Estante, Daryl Cloyd T.

December 2, 2020
BSE-3A English
ProfEd 312
The Teacher and the Community, School Culture and Organizational Leadership
Activity no. 5 | CHAPTER 5
1. Based on the top ten global issues and the 17 SDGs, choose one global issue/
SDG and give suggestions on what schools must do to address the issue.

Based on the top ten global issues and the 17 SDGs, I choose Climate Change,
since it is the top among the global issues faced by the world. This issue was
categorized under environmental prolem this adversely affects the global community.
The solutions to this global issues generally require cooperation among nations. Since
we all concerned about the health of our planet, therefore we all have the opportunity to
save the future. In Education, schools play a vital role in helping the next generation to
learn to live sustainably. Here are what can school can do to address the Climate
Change:
1. Redefine healthy eating
Encourage students to go vegetarian for the day. If they are already vegetarian,
invite them to cut out eggs and dairy. Teach dietary health through a climate justice
lens. As a school, make Monday a meat-free canteen day. Invite parent contributions to
a vegetarian school community cookbook. Start a kitchen garden program.
2. Reconsider the cost of convenience
Encourage students to come to school using more sustainable transportation.
Develop students’ ethical understanding and empathy by exploring ‘the true cost’ of our
other everyday choices. As a school, actively promote a weekly walk or ride campaign.
Support a carpooling initiative for parents. Make budget decisions based on the ‘true
cost of things’.
3. Get informed
As a class, choose a climate-related topic and watch (or read) something to get
more informed. Along with climate science, there are historical, political, personal,
economic, psychological and spiritual questions which are just as important – and
fascinating – to explore. Set viewing tasks as homework to encourage families to learn
more together. Investigate media representations of climate issues to develop students’
critical literacy and persuasive writing skills. As a school, host evening screenings for
the community.
4. Combat consumerism
Create a thanksgiving ritual for students to share: what or who you are grateful for
this week? If it’s a person, let them know. Have very young children give thanks for a
favourite toy of the moment and then briefly swap toys to share the love with a friend.
As a school, initiate collaborative art installations in public spaces to encourage
community participation in weekly thanksgiving rituals.
5. Connect
 Make your classroom a place where feelings matter. Use a guided meditation to
support students to connect with their embodied emotions. Have them go outside and
'feel the earth’ Create a space for sharing feelings. Have very young children share a
rose (something positive), a thorn (something painful) or a banana peel (something
funny). As a school, consider creating spaces for the community to feel and express
collective grief, fear, and anger about our dying world.
6. Build community
Empower students to see that they can inspire change in others simply by sharing
their own enthusiasm. Get them to talk about it, blog about it, take a selfie, make a
movie, post to socials, send a text. Use the example of youth climate activism to teach
about civic responsibility and contemporary civil rights. As a school, create a 7 ways
social media space where families and classes can share their stories. Join a
community climate art project. Run a school-wide campaign to declare a climate
emergency.
7. Take your time
Have students take some time each Sunday to slow down, reflect and plan. What
have you learned? How are you feeling? What’s changing? What will you do in the
week ahead? Have them record their reflections in a journal (eg, blog, photo-essay,
video journal, etc) As a school, encourage families to reflect and plan together. Set less
homework. Review the curriculum with a view to slowing down.

Throught this, we can promote the SDG NO. 15 which is to "Protect, restore amd
promote sustainable use of terrestrial ecosystems, sustainably manage forest,
combat deforestration, and half and reverse and degredation and half of
biodiversity loss."

Reference:

Forgasz, R. (2020, November). MONASH University. 7 ways teachers and school can
support student action on climate change.
Retrieved from: www.monash.edu/education/teachspace/articles/7-ways-teachers-and-
schools-can-support-student-action-on-climate-change
2. What moves has the Philippine government taken to ensure equitable access
to education for all its citizens?

Filipinos have deep regard to for education. Education occupies a central place in
Philippine political, economic social and cultural life. It has always been strongly viewed
as a pillar of national development and a primary avenue for social and economic
mobility. That is why the Philippine government really work hard to ensure equitable
access to education for all its citizens. Here are those:

√ The Governance of Basic Education Act of 2001 (Republic Act 9155) provides the
legal basis for the decentralization of basic education management and governance to
the level closest to the learners – the school and community. The DepEd started the
adoption of policy on Principal Empowerment in mid-1990s when some of the
administrative and instructional supervision functions of the divisions were delegated to
school heads. The said reform produced improved learning outcomes in several schools
as a result of delegating some decision-making functions to the principals. However,
this development was short-lived and not sustained in some schools. When the
empowered school heads were assigned to other areas, the capabilities of the entire
school system had not yet been fully developed, thus it had not been able to sustain
whatever improvements started.

√ Projects were also implemented to build the capacities of the different levels,
particularly the schools and the division offices. DepEd implemented the Third
Elementary Education Project (TEEP) and the Secondary Education Development
and Improvement Project. Both projects were financed through loans from the World
Bank, Asian Development Bank (ADB) and the Japan Bank of International Cooperation
(JBIC). These projects covered the identified poorest provinces nationwide under the
government’s Social Reform Agenda. Specific support provided to the schools and
divisions under the two projects were for the implementation of school-based
management (i.e., training on the preparation and implementation of a school
Improvement plan, resource mobilization and management) and putting in place a
decentralized basic education management system at the division level. The projects
also supported initiatives to build the capacity of the division office in strategic planning,
monitoring and evaluation and financial management.

√ The support of the Third Elementary Education Project (TEEP), Secondary

Education Development and Improvement Project and Basic Education
Assistance for Mindanao (BEAM) aim to develop and strengthen the capacity of the
regional offices as the “inspectorates” of the entire DepEd system. It paved the way for
the application of School-Based Management in a number of schools nationwide as well
as the strengthening of basic education management systems in selected divisions. But
full decentralization has yet to effect. Systemic approach is called for so that the whole
DepEd, including the regional and central offices will be supportive of the reform.
Currently, the capacity of the entire DepEd system to support full decentralization is
perceived to be weak as it still lacks human, material and financial resources to push
the implementation of School-Based Management on a larger scale and eventually
cover all public schools nationwide. Right now, the challenge is how to expand the EFA
networks at the sub-national and local levels.

√ In terms of financing EFA, worth noting is the substantial contributions of other basic
education stakeholders in implementing various basic education
programs/projects/initiatives. The Special Education Fund of the LGUs and the
resources of the private sector through the Adopt-A-School Program are making a
difference in terms of improving learning outcomes in selected schools. However, there
is still much to be desired in the appropriate use of resources, particularly the Special
Education Fund as a big portion is allocated to fund non-academic activities.

√ Early Childhood Education - The increasing gross enrolment rate in early childhood
education programs by both public and private schools in recent years can be attributed
to the implementation of the Early Childhood Care and Development Act or
Republic Act No. 8980. Signed on December 5, 2000, the law is considered a
landmark in the country’s education history as it provides the national policy that
institutionalizes an integrated and comprehensive system of early childhood care and
development. It also serves as the blueprint for the country’s entire program for children
0 to 6 years old. The policy takes on a holistic approach to bring about optimum
development of children through convergence of health, nutrition, psychosocial
stimulation and early education programs and services aimed at giving children good
health and nutrition, appropriate early education, love and protection from harm at
home, center and in the school. The law also mandates the establishment of
coordinating mechanisms at the national and local levels to ensure sustained multi-
sectoral collaboration. This is a significant shift from the earlier piecemeal or fragmented
delivery of ECCD services.

√ Formal Basic Education is the hierarchically structured, chronologically graded

'education system', running from primary school through the university and including, in
addition to general academic studies, a variety of specialized programs and institutions
for full-time technical and professional training. To increase access to quality, relevant
and efficient formal primary education, the country has introduced and implemented
innovations and reforms in the curriculum, testing and assessment, teacher
development, school improvement and alternative delivery modes. K-12 and tertiary
education from colleges are characterized as formal education.
√ Alternative Learning Systems - The Medium Term Philippine Development Plan
2001-2004 guided the implementation of alternative learning systems in the country to
allow flexible entry of learners in both formal and non-formal/informal streams of basic
education and ensure their upward social mobility. More importantly, it is expected to
demonstrate the social and economic viability of non-school-based learning channels.

√ In 2004, DepEd’s Bureau of Non-formal Education (BNFE) was renamed as Bureau

of Alternative Learning System (BALS) by virtue of Executive Order No. 356. This is
to respond to the need of a more systematic and flexible approach in reaching all types
of learners outside the formal school system. As such, it carries a redefined mandate
which strengthens the bureau’s function to ensure that all learning needs of
marginalized learners are addressed for them to function effectively as citizens. The
BALS then shall be regarded as an equal partner of the formal system in the delivery of
basic education. Some of the projects initiated include Indigenous Peoples Education
Program, Balik-Paaralan Para Sa Out-of-School Adult, Family Basic Literacy
Program, and Mobile Literacy Program. The priority areas are determined based on
the following information: (i) school data showing schools at risk based on dropout
rates, participation rates and retention rates; (2) 500 Strong Republic Schools of
barangays identified by the Office of the President; and (3) 5th and 6th class
municipalities surveyed by the DILG.
√ For ALS, DepEd considers as initial gains the establishment of the Alternative
Learning System Service Provider Accreditation System by BALS and the Non-
Formal Education Accreditation and Equivalency System which is a program that
enables those who got an elementary education level equivalency after taking the test
to be mainstreamed back in formal schools or to continue to a higher level program
under the alternative learning system. Those who got secondary education level
equivalency are either proceeding to higher education or to any technical-vocational
schools provided that they pass the entrance examination.
√ Lifelong Learning - Lifelong learning is a learning progression beginning at birth and
ending only with death which encompasses both the formal and alternative learning
systems. Together with the UNESCO advocated concept of life skills, the Philippine
notion of functional literacy now approximates the idea of “real life literacy.” Lifelong
learning in the Philippines is directly linked with the EFA goals by way of the new
concept of Quality of Education-Anchored on Functionality. Specifically, among the
proposed activities of the Philippine EFA 2015 Plan is the future assessment for quality
assurance of basic education anchored on the concept of functionality.
√ Medium-Term Philippine Development Plan (MTPDP) - The MTPDP (2004-2010) is
the country’s blueprint for growth and development and for breaking the vicious cycle of
poverty. It consists of five parts with Part IV focusing on Education and Youth. Specific
targets were identified to improve the efficiency of the basic education system and
enhance teaching-learning processes and skills for competitiveness. The targets were:
a) to establish an elementary school in every barangay; b) expand access to secondary
level, particularly for hard-to-reach populations; and c) improve the school holding
capacity and quality of education.
√ Millennium Development Goals - The Philippines, along with 191 member states of
the United Nations, signed the Millennium Declaration in September 2000. It made
commitments to pursue eight time-bound and specific targets under the Declaration,
which in general, aim to reduce poverty by half in 2015 (22.65 percent proportion of the
population below poverty incidence and 12.15 percent below subsistence incidence by
2015). With the adoption of the Declaration, the Philippines as a member state likewise
affirmed its commitment to the Millennium Development Goals geared towards reducing
poverty, hunger, diseases, illiteracy, environmental degradation and discrimination
against women.
√ Education for All - Anchored on the Dakar Framework for Action on EFA and
following the heels of the Philippine EFA 2000 Plan, the country came up with the
Philippine EFA 2015 National Action Plan. Like what the MTPDP does to the economy,
the current EFA is the overarching framework for basic education. It was guided by a
review of previous studies, similar undertakings and a series of consultations with
various stakeholders. Technical Working Groups, each covering a major area of
concern such as: Early Childhood Care and Development; Formal Education;
Alternative Learning System; Governance; and Financing were formed to help in the
crafting of the EFA 2015 Plan. The EFA 2015 Plan emphasizes the need to provide
basic education for all and add a dimension to what has been thus far almost
exclusively school-based education.
√ Overall EFA Goal - The Philippines missed most of its key EFA 2005 targets as
improvements have been very minimal. Some indicators even suffered regression. For
instance, the net enrolment rate in the elementary sector was already at a high 96.77
percent in 2000 but fell to 90.10 percent the following year and further decreased to
84.44 percent in 2005 which is way off the target of 92.19. Drop out rate has been
increasing despite efforts to expand early childhood education programs, thus there are
now more students unable to complete the full 10 years of basic education. The
Philippine Midterm Progress Report on the Millennium Development Goals remarked
that the country is lagging behind the targets of achieving access to primary education
as measured by net enrolment rate, cohort survival rate and completion rate.
√ The Philippine EFA 2015 Plan - aims to provide basic competencies for everyone to
achieve higher functional literacy by all in 2015. To measure the country’s overall
performance in basic education, the government through the National Statistics Office
(NSO) periodically administers the Functional Literacy, Education and Mass Media
Survey (FLEMMS). The FLEMMS is a national survey that gathers information on basic
and functional literacy, the educational skills and qualifications and exposure of the
population to mass media. The survey is conducted to complement the existing school
data of DepEd that will be used as basis of education policies and programs. It should
be noted that the result of the 2003 FLEMMS, particularly the level of functional literacy,
is not comparable with the 2005 target set in the Philippine EFA 2015 Plan as it used
the old definition of functional literacy.
√ In 2005, the Philippines spent about US$138 per pupil, compared to US$3,728 in
Japan, US$1,582 in Singapore and US$852 in Thailand. In January 2009, the
Department of Education signed a memorandum of agreement with the United States
Agency for International Development (USAID) to seal $86 million assistance to
Philippine education, particularly the access to quality education in the Autonomous
Region in Muslim Mindanao (ARMM), and the Western and Central Mindanao regions.

√ On 15 May 2013, Republic Act No. 10533 or the Enhanced Basic Education Act
of 2013 was issued, with the Senior High School (SHS) implementation starting School
Year 2016. The K to 12 Program covers Kindergarten and 12 years of basic education
(six years of primary education, four years of Junior High School and two years of
Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education ,middle-level
skills development, employment, and entrepreneurship.

√ Spending on education accounted for 16.11% in the national budget proposed for
2015. The Department of Education (DepEd), the country’s biggest bureaucracy, is
given the highest budget allocation among government agencies each year as
required by the 1987 Philippine Constitution. In the 2020 budget, education was
allocated PHP17.1 billion from the PHP4.1 trillion budget.

√ In 2017, the Universal Access to Quality Tertiary Education Act was promulgated
mandating the government through all state universities and colleges (SUCs) to provide
free tertiary education for all Filipino citizens. The mandate does not include private
schools. However, certain subsidies for students enrolled in private higher education
institutions are available.

√ The 1987 Constitution likewise guarantees the right to education of every Filipino. It
provided that, “The State shall protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make education accessible to
all.” The fundamental aims of education in the 1973 Constitution are: foster love of
country, teach the duties of citizenship-develop moral character, self-discipline and
scientific, technological and vocational efficiency

√ R.A. 10157 (Jan 20,2012) - Kindergarten Act, an act institutionalizing the

kindergarten education into the basic education system. Elementary education was
nationalized and matriculation fees were abolished.

√ Along with Republic Act 6655 or the Free Secondary Education Act, these laws
reaffirm the policy of the State to protect and promote the rights of all Filipinos by
providing children free and compulsory education in the elementary and high school
level. This pertains to six years of free tuition fees for children aged 6 to 11, and free
four years of secondary schooling for those aged 12 to 15.

√ The Civil Service Eligibility of teachers was made permanent pursuant to R.A.1079 in
June 15,1954.
√ R.A. 1425 - Curricular offerings in all schools, the life, the works and writings of Jose
Rizal especially the Noli Me Tangere and EI Filibusterismo shall be included in all
levels.
√ Magna Carta for Teachers was passed into law by virtue of R.A.4670
√ Integration of Values in all learning areas and emphasis on mastery learning
√ YDT and CAT introduced as new courses Media of Instruction - Bilingual Education
Policy: Mandates the use of English and Filipino separately as media of instruction in
schools.
√ Education Act of 1982 - created the Ministry of Education, Culture and Sports. Until
President Corazon C. Aquino renamed Ministry of Education, Culture and Sports
(DECS) in 1987
√ R.A.7796 -Technical Education and Skills Development Act of 1994
√ R.A.7722 - Higher Education Act of 1994, CHED is responsible for higher education.
3. Poverty is ranked #4 among the top ID 1ssues Cited by World Economic Forum'
Global Shapers Survey 1n 2017. Education is supposed to liberate people from
poverty. The Philippines has a comparatively higher literacy rate. Based on o the
Literacy Statistics, Functional Literacy, Education and Mass Media Survey
(FLEMMS) of 2013, 96.5 percent of Filipino were literate, an improvement from
95.6 percent in 2008. How come the Philippines has one of the highest number of
educated people and yet we remain to be islands of affluence amidst a sea of
poverty meaning poverty abounds. Can this be traced to poor quality of
Philippine education? Why or why not?

The Philippines has one of highest number of educated people and yet we
remain to be islands of affluence amidst a sea of poverty meaning poverty abounds. No,
this could not be traced to poor quality of philippine education, because a high literacy
rate does not guarantee's country's economic growth that could eradicate poverty. Yes,
Philippines literacy rate continuously increased annually in fact from 96.5 % in 2013,
based on a report by United Nations in 2015 (philstar.com), it rose up to 97.95 %
enough to rank the Philippines as the highest literacy rate among Southeast Asian
Countries such as Singapore, Brunei and Indonesia. The literacy rate is 98.9 percent
among females and 97 percent among males aged 15-24. But, is this guarantee to
solve the problem of Philippine poverty? Definitely no, because literacy rate traditionally
measures the ability to read and write of every citizen of a certain country. Also,
according to the United Nations Educational, Scientific and Cultural Organization
(UNESCO) literacy is define as the "ability to identify, understand, interpret, create,
communicate, compute and use printed and written materials associated with
varying contexts. So, a filipino could possessed those mentioned abilities to be
considered as literate and to come up as a whole a high range of literacy rate, but most
of this literate Filipinos were still belong to the lower class of society who experience the
severe poverty. One evident example to this is the viral video of two street children
showcasing their exceptional Math skills that left netizens awed, dumbfounded. The kid,
identified as Gerald, was shown in the video answering with ease mathematical
questions on square root without any tools like a calculator to solve the problems in
exchange of coins. The kids were inspiring because they beg for some coins so that
they could go to school. This implies that there alot of filipino citizen who were
intellectually capable but financially unstable. Also, we connot traced the Philippine
poverty to its poor quality of education because the reality is, Philippine education today
is not poor in fact prior to World War I, the literacy rate in the Philippines was just at a
dismal 20%. But it was changed when rapid school expansion begins in the late 1930s,
that according to UNESCO Report, help the literacy rates to rose with 35% to 75% in
the middle range during the 1950's and the Philippine education able to maintain this up
to now. So, we cannot blame the philippine education to the poverty that we experience
today because our education trying its very best to provide every Filipino learner the
quality and relevant education as much as possible. That is why we should look also
other side why our problem in poverty remain even though our literacy rate was high.
One of the common reason is the weakness in employment generation and the quality
of jobs generated. Because we have millions in numbers of literate and intellectually
capable gradutes hone with the quality and relevant education but what's next? They
don't have other choice but rather to be 'tambay' because there are no job offers, if it
has it wasn't aline to their courses or field of expertise they have taken resulting to job
mismatch. Besides, the Philippines was an archipelagic country wherein some of
furthest islands were not given attention, they fight for their everyday life on their own
effort and expense just to survive. Plus, we could look into consideration also the high
levels of population growth, job competition, persistent level of inequality and so on.
Moreover, the government budget annually prioritized the education in its trifocalization
(DepEd, CHED and TESDA) and other sector especially the DSWD that helps the
poorest of the poor, have much lesser budget compared to education. This could
possibly lead to have a high literacy rate but neglecting their socio-economic status.
This are some of the many reasons why we still experience poverty despite the fact that
literacy was high. It is nice to hear high ranking of Philippine from literacy rate but it is
much sweetest to taste the comfortable life by filipino people surpassing the poverty it
faced.
4. Some blame the Philippine’s corruption problem on the merging of Filipino
traditions with American institutions. One Filipino political scientist told
Smithsonian magazine, "Americans, taught us the idea of honesty and integrity in
Civil service but local culture conflicts with the democratic model. With no
tradition of civil service and the prevalence of strong family and community ties,
bribery and nepotism have seeped into the system. Do you agree?

Yes, bribery and nepotism could possibly have seeped into the system, if there's
no tradition of civil service and the prevalence of strong family and community ties
because civil service, strong family and community ties plays a contributive role in
addressing bribery and nepotism. Since Americans, taught us the idea of honesty and
integrity in Civil service in today's democratic era, this plays an extremely important role
in the administration, policy formulation, implementation, and in taking the country
forward towards progress and development. Also, the strong family and community ties
have been considered the building block of society. Strong families produce the stability
and reproduce the future citizens needed for society to flourish. Strong, positive
relationships help us build trust and feel supported. Having people around us who can
share positive and difficult times can also help us manage stress when things become
tough. If these Civil service and strong family and community ties were not taught and
practice in every member of community, it is possible that the bribery and nepotism
could not be controlled and later on seeped the system. Bribery and nepotism are both
considered as a type of corruption because both practiced unlawful or improper
behaviour that seeks to gain an advantage through illegitimate means. Since, bribery is
an offering, promising, giving, accepting or soliciting of an advantage as an inducement
for an action which is illegal, unethical or a breach of trust. While nepotism is generally
defined as the bestowal of patronage by public officers in appointing others to positions
by reason of blood or marital relationship. In fact, the Civil Service delivers public
services and supports the government of the day to develop and implement its policies
that would address bribery and nepotism. One of this was the implementation of the
Anti-Red Tape Act of 2007 (Republic Act No. 9485). This is a law that seeks to reduce
bureaucratic red tape and to curb corruption brought about by inefficient and unclear
frontline service procedures. Also, the implementation of policy on Statement of Assets,
Liabilities and Net worth (SALN) that enjoin all public officers and employees to declare
and submit an annual true copy of their earned assets and liabilities. Those are some of
the many which Civil service have taken to continually upholds their principle “Public
office is a public trust” and, thus, has undertaken various programs specifically to curb
corruption and promote good governance. Moreover, it is also a big factor the strong
family and community ties in instilling moral values especially at early young age of
children. Being a good role model and good moral and right conduct (GMCR)
environment towards this chlidren, will be their stepping stone in molding them to
avoiding unlawful acts that would cause irregularities in exhange of something and
favoritism due to personal interest. They will habitually inherit those ways enough for
them to become a good and productive member of society that promote the ideals of
Civil service and strong family/community ties instead of bribery and nepotism.

QUIZ

1. Which does NOT belong to the group?

A. Noise pollution
B. Water pollution
C. Pesticides and fertilizers
D. Violence

2. Which form of violence occurs when someone uses threats and causes fear in an
individual to gain control?
A. Verbal abuse
B. Psychological Violence
C. Cultural violence
D. Emotional violence

3. Which is TRUE of the Philippines?

A. Has one of the lowest literacy rates in the world
B. Has the highest literacy rate in the world
C. Has one of the highest literacy rates in the world
D. Has a lower literacy rate than Cambodia

4. What does SDG 15-30 mean?

A. Sustainable Development Goals after the MDG of 2015
B. Sustaining and Developing Gross National Product
C. Specific Development Goals for all nations
D. Sustaining Development Led by Giant Nations

5. Which applies to Sustainable Development Goals, 2015-2030?

A. Adopted by UN member developed nations
B. Adopted by for UN member developing nations
C. Not realated to MDG 2015
D. To-do list for the sake of the entire humanity