TEACHERS ROLE AS A MEMBER OF A SOCIETY
1. PHILOSOPHICAL HERITAGE AND THE SEVEN
PHILOSOPHIES OF EDUCATION
Philosophical heritage refers to the rich and diverse body of
philosophical thought and ideas that have been developed over
the centuries by thinkers and philosophers from various
cultures and traditions around the world. This heritage
encompasses a wide range of philosophical traditions,
including but not limited to Western philosophy, Eastern
philosophy, African philosophy, Islamic philosophy, and Latin
American philosophy.
The philosophical heritage of Western civilization can be
traced back to ancient Greek philosophy, which was developed
by thinkers such as Socrates, Plato, and Aristotle. These
philosophers laid the foundation for many of the fundamental
concepts and ideas that continue to shape Western
philosophical thought today, including metaphysics,
epistemology, ethics, and political philosophy.
Eastern philosophy, on the other hand, has its roots in ancient
Indian and Chinese philosophical traditions. These traditions
include Hinduism, Buddhism, Taoism, and Confucianism,
among others. Eastern philosophy places a greater emphasis on
spiritual and mystical aspects of human experience, and often
incorporates concepts such as karma, reincarnation, and
meditation into its teachings.
African philosophy has a rich and diverse history that includes
philosophical traditions from various regions of the African
continent. These traditions often emphasize communal values
and place a greater emphasis on oral traditions and storytelling
as a means of transmitting philosophical ideas.
Islamic philosophy emerged in the Middle East during the
medieval period and was heavily influenced by the works of
ancient Greek philosophers such as Aristotle and Plato. Islamic
philosophers such as Al-Farabi, Ibn Rushd (Averroes), and Ibn
Sina (Avicenna) made significant contributions to the fields of
metaphysics, epistemology, and logic.
Latin American philosophy has its roots in the indigenous
philosophical traditions of pre-Columbian civilizations such as
the Maya and Aztecs, as well as in the philosophical ideas of
European colonizers and thinkers such as Bartolomé de las
Casas and Enrique Dussel. Latin American philosophy often
incorporates a critical and postcolonial perspective on issues
such as power, identity, and social justice.
The philosophical heritage of the world is a rich and diverse
tapestry of ideas and traditions that continue to shape our
understanding of the human experience today.
Asian philosophy encompasses a wide range of philosophical
traditions and ideas that have emerged in various parts of Asia
over the course of several millennia. These traditions include
Hinduism, Buddhism, Confucianism, Taoism, Jainism, and
Sikhism, among others.
Hindu philosophy is one of the oldest philosophical traditions
in the world and is centered around the Vedas and Upanishads,
which are ancient Hindu scriptures. Hindu philosophy
emphasizes the concept of karma and the idea of rebirth, as
well as the pursuit of ultimate liberation from the cycle of birth
and death through the practice of yoga and meditation.
Buddhism, which emerged in ancient India in the 5th century
BCE, is another major philosophical tradition in Asia. Buddhist
philosophy emphasizes the Four Noble Truths and the
Eightfold Path, which outline a path to the cessation of
suffering and the attainment of enlightenment. Buddhist
philosophy also incorporates the concept of impermanence and
the non-self (Anatta) doctrine, which challenges the idea of an
enduring, independent self.
Confucianism, which emerged in China during the 5th century
BCE, emphasizes the importance of ethical behavior and social
harmony. Confucian philosophy emphasizes the cultivation of
virtues such as benevolence, propriety, and sincerity, as well as
the importance of filial piety and respect for elders.
Taoism, another major philosophical tradition in China,
emphasizes the concept of the Tao, or the way of nature. Taoist
philosophy emphasizes the importance of living in harmony
with the natural world and emphasizes the concept of Wu-Wei,
or non-action, as a means of achieving balance and tranquility.
Jainism, which emerged in ancient India during the 6th century
BCE, emphasizes the concept of ahimsa, or non-violence, and
the pursuit of ultimate liberation from the cycle of birth and
death through the practice of asceticism and self-discipline.
Sikhism, which emerged in the 15th century CE in India,
emphasizes the importance of devotion to God and the practice
of selfless service to others. Sikh philosophy also emphasizes
the concept of equality and the rejection of social hierarchies
based on caste or class.
The philosophical traditions of Asia are rich and diverse and
have made significant contributions to the development of
human thought and understanding over the course of history.
The Philippine education system
The Philippine education system has been shaped by a variety
of philosophical and cultural influences throughout its history.
Some of the key philosophical ideas that have influenced
Philippine education include:
Humanism: The concept of humanism emphasizes the value
and potential of human beings, and this idea has been central to
Philippine education. This has been reflected in the emphasis
on developing critical thinking skills, fostering creativity, and
promoting social responsibility and civic engagement.
Nationalism: The concept of nationalism has also played an
important role in shaping Philippine education. This has been
reflected in the emphasis on promoting a sense of national
identity, cultural pride, and social responsibility. This has
included a focus on Philippine history, literature, and language,
as well as efforts to promote social justice and equality.
Catholicism: Catholicism has been a major influence on
Philippine education, particularly in terms of the emphasis on
moral and spiritual development. This has included a focus on
promoting values such as compassion, humility, and social
justice.
Social constructivism: The idea of social constructivism
emphasizes the importance of social interactions in the learning
process, and this idea has been reflected in Philippine
education through a focus on collaboration, group work, and
project-based learning. This approach emphasizes the
importance of social context and the role of culture and society
in shaping individual perspectives and beliefs.
Lifelong learning: The concept of lifelong learning
emphasizes the importance of continued learning and personal
growth throughout one's life. This has been reflected in
Philippine education through a focus on developing skills and
knowledge that are relevant and applicable in a rapidly
changing global context.
Essentialism, from the word essential, is the philosophy which
focuses on the learning of basic knowledge. Essentialists
believe that teachers should try to embed traditional moral
values and virtues such as respect for authority, perseverance,
fidelity to duty, consideration for others, and practicality and
intellectual knowledge that students need to become model
citizens.
Existentialism, Existentialism is a philosophical and literary
movement that emerged in Europe in the 19th and 20th
centuries, particularly after World War II. It is characterized by
an emphasis on individual freedom and choice, and a focus on
the meaning and purpose of human existence.
At its core, existentialism is concerned with the
fundamental questions of human existence, such as the
meaning of life, the nature of human freedom, and the
relationship between the individual and society.
Existentialists believe that human beings are free and
responsible for their own lives, and that this freedom
requires them to create their own meaning and purpose in
life.
Existentialists reject the idea that there is any inherent
meaning or purpose in life, and instead emphasize the
importance of individual choice and responsibility. They
argue that the search for meaning is a deeply personal and
subjective process, and that each individual must find their
own way of making sense of their existence.
Behaviorism is a psychological approach that focuses on
the study of observable behavior and its relationship to the
environment. It emerged in the early 20th century as a
reaction to the introspective methods of psychology that
were dominant at the time.
Behaviorists believe that behavior is shaped by the
environment through a process of conditioning. They argue
that behaviors can be learned and modified through the use
of rewards and punishments, and that behavior can be
predicted and controlled through the manipulation of
environmental factors.
Linguistic Philosophy, Linguistic philosophy, also known
as the philosophy of language, is a field of philosophy that
studies the nature of language, its use, and its relation to
thought and reality. It emerged in the early 20th century,
particularly with the works of philosophers such as Ludwig
Wittgenstein, Bertrand Russell, and Gottlob Frege.
Critics of linguistic philosophy argue that it places too
much emphasis on the study of language and ignores other
important aspects of human experience, such as emotions,
intuition, and creativity. They argue that language is not the
only means of communication, and that it is limited in its
ability to convey complex ideas and emotions.
Constructivism, Constructivism is a philosophical and
educational approach that emphasizes the role of the learner
in constructing their own understanding of knowledge and
reality. It views learning as an active process of
constructing meaning rather than a passive process of
receiving knowledge from an external source.
According to constructivist theory, knowledge is not
transmitted from a teacher or a textbook to a student, but
rather constructed by the learner through their own
experiences, interactions, and interpretations of the world
around them. The teacher's role is to facilitate this process
by providing opportunities for exploration, collaboration,
and reflection.

Constructivism also emphasizes the importance of prior
knowledge and experience in shaping the way that learners
perceive and understand new information. Learners are
seen as active participants in the learning process,
constructing their own understanding of concepts and ideas
based on their previous knowledge and experiences.
THE FOUNDATIONAL PRINCIPLES OF MORALITY
AND YOU
Morality is the quality of human acts by which we call
them right or wrong, good, or evil. A certain action is said to be
right if it acts in accordance with a norm, rule, or law of
morality. Otherwise, our actions will be considered wrong. A
man's action, habit, or character is good when it is not lacking
what it is natural to a man.
Morality refers to the principles and values that guide
our behavior and decision-making and help us distinguish
between right and wrong. It is a central concept in philosophy,
ethics, and religion, and is an important aspect of human social
and cultural life.
Morality is often grounded in a variety of sources, including
religious and cultural traditions, personal beliefs and values,
and social norms and expectations. Different individuals and
societies may hold different moral beliefs and values, and there
may be disagreement and debate over what is considered right
or wrong in different contexts.
Many moral theories have been proposed throughout history,
including deontological theories that emphasize the inherent
rightness or wrongness of actions themselves, and
consequentialist theories that focus on the outcomes or
consequences of actions. Virtue ethics is another prominent
approach that emphasizes the development of moral character
and virtues, rather than strict adherence to rules or principles.
There is also ongoing debate over whether morality is universal
or culturally relative. Some argue that there are universal moral
principles that apply to all humans, regardless of culture or
context, while others argue that morality is shaped by cultural
and historical factors, and that different cultures may have
different moral values and beliefs.
Morality is a complex and multifaceted concept that plays a
fundamental role in shaping human behavior and society.
Meaning of foundational moral principle
A foundational moral principle is a principle that is
considered to be a fundamental and universally applicable
moral truth. It is a principle that is considered to be self-
evident, in the sense that it does not need to be justified or
explained in terms of other principles or values.
Examples of foundational moral principles include the Golden
Rule, which states that one should treat others as they would
like to be treated, and the principle of non-harm, which holds
that one should avoid causing harm or suffering to others.
Foundational moral principles are often seen as the starting
point for ethical reasoning and decision-making, providing a
basic framework for evaluating moral dilemmas and making
moral judgments. They are also seen as providing a basis for
moral discourse and debate, as different ethical theories and
perspectives can be evaluated in relation to their consistency
with these foundational principles.
However, there is ongoing debate and disagreement over what
should be considered a foundational moral principle, and how
these principles should be applied in different contexts and
situations. Some argue that there are multiple foundational
moral principles, while others argue that morality is context-
dependent and that there may not be any universally applicable
moral principles.
The word principle comes from the Latin word princeps which
means “a source” or “a beginning”. A principle is that on
which something is based, founded, originated, or initiated.
The universal norm upon which all other principles on the
rightness or wrongness of an action are based. It is the source
of morality. The foundational moral principle is contained in
the natural law.
Natural law
Natural law is a philosophical and legal theory that
holds that there are certain inherent, objective principles of
morality and justice that are rooted in nature, and that can be
discovered through reason and observation. These principles
are believed to be universal and applicable to all human beings,
regardless of culture, religion, or political system.
According to natural law theory, these principles of morality
and justice are derived from the nature of human beings and
the world around us. They are not created or determined by
human laws or conventions, but rather exist independently of
them. Examples of such principles include the right to life,
liberty, and property, the prohibition against murder and theft,
and the obligation to keep promises and fulfill contracts.
Natural law theory is often associated with the work of ancient
Greek philosophers such as Plato and Aristotle, as well as with
the Christian theologian Thomas Aquinas. In the modern era,
natural law has been used to support a range of political and
legal positions, from the defense of human rights to the critique
of oppressive or unjust laws and regimes.
Natural law is the law "written in the hearts of the men".
(Romans 2:15) For theists, it is "man's share in the Eternal Law
of God..." And St. Thomas defines is as "the light of natural
reason, whereby we discern what is good and what is evil... an
imprint on us of the divine light..." The natural law is the law
that says, “Do good and avoid evil.” It is the fundamental or
foundational moral principle. Everyone have the sense of
foundational moral principle. It is already in the nature of
human. A human person is already minded doing what is good
and avoid what is evil.
Different views about natural law:
There are several different views about natural law,
reflecting different interpretations and applications of the
concept. Here are a few examples:
Classical Natural Law: This view holds that natural law is
grounded in the inherent nature of things and can be discovered
through reason and observation. According to this view, there
are objective moral principles that are universally applicable to
all human beings, and that can be derived from the natural
order of things. This view is often associated with the work of
ancient Greek philosophers like Plato and Aristotle, as well as
with Christian theologians like Thomas Aquinas.
Modern Natural Law: This view takes a more empirical and
scientific approach to natural law, emphasizing the role of
human nature and reason in determining moral principles.
According to this view, natural law is not a fixed set of
principles, but rather an ongoing process of discovery and
refinement based on our evolving understanding of human
nature and the world around us. This view is often associated
with Enlightenment thinkers like John Locke and Immanuel
Kant.
Legal Positivism: This view rejects the idea of natural law as a
source of moral or legal authority, and instead emphasizes the
importance of human-made laws and social conventions.
According to this view, the legitimacy of a law or political
system depends solely on its acceptance by the relevant
authorities and institutions, rather than on any inherent moral
or natural principles.
Critical Theory: This view takes a more critical and skeptical
approach to natural law, emphasizing the ways in which natural
law can be used to justify and reinforce existing power
structures and inequalities. According to this view, natural law
can be a tool of oppression and domination and must be subject
to critical scrutiny and interrogation. This view is often
associated with the work of critical theorists like Michel
Foucault and Judith Butler.
Overall, these different views reflect a range of interpretations
and applications of the concept of natural law and reflect
ongoing debates and controversies about its meaning and
significance in contemporary moral and political philosophy.
Some philosophers view of the natural law:
Here are a few views on natural law from some influential
philosophers:
Aristotle: Aristotle believed that natural law is grounded in the
nature of things, and that there are objective moral principles
that can be discovered through reason and observation. He
argued that the purpose of human life is to achieve happiness
and fulfillment, and that this can be achieved by living in
accordance with the natural order of things.
Thomas Aquinas: Aquinas developed a Christian natural law
theory, which held that natural law is derived from the divine
plan of God, and that there are moral principles that are
universally applicable to all human beings. He argued that the
ultimate goal of human life is to achieve union with God, and
that this can be achieved by living in accordance with natural
law.
John Locke: Locke took a more empirical approach to natural
law, arguing that moral principles are grounded in human
nature and can be discovered through reason and experience.
He believed that the purpose of government is to protect
natural rights, such as the right to life, liberty, and property.
Immanuel Kant: Kant believed that natural law is grounded in
the inherent dignity of human beings, and that there are moral
principles that are universally applicable to all rational beings.
He argued that the purpose of morality is to promote the
dignity and autonomy of human beings, and that this can be
achieved by following the categorical imperative, which
requires treating others as ends in themselves, rather than as
means to our own ends. "Act in such a way that your maxim
can be the maxim for all."
Michel Foucault: Foucault was critical of traditional natural
law theory, arguing that it can be used to justify and reinforce
existing power structures and inequalities. He believed that
natural law is a product of historical and social forces, and that
it must be subject to critical scrutiny and interrogation.
Confucius - "Do not do to others what you do not like others to
do to you."
Golden Rule of Christianity - "Do to others what you want
them to do to you."
Different religious views about morality
1. Christian's perspective: "Do to others what you want
them to do to you."
The golden rule is made more explicit through the Ten
Commandments and the Eight Beatitudes. These are summed
up in the two great commandments.
❖ "Love God with all your heart, with all your mind, with
all your strength.”
❖ "Love your neighbor as you love yourself."
2. Buddhists' perspective: "Hatred does not cease with
hatred; hatred ceases only by love"
The Buddhists state this through the eight-fold path. For them,
they do good when they:
❖ Strive to know the truth.
❖ Resolve to resist evil.
❖ Say nothing to hurt others.
❖ Respect life, morality, and property
❖ Engage in a job that does not injure others.
❖ Strive to free their mind of evil.
❖ Control their feelings and thoughts.
❖ Practice proper forms of concentrations
3. Islamic perspective: based on the Islamic Quran
❖ "forbids lying, stealing, adultery, and murder."
❖ "honor for parents, kindness to slaves, protection to the
orphaned and the widowed, and the charity to the poor."
❖ It teaches the virtues of faith in God, patience,
kindness, honesty, industry, honor, courage, and
generosity.
❖ It condemns mistrust, impatience, and cruelty.
4. Muslims' perspective: the five pillars of Islam
Muslims abide by the Five Pillars of Islam
❖ Prayer
❖ Self-Purification by Fasting
❖ Fasting
❖ Almsgiving
❖ Pilgrimage to Mecca for those who can afford.
TEACHER AS A PERSON OF GOOD CHARACTER
 The idea of a teacher as a person of good character is an
important one in education. Teachers are not just responsible
for imparting knowledge and skills to their students, but also
for modeling good behavior and values.
A teacher who embodies good character can serve as a
positive role model for students and can help to promote a
sense of community and ethical behavior in the classroom.
Here are some key characteristics of a teacher with good
character:
Integrity: A teacher with good character is honest and
transparent, and always acts in accordance with their values
and principles.
Compassion: A teacher with good character is kind and
empathetic and is able to understand and respond to the needs
of their students.
Respect: A teacher with good character treats all students
with respect and dignity, and values diversity and inclusivity.
Responsibility: A teacher with good character takes
responsibility for their actions and decisions and is accountable
to their students and colleagues.
Fairness: A teacher with good character is fair and just in
their interactions with students and treats everyone equally.
Courage: A teacher with good character is brave and
willing to take risks and is not afraid to stand up for what they
believe is right.
Perseverance: A teacher with good character is persistent
and resilient and is committed to helping their students
succeed.
Teacher with good character is someone who not only
has the knowledge and skills to teach, but also the personal
qualities and values that inspire and motivate their
students to learn and grow.
As laid down in the preamble of our Code of Ethics of
Professional Teachers, "Teachers are duly licensed
professionals who possess dignity and reputation with high
moral values as well as technical and professional competence.
In the practice of their profession, they strictly adhere to,
observe and practice this set of ethical and moral principles,
standard and values."
Four ways of describing good character
1. Being fully human – you have realized substantially
your potential as a human person. You are already seeking out
new challenges that can help you to further develop yourself.
2. Being a loving person – you are caring in an
unselfish and mature manner with yourself, other people, and
God. You show love not only through words but also through
actions.
3. Being a virtuous person – You have acquired good
habits and attitudes and you practice them consistently in your
daily life.
4. Being a morally mature person – You have reached
a level of development emotionally, socially, mentally,
spiritually appropriate to your developmental stage.
1V. TEACHING AS VOCATION, MISSION, AND
PROFESSION
Teaching can be viewed as a vocation, a mission, and a
profession. While these three terms may overlap to some
extent, they each carry a distinct meaning and emphasis.
Vocation: A vocation is a calling, a sense of divine or personal
purpose that drives an individual's work. When teaching is
viewed as a vocation, it is seen as a calling to serve and to
make a positive impact on students' lives. Teachers who see
their work as a vocation often have a strong sense of
commitment and dedication to their students and their craft.
Mission: A mission is a higher purpose or goal that an
individual or organization seeks to achieve. When teaching is
viewed as a mission, it is seen to promote social justice, equity,
and social change. Teachers who see their work as a mission
may be motivated by a desire to improve the educational
system or to address societal issues through education.
Profession: A profession is a type of occupation that requires
specialized knowledge and skills and is governed by a set of
ethical and legal standards. When teaching is viewed as a
profession, it is seen as a career that requires ongoing
professional development, adherence to ethical and legal
standards, and a commitment to providing quality education.
Teachers who view their work as a profession often see
themselves as experts in their field and take pride in their work.
While teaching can be viewed through any of these lenses, it is
important to note that each perspective emphasizes different
aspects of the role of a teacher. A teacher who sees teaching as
a vocation may prioritize building relationships with students,
while a teacher who sees teaching as a profession may
prioritize ongoing professional development. Ultimately, a
teacher who can integrate aspects of all three perspectives may
be best equipped to fulfil the complex and multifaceted role of
an educator.
TEACHING AS VOCATION
We consider teaching a vocation because of the dedication that
one exerts to provide quality learning atmosphere to their
students. A teacher spends most of his or her time teaching
inside and outside the four walls of the classroom.
MISSION
▪ It is a specific task with which a person or a group is
charged.
▪ Comes from the Latin word “misio” which means “to
send”.
TEACHING AS MISSION
▪ Teaching is your mission means it is the task entrusted
to you in this world.
▪ Every teacher has its own unique, mission or purpose or
objective that they need to accomplish.
WHAT EXACTLY IS THE MISSION TO TEACH?
The mission to teach is a sense of purpose or calling that drives
an individual to become a teacher and to dedicate themselves to
the field of education. It involves a deep commitment to
promoting social justice, equity, and positive change through
teaching.
The mission to teach goes beyond simply imparting knowledge
and skills to students. It involves a dedication to helping
students develop into responsible and ethical members of
society, to fostering critical thinking and creativity, and to
promoting lifelong learning.
It involves a recognition of the challenges and barriers that
students may face, including poverty, discrimination, and
inequality. Teachers who are driven by a mission to teach may
work to address these challenges through their teaching
practices, curriculum development, and community
engagement.
The mission to teach is a deeply held conviction that teaching
can be a powerful tool for promoting positive change in
society. It is a recognition of the important role that educators
play in shaping the lives of their students, and a commitment to
using education as a means to build a better future for all.
TEACHING: MISSION AND/OR JOB?
Teaching can be both a mission and a job. As a mission,
teaching involves a sense of calling or purpose that goes
beyond the financial compensation or other benefits of the job.
Teachers who view teaching as a mission often feel a deep
commitment to their students and see their work as a means of
making a positive impact on society. They may feel a sense of
responsibility to help students develop into responsible and
ethical members of society, and to promote social justice and
equity through their teaching.
At the same time, teaching is also a job, with all of the
responsibilities and expectations that come with any
occupation. Teachers are expected to adhere to professional
standards and ethical guidelines, and to meet the needs of their
students and their schools. They may be evaluated on their
performance and may face challenges such as managing large
class sizes, addressing behavioral issues, and working with
limited resources.
Ultimately, teaching can be both a mission and a job, and
teachers may view their work through both lenses. A teacher
who is motivated by a sense of mission may also recognize the
practical realities of the job, and work to balance their personal
values and goals with the demands of their professional
responsibilities.
THE ELEMENTS OF A PROFESSION
There are several key elements that are typically associated
with a profession:
1. Specialized knowledge and skills: A profession typically
requires specialized knowledge and skills that are acquired
through education, training, and experience. In the case of
teaching, this might include knowledge of educational theory
and pedagogy, subject matter expertise, and practical skills
such as lesson planning and classroom management.
2. Ethical and legal standards: Professions are typically
governed by a set of ethical and legal standards that are
designed to protect the public and promote accountability. In
the case of teaching, this might include codes of conduct,
professional standards for teaching practice, and regulations
related to the protection and well-being of students.
3. Formal education and training: Professions often require
formal education and training, such as a degree or certification
program, to ensure that practitioners have the necessary
knowledge and skills to practice safely and effectively. In the
case of teaching, this might include a degree in education or a
related field, as well as certification or licensure requirements.
4. Professional associations: Many professions have
professional associations or organizations that promote
professional development, advocate for the profession, and
provide networking opportunities for practitioners. In the case
of teaching, this might include organizations such as the
National Education Association or the American Federation of
Teachers.
5. Ongoing professional development: Professions often
require ongoing professional development to ensure that
practitioners stay current with best practices, new research, and
emerging trends in the field. In the case of teaching, this might
include attending conferences or workshops, participating in
continuing education courses, or engaging in peer mentoring or
coaching.
6. Autonomy and responsibility: Professions typically give
practitioners a degree of autonomy and responsibility in their
work and require them to exercise professional judgment and
decision-making. In the case of teaching, this might include
designing and implementing curriculum, assessing student
learning, and making decisions related to classroom
management and student discipline.
These elements are intended to promote professionalism and
ensure that practitioners have the knowledge, skills, and ethical
standards needed to practice safely and effectively, and to serve
the needs of their clients, patients, or students.
TEACHING AS PROFESSION
Teaching is widely recognized as a profession, as it meets the
criteria and characteristics that define a profession. Here are
some reasons why teaching is considered a profession:
Specialized knowledge and skills: Teaching requires
specialized knowledge and skills, such as understanding the
learning process, developing, and implementing effective
curriculum and instruction, and managing a classroom of
diverse learners. Teachers often have a degree in education or a
related field and are required to undergo training and
continuing education to keep their skills current.
Professional standards and ethics: Teachers are held to high
professional standards and ethical principles, such as
maintaining confidentiality, treating all students with respect
and dignity, and creating a safe and inclusive learning
environment. They are also held accountable for their
performance and adherence to these standards.
Certification and licensure: Many countries require teachers to
be certified or licensed to teach, which typically involves
meeting specific education and training requirements, passing a
standardized test, and maintaining continuing education credits.
Professional organizations: Teachers often belong to
professional organizations, such as the National Education
Association, which provide resources, support, and advocacy
for the teaching profession.
Autonomy and responsibility: Teachers have a high degree of
autonomy and responsibility in their work, as they make
decisions about curriculum, instructional methods, and
classroom management.
Impact on society: Teachers have a significant impact on
society, as they shape the knowledge, skills, and values of
future generations. They play a critical role in preparing
students for the workforce, civic engagement, and lifelong
learning.
Teaching meets the criteria and characteristics that define a
profession and is widely recognized as a profession with
significant impact on individuals and society as a whole.
TEACHING AND LIFE
Teaching and life are deeply interconnected, as teaching is not
just a job but a way of life. Here are some ways in which
teaching, and life are connected:
Teachers are lifelong learners, and continually seek to expand
their knowledge and skills. This commitment to learning
extends beyond the classroom and into their personal lives, as
they seek to deepen their understanding of the world around
them.
Teaching requires a deep level of self-awareness and personal
growth, as teachers must constantly reflect on their own
biases, assumptions, and beliefs in order to create a safe and
inclusive learning environment for all students.
Teaching is fundamentally about building relationships, and
this extends beyond the classroom to the wider community.
Teachers often develop close relationships with parents,
colleagues, and other stakeholders in order to create a
supportive and collaborative learning environment.
Teaching is a service-oriented profession, as teachers are
committed to helping students reach their full potential and
become contributing members of society. This sense of service
extends beyond the classroom to the wider community, as
teachers often participate in service projects and community
outreach initiatives.
Teaching requires a delicate balance between work and life, as
teachers must manage their time and energy in order to meet
the needs of their students while also taking care of themselves.
This balance extends beyond the classroom to the wider
community, as teachers must also find time for their families,
friends, and personal interests.
Teaching is not just a job, but a way of life that requires a deep
commitment to personal growth, service, and balance. The
connections between teaching and life are profound and can
have a significant impact on both individuals and society as a
whole.
A CLOSER LOOK AT THE EDUCATION SYSTEM OF
SELECTED COUNTRIES
This lesson will take you to the different countries of
the world, Australia, China, Japan, South Africa,United
Kingdom, United State of America, New Zealand and the
Philippines.
These countries will provide examples of the different
educational systems in particular parts of the globe.
As a future teacher, you shall be guided by United Nations
Educational, Scientific and Cultural Organization or
UNESCO’s principle that “Education is for All” and this
education is anchored to Five Pillars.
1. Learning to Know
2. Learning to Do
3. Learning to Be
4. Learning to Live
5. Learning to Transform

1. AUSTRALIA
Structure of Australian Education System
1. Primary School- 7 or 8 years (Preschool- Grade 6 or 7)
2. Secondary School- 4 years (Grade 7 or 8-10)
3. Senior Secondary School -2 years (Grade 11-12)
4. Tertiary Education- 3 to 6 years
Primary education is provided by government and non-
government primary schools. The length of the program is six
years for 6 years old to 12 years old children.
The Junior Secondary Level, which is for four years, comes
next. The age level of children in this level is from 12 to 16
years old.
A Senior Secondary Level is provided for two years after the
junior secondary level.
Students are from l6 to 18 years old in this level. Senior
secondary level is no longer compulsory education. Students
who intend to go to college continue year 11 and year 12 to
prepare for college or university entrance examination. Other
students may get a job after year 10 or go to a Technical and
Further Education (TAFE) College to learn technical skills.
The main purposes of Australian Higher Education are:
 to enable individuals to develop their capabilities for
effective participation in the workforce, for constructive
contribution to society and for personal growth and
fulfillment.
 to advance knowledge and understanding:
 aid the application of knowledge and understanding for the
benefit of the economy and the society.
 enable individuals to adapt and learn, consistent with the
needs of an adaptable knowledge-based economy at the
local, regional, and national levels.
 contribute to democratic civilized society.
University level studies begin with the undergraduate level. To
be admitted, a Senior Secondary Certificate of education is
required. The main stage of University education leads to a
bachelor’s degree.
3 years - Arts, Science, Commerce
4 years- Education, Engineering
5 years - Veterinary Science, Dentistry, Architecture
6 years- Medicine and Surgery
2. CHINA
Structure of Chinese Education System
1. Primary School - 6 years
2. Junior Middle School - 3 years
3. Senior Middle School - 3 years
4. Tertiary Education- 3 years
Varieties of technical and vocational school.
China is the largest educational system of the world
(Wang, 1996; Nanjundiah, 1996). Class ranges from 40 to 60
students and the students have to cover all the topics in order to
pass the national examinations. Students wishing to attend
university must pass one of the two versions of the National
University Entrance Examination. The quality and reputation
of the school will depend on the number of students passing the
examination.
Chinese's open-door policy, the country entered into rapid
development even in Education.
3. JAPAN
Structure of Japanese Education System
1. Preschool (Kindergarten & Nursery Schools)
2. Elementary - 6 years
3. Lower Secondary School - 3 years
4. Upper Secondary School- 3 years
5. Tertiary Education -4 years
The Japanese education system is highly centralized
and is administered by the Mombusho or Ministry of
Education. The Japanese educational system is sometimes seen
as a model on how to operate schools.
In Japan, education is free and compulsory for children from 6
to 15 years, Classes are large and teaching methods are usually
lecture. Standard curriculum includes Japanese language, social
studies, math and science along with art, music, home
economics, physical education, with the greatest emphasis on
learning the Japanese language.
Lower Secondary Level covers grades 7, 8, and 9. The Upper
Secondary Schools offer academic, technical, and vocational
programs. The first-year courses include Japanese language,
English, Science and Math. Vocational course includes
information processing, navigation, fish farming, ceramics, and
business English. The upper secondary schools are ranked
based on their success in placing graduating students into
prestigious universities.
Private institutions make up 80% of university enrolments
although the public schools have the most prestige. To get into
the universities the student must take two exams; the first one
is a national achievement test and the second one given by the
university itself which is highly competitive.
4. SOUTH AFRICA
Structure of South African Education System
1. The foundation phase (Kindergarten- Grade 3)
2. The Intermediate Phase (Grade 4 - Grade 6)
3. Lower Secondary School (Senior Phase) - 3 years
4. Upper Secondary School (Further Education & Training) - 3
year
5. Tertiary Education-4 years
In South Africa, the Constitution guarantees equal
access to basic education. Formal education in South Africa is
categorized into sector or level. These sectors are closely
linked to particular levels: namely public ordinary school
education, independent school education, special school
education, technical college education, teacher training,
Technikon and university training.
A public school may be a regular public school or a public
school for learners with special educational needs. The levels
are pre-primary, primary, secondary, and higher education.
The eight learning areas that form the basis of all basic
education up to the Further Education Training (FET)
certificate are:
a. Language, Literacy and Communication
b. Mathematical Literacy, Mathematics and Mathematical
Science
c. Natural Science
d. Technology
e. Human and Social Science
f. Economics and Management Science
g. Arts and Culture
h. Life Orientation
Institutions of higher education include colleges,
Technikons and universities. Bachelor's degrees are three-to-
four-year programs. An honor’s degree requires one additional
year of study. A master's degree is obtained after one or two
years of study and a minimum of two years for a doctorate.
5. UNITED KINGDOM
EDUCATION IN UNITED KINGDOM
In England, education is compulsory for children ages
5-16. Most children attend primary schools until they are
eleven and then transfer to secondary schools. In the primary
school the subjects are taught by the same teacher for a year
before moving on to the next teacher and next grade level on
the next year. The National Curriculum is defined as the
minimum educational requirement for compulsory school age,
5 to 16 years.
A. Basic Education
The core subjects of the national curriculum include
English, Mathematics, and Science. Each key level has definite
emphasis that gradually becomes more advanced as the level
progresses.
1. Foundation Stage
2. Key Stage One
3. Key Stage Two
4. Key Stage Three
5. Key Stage Four
6. Post 16 Education
Universities are not only concerned with the
undergraduate and postgraduate teaching. Higher education
system in the UK needs to include reference to the Open
University as a major provider of the under-graduate and
postgraduate degrees for adults. The Open University
pioneered the way for opening access by offering greater
flexibility for adult learners through distance learning program.
Students studying at a university for their first degree are called
undergraduates." Once a student has graduated, he/she
becomes a "graduate of the university. Ordinary degree
programmers in the UK universities are usually 3-years
course.
6. UNITED STATE OF AMERICA
Structure of US Education System
 Pre-Primary School - Age level is 4 to 6 years old and the
duration is 2 years.
 Primary Education Age level is 6 to 10 years old. They are
grades 1 to 4.
 Middle School Education - Age level is 10 to 14 years old.
They are grades 5 to 7.
 Secondary Education - Age level is 12 to 18 years old.
They are grades 8 to 12.
 Junior High School are grades 8 to 9 and ages 12 to 14
years old, while Senior High School covers grades 10 to 12
and ages 14 to 18 years old.
The levels of education in the U.S. are similar to those
in other countries. There are public and private colleges,
schools, and universities in the United States. The public
schools are funded, in part, by a city, and/or state, and and/or
federal government.
Duration of compulsory education is from entry of 6 years old
to exit of 18 years old. Higher education in the U.S. begins at
the post-secondary education. It is a diverse and autonomous
community of publicly and privately supported institutions.
These higher education institutions are classified according to
the following categories:
Research universities (I and II), Doctorate, Master's
(Comprehensive) universities and colleges (I and II),
Baccalaureate (Liberal Arts) Colleges (I and II), Associate of
Arts colleges,
Professional school and other specialized institutions and
Postsecondary vocational and technical school.
7. NEW ZEALAND
Structure of New Zealand Education System
 Early Childhood-Pre-school (Birth -5 years)
 Primary School - Years 1-8 (Age 5-13)

Higher Education  Intermediate School - Years 7-8 (Age 11-13)

 Bachelor’s Degree-(Freshman, Sophomore, Junior,  Secondary School- Years 7-13 (Age 11-17 or 18)
Senior)  Tertiary - University or Similar (Age 17 onwards)
 Master’s Degree School is compulsory for all children in New Zealand
 Doctorate Education from age 6 to 16. Children are eligible for free education if
they are New Zealand citizens or residents, or if they qualify as
domestic student.
There is a national curriculum which is set out as learning
requirements for all state schools. In basic education there are
key competencies and shared vision, principles, and values.
The core subjects include: English, Health and Physical
education, Language,
Mathematics and statistics, Science, Social Science,
Technology and The Arts. There are five competencies covered
by the national curriculum. These are:
1. Thinking
2. Using language, symbols, and texts - different ways to
communicate and understand information.
3. Managing self- a-can-do attitude.
4. Relating to others- being able to listen, see different points
of view and share ideas.
5. Participating and contributing- big group member and
including others.
The national curriculum includes a vision for the young
people to be confident, lifelong earners. It also requires the
importance of different cultures to value:
 excellence
 innovation, inquiry, and curiosity
 Diversity
 Respect
 Equity
 community and participation
 ecological sustainability
 integrity
Primary schools- New Zealand law requires all children aged
six years and over to be in schools.
Secondary schools- Students’ progress through five levels and
must stay until age 17-18.
There is a National Certificate in Educational Achievement
NCEA) in New Zealand's national qualification for secondary
schools students. There are eight government-funded
universities in New Zealand, and all have internationally
respected academic and research standards. A university
education is open to anyone who meets the common standards
prescribed by the New Zealand Qualifications Authority
(NZQA).
School Term
The New Zealand school year is divided into four terms for
primary, intermediate, and secondary schools. Students have a
six-week summer holiday break and three two-week breaks
between each of the four terms. The exact dates change from
year to year. School day usually begins at 9:00 am and ends at
3:00 pm or 3:30 pm.
The terms are,
 Term 1-Early February until mid-April
 Term 2- Late April until the beginning of July
 Term 3-Mid-July until later September
 Term 4- Mid-October until Mid-December
8. PHILIPPINES
Structure of Philippine Education System
K-12
1. Kindergarten
2. Elementary (6 years)
3. Junior High School (4 years )
4. Senior High School ( 2 years)
5. Tertiary
From Grades 1 to 10 is a core of academic subjects
taught using the spiral progression approach. The subjects from
Grades 1 to 10 are the Languages (Mother Tongue, Filipino,
and English), Math, Science, Social Studies, Technology and
Livelihood Education (TLE) and Music, Arts, Physical
Education and Health. (MAPEH).
ln Grades 11 and 12, the subjects are Languages (Filipino and
English), Math, Science, Social Studies combined with TLE -
Career Pathways. The focus in Grades 11 and 12 is on the
specialization subjects that equip the learner for the career path
of his/her choice.
These career paths come in 3 tracks- academic, tech-voc and
sports and arts. Those college bound choose the academic
specialization.
Currently, students who graduate in high school consisting of
four years may proceed to colleges, universities, or technical
vocational institutions, which are classified as higher education
institutions. Higher education institutions are supervised by a
government agency called the Commission on Higher
Education or CHED.
Most college degree programs are four years for baccalaureate
degrees. Other highly specialized field like medicine and law
take around eight years to complete. For technical vocation
education or post-secondary education, there are two- year
courses.
Most of the college degree programs require passing a
licensure examination for the specific profession. The
examinations are given by the Professional Regulation
Commission (PRC) while for Law; the examination is given by
the Supreme Court.
After completing the bachelor's or baccalaureate degrees,
courses in the master’s program of two years and doctoral
programs for three to five years are offered by authorized
colleges and universities. Most of these institutions have
admission requirements for the specific degrees.
Multi-Cultural Education: A Challenge to Global Teachers.
Multi-cultural education is an approach to teaching and
learning that recognizes and respects the diversity of students
in the classroom, including their different cultural
backgrounds, experiences, and perspectives. The goal of multi-
cultural education is to create a learning environment that is
inclusive, equitable, and culturally responsive.
 For global teachers, multi-cultural education presents
both challenges and opportunities. On the one hand, global
teachers must navigate the complexities of working with
students from diverse cultural backgrounds. This may involve
overcoming language barriers, addressing cultural stereotypes
and biases, and adapting teaching methods to accommodate
different learning styles.
On the other hand, multi-cultural education offers global
teachers the chance to broaden their own cultural horizons and
learn from their students. By embracing and valuing diversity,
global teachers can create a classroom environment that is rich
in ideas, experiences, and perspectives.
Here are some specific challenges that global teachers may
face when implementing multi-cultural education:
1. Language barriers: Global teachers may encounter students
who are not proficient in the language of instruction. This can
make it difficult for these students to fully engage in classroom
activities and assignments.
2. Cultural stereotypes and biases: Teachers must be aware
of their own cultural biases and avoid stereotyping or making
assumptions about students based on their cultural background.
3. Different learning styles: Students from different cultural
backgrounds may have different learning styles that are not
always accommodated by traditional teaching methods. Global
teachers must be willing to adapt their teaching strategies to
meet the needs of all students.
4. Limited resources: Global teachers may have limited
access to resources and materials that reflect the cultural
diversity of their students.
To overcome these challenges, global teachers can take a
number of steps, such as:
1. Learning about the cultures of their students and
incorporating this knowledge into their teaching.
2. Providing language support for students who are not
proficient in the language of instruction.
3. Encouraging students to share their experiences and
perspectives with the class.
4. Using a variety of teaching strategies that accommodate
different learning styles.
5. Incorporating diverse resources and materials into their
curriculum.
Multi-cultural education is a challenge for global
teachers, but it is also an opportunity for them to create a more
inclusive and equitable learning environment. By embracing
diversity and adapting their teaching strategies to meet the
needs of all students, global teachers can help create a more
just and equitable society.
Broadening Teaching Perspective
Broadening teaching perspective involves expanding one's
understanding and approach to teaching beyond one's personal
experiences and background. This can help teachers to be more
effective in their teaching and to better meet the needs of
diverse students.
Here are some ways to broaden teaching perspective:
1. Exposure to diverse cultures and perspectives: Teachers can
seek out opportunities to learn about and experience different
cultures and perspectives through travel, cultural events,
reading, and other forms of media.
2. Collaboration with colleagues: Teachers can collaborate with
colleagues from different backgrounds and with different
teaching styles to learn new approaches and strategies.
3. Professional development: Teachers can attend workshops,
conferences, and other professional development opportunities
that focus on diversity and cultural responsiveness.
4. Reflection: Teachers can take time to reflect on their own
biases and assumptions, and how these may affect their
teaching and interactions with students.
5. Student feedback: Teachers can seek feedback from their
students about what is and isn't working in the classroom and
use this feedback to adjust their teaching approach.
6. Incorporation of multiple perspectives in curriculum:
Teachers can ensure that their curriculum includes a variety of
perspectives and experiences, including those that are not
typically represented in mainstream curricula.
Broadening teaching perspective requires a need for more student-centered and inquiry-based teaching
commitment to ongoing learning and a willingness to challenge
one's own assumptions and biases. It can lead to a more
inclusive and equitable classroom environment, as well as
improved student engagement and achievement.
The teaching perspective in the Philippines is heavily
influenced by the country's history and culture. The Philippine
education system is largely based on the American model, with
an emphasis on academic achievement and standardized
testing. However, there are also unique aspects of Philippine
teaching perspective that reflect the country's diverse cultural
heritage and social context.
One of the defining characteristics of Philippine teaching
perspective is the importance of respect for authority figures,
including teachers. In the Philippines, teachers are often seen
as authority figures who are expected to be knowledgeable and
to provide guidance and mentorship to their students. This is
reflected in the traditional approach to teaching, which is often
lecture-based and teacher-centered.
Another important aspect of Philippine teaching perspective is
the emphasis on family values and community. Filipino culture
places a high value on strong family ties and social
relationships, and this is reflected in the way that teachers
interact with their students. Teachers are often seen as
members of the extended family, and are expected to provide
emotional support and guidance to their students, as well as
academic instruction.
In recent years, there has been a growing recognition of the
methods in the Philippines. This is reflected in the
implementation of the K-12 education system, which includes
a focus on developing critical thinking and problem-solving
skills. There is also a growing emphasis on incorporating
technology and multimedia resources into teaching to make it
more engaging and relevant to students.
The teaching perspective in the Philippines is characterized by
a balance between traditional values and modern approaches to
education. While there is still a strong emphasis on academic
achievement and respect for authority figures, there is also a
growing recognition of the importance of student-centered
learning and the need for teachers to be flexible and adaptable
in their teaching methods.
Educational Technology and Innovative Teaching.
Educational technology refers to the use of technology
to enhance and support teaching and learning. This can include
a wide range of tools and resources, such as multimedia
presentations, online learning platforms, educational apps, and
interactive whiteboards.
Innovative teaching, on the other hand, refers to the use of
creative and non-traditional teaching methods to engage and
motivate students. This can involve a variety of approaches,
such as project-based learning, collaborative learning, and
game-based learning.
The use of educational technology can be a powerful tool for
promoting innovative teaching. Technology can provide
teachers with new ways to engage students, such as through the
use of interactive simulations, virtual field trips, and
multimedia presentations. Technology can also provide
students with more opportunities for independent learning,
such as through online learning platforms and educational
apps.
Innovative teaching, in turn, can help to make the use of
educational technology more effective. By incorporating
innovative teaching methods, teachers can help to ensure that
students are actively engaged with technology and are able to
apply what they have learned in meaningful ways.
Here are some specific examples of how educational
technology and innovative teaching can work together:
1. Project-based learning: Educational technology can be used
to support project-based learning by providing students with
access to research materials, collaboration tools, and
multimedia resources. Innovative teaching methods, such as
student-led discussions and peer feedback, can help to promote
critical thinking and problem-solving skills.
2. Flipped classroom: The flipped classroom model involves
students completing instructional activities outside of class,
such as watching video lectures or reading online materials,
and using class time for hands-on activities and discussions.
Educational technology can be used to support this model by
providing students with access to online materials and
resources. Innovative teaching methods, such as group work
and peer teaching, can help to promote collaboration and
engagement in the classroom.
3. Game-based learning: Educational technology can be used to
support game-based learning by providing students with access
to educational games and simulations. Innovative teaching
methods, such as game design challenges and role-playing
activities, can help to promote creativity and critical thinking
skills.
4. The combination of educational technology and innovative
teaching can help to create a more engaging and effective
learning environment that meets the diverse needs of students.
Journey in Basic Education Curricular Reforms
 1946 – 1956 - The establishment of the Commonwealth ,
called for a reorientation of educational plans and policies
to conform to the requirements of a revised form of
government.
- The shortening of the elementary curriculum from seven
to six years in order to admit more children of school age
- The Educational Act of 1940 called the educational
“Magna Carta” of the Philippines, provided for the system
of public elementary education and its matter of financing.
 Legislations affecting basic education : *Commonwealth
Act no. 586 -approved on August 7,1940 -an act to provide
for the revision of the system of public elementary
education in the Philippines including the financing
thereof.
 *Commonwealth Act No. 589 -approved on August 19,
1940 -an act establishing a School Ritual in all Public and
Private Elementary and Secondary Schools.
 *Republic Act No. 896 -approved on June 20,1953 -an act
to declare the policy on Elementary Education in the
Philippines.Fundamental
Objectives of Education:
1. To inculcate moral and spiritual values inspired by an
abiding faith in God.
2. To develop an enlightened, patriotic, useful and upright
citizenry in a democratic society.
3. To instill habits of industry and thrift and to prepare
individuals to contribute to the economic development and
wise conservation of the Nation’s natural resources.
4. To maintain family solidarity , to improve community life,
to perpetuate all that is desirable in our national heritage and to
serve the cause of world peace.
5. To promote the sciences, arts and letters for the enrichment
of life and recognition of the dignity of the human person.
Objectives of Elementary Education :
 The elementary school should offer adequate education for
our children to prepare them for democratic citizenship.
 It should give instruction in basic knowledge, develop
basic skills and attitudes and inculcate ideals necessary for
the promotion of national solidarity.
Objectives of Secondary Education:
The secondary school shall continue the unifying
functions of elementary education by providing general
education and shall seek to discover the varying abilities,
interests and aptitudes of the youth and offer courses in the
different fields of productive endeavor according to the talents
of the youths.
 1957 -1982
Elementary Education -The revised elementary education
curriculum was gradually effected beginning the school year
1957 -1958.
- The Continuous Progression Scheme (CPS) was
implemented in the elementary during the SY 1970-1971 .
 1957- 1972 Secondary Education -offering of Character
Education and Good Manners and Right Conduct as “a
separate subject in the elementary and secondary curricula
in all public and private schools.
A. Elementary Level
Good Manners and Right Conduct -everyday in the
most suitable language in all grade levels during the opening
exercises
B. Character education and Right Conduct shall be given in
English for a period of 40 mins. Once a week.
 1973 -1988 Secondary Education -The revised Secondary
Education Program (RSEP) replaced the 2-2 plan in 1973.
The RSEP implemented starting SY 1973-1974 introduced
the by the hour programming instead of 40 mins. per
learning area.
The conceptualization of the New Secondary School
Curriculum (NSEC) began in 1892 in preparation for the
graduates of the New Elementary School Curriculum (NESC)
implemented starting 1982-83 in Grade 1.
The new elementary curriculum was put in a place one
grade upwards every year thereafter through the six grades of
elementary school, under the Program for Decentralized
Education Development (PRODED).
1989-2001 The new secondary education curriculum
(NSEC)
The first full beneficiaries of the new elementary school
curriculum were graduated in March 1989, and they also
became the first beneficiaries of the NSEC under the
Secondary Education Development Program (SEDP)
The NSEC was implemented in all secondary schools in
the Philippines starting with First Year in SY 1989-
90.However the curriculum underwent a macro-tryout from
1985 to 1989.During that four- year period, each curricular
level was tried out using pretest-posttest two-group design.
SY 1989-90 SY to 1992-93, additional evaluation was
carried out as the NSEC was implemented in the succeeding
year levels, one-year level at a time.
In SY 1992-93 all four-year levels of the high school
curriculum were evaluated through achievement tests.
In February 1994, further testing was done to assess
student achievement after the full implementation of the NSEC
Assessment of student achievement under the NSEC
has been a major dimension of the evaluation of SEDP (Llagas,
1994)
Objectives of the New Secondary Education Curriculum
(NSEC):
Develop an enlightened commitment to the national
ideals by cherishing preserving and developing moral, spiritual
and socio-cultural values as well as other desirable aspects of
the Filipino Heritage;
 Obtain knowledge and form desirable attitudes for
understanding the nature and purpose of man and therefore, of
one’s own people and other races, places and times, thereby
promoting a keen sense of self or family and of national and
international situations;
Develop skills in higher intellectual operations and
more complex comprehension and expression activities and in
thinking intelligently, critically and creatively in life situations.
Acquire work skills, knowledge and information and a
work ethic essential for making an intelligent choice of the
occupation for career and for specialized training in specific
occupations ;
Broaden and heighten one’s abilities in and
appreciation for the arts, and science and technology as a
means for maximizing one’s potential for self fulfillment and
for promoting the welfare of others.
LEVEL OF YEARLY IMPLEMENTATION

 1989-1990 - First Year

 1990-1991 - Second Year
 1991-1992 - Third Year
 1992-1993 - Fourth Year
 1993-1994 - Project Completion Report
 1994-1995 - Project Impact Report