School Teachers

Future Business Teacher Organization February 15, 2010 Environmental Management:


A Social Responsibility PUPQC Audio Visual Room October 8, 2010 Enhancing Teaching
Skills towards Professionalism PUPQC Multi- Purpose Hall October 20, 2010 May The
y Be One Im Not Ashamed of the Gospel An Ecumenical Bible Forum Organizer Chairman
of the Documentation Committee January 29, 2009 Human Rights Forum, Dangal at Ka
tarungan Para sa Lahat: May K Ako! Organizer Chairman of the Documentation Committ
ee December 11, 2008 Empowering the Youth towards A Sustainable Environment NSTP-C
WTS February 26, 2008 Proper Decorum, Office Procedures, Personality Development
and Personal Hygiene PUP Quezon City Campus July 22, 2008 Maximizing Students Empl
oyability JobStreet.com Career Congress August 29, 2008 Functional Literacy: To Li
ve and Love Well in a Healthy Philippines Future Business Teacher Organization De
cember 11, 2007
REFERENCES
Dr. Lily G. Mendoza Professor, Polytechnic University of the Philippines Quezon
City, Campus. 4289144 Prof. Artemus G. Cruz Head, Guidance and Counseling Office
Polytechnic University of the Philippines Quezon City, Campus. 9527817-18 Eng.
Ramon F. Manga Professor, New Era University Technical Trainer FUJIXEROX Philipp
ines 3798159

PHOTOGRAPH COLLECTION

DAILY TIME RECORD


MONTH OF NOVEMBER DAY 8 9 10 11 15 17 18 22 30 TIME IN/OUT A.M 7:30 1:30 10:30 1
:30 9:00 12: 00 7:30 1:30 10:30 1:30 9:00 12: 00 7:30 1:30 TIME IN/OUT P.M 2:00
5:00 2:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00 TOTAL HOURS 9 3 6 3 9 6 3 6 3 48
2:00 5:00

MONTH OF DECEMBER DAY 1 2 6 7 8 9 13 14 15 16 TIME IN/OUT A.M 10:30 1:30 9:00 12


: 00 7:30 1:30 10:30 1:30 9:00 12: 00 7:30 1:30 10:30 1:30 9:00 12: 00 TIME IN/
UT P.M 2:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00
AL HOURS 6 3 9 3 6 3 9 3 6 3 51

MONTH OF JANUARY DAY 3 4 5 6 10 11 12 13 17 18 19 20 25 26 27 31 TIME IN/OUT A.M


7:30 1:30 10:30 1:30 9:00 12: 00 7:30 1:30 10:30 1:30 9:00 12: 00 7:30 1:30
30 1:30 9:00 12: 00 10:30 1:30 9:00 12: 00 7:30 1:30 TIME IN/OUT P.M 2:00 5:00
:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00 2:00 5
:00 5:00 2:00 5:00 2:00 5:00 TOTAL HOURS 9 3 6 3 9 3 6 3 9 3 6 3 3 6 3 9 84 TOTA
L HOURS 3 6 3 9 3 6 9 3 6 6 9 3 6 6 9 87

MONTH OF FEBRUARY DAY 1 2 3 7 8 9 14 15 16 17 21 22 23 24 28 TIME IN/OUT A.M 10:


30 1:30 9:00 12: 00 7:30 1:30 10:30 1:30 7:30 1:30 10:30 1:30 7:30 1:30 7:30
0 10:30 1:30 7:30 1:30 7:30 1:30 TIME IN/OUT P.M 2:00 5:00 2:00 5:00 2:00 5:00
:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00 9:00 12: 00 2:00 5:00 2:00
2:00 5:00 9:00 12: 00 2:00 5:00

MONTH OF MARCH DAY 1 2 3 4 7 8 9 10 15 16 TIME IN/OUT A.M 10:30 1:30 9:00 12: 00
11:00 1:00 7:30 1:30 10:30 1:30 9:00 12: 00 11:00 1:00 TIME IN/OUT P.M 2:00 5:
0 2:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00 2:00 5:00 TOTAL
URS 3 6 3 6 9 3 6 3 6 3 48
MONTHLY COMPUTATION MONTHS November December January February March NO. OF DAYS
9 10 16 15 10 60 TOTAL HOURS 48 51 84 87 48 318
Prepared by: ______________________ Emerson Ray R. Aguinaldo PRACTICE TEACHER No
ted by: COORDINATING TEACHER ____________________ Prof. Marilyn F. Isip ________
________________ Prof. Cleotilde B. Servigon
_____________________ Prof. Rosalinda R. Madelo
________________________ Prof. Doris B. Gatan

STUDENT TEACHING SCHEDULE


MONDAY
7:30 - 10:30 10:30 - 1:30 2:00 5:00 Office Practicum ( BBTE 2-1 ) Keyboarding 2
( DOMT 1-1 ) Bookkeeping 2 ( DOMT 1-1 )
TUESDAY
2:00 5:00 Software Packages ( BSEM 1-2 )
WEDNESDAY
11: 00 2:00 2:00 5: 00 Heograpiya Kasaysayan ng Pilipinas (BSBA-HRDM 2-N) Intro.
To Word Processing and Presentation with Laboratory (BBTE 1-1)
THURSDAY
9:00 12:00 Applications of Marketing
SATURDAY
10:30 1:30 Student Teaching Class

EVALUATION FORMS