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PHILOSOPHICAL
THOUGHTS ON
EDUCATION
MONTALVO, JONATHAN M.
BSED SCIENCE 4B
LEARNING OBJECTIVES:
❑ cite an implication/relevance of
the following theories in the
teaching Profession.
Let’s Read These!
Process Questions:
1. Should school produce generalist or specialist?
Explain your answer
2. "If you cannot bring the learners to the world, bring the
world to the classroom." Will this go with John Dewey's
philosophy of education? Explain your answer.
Characteristics of Culture
1. Learned
2. Diverse and shared by a group of people
3. Cumulative
4. Changing and dynamic
5. Specifies what is acceptable and what is not
LET’S CONCEPTUALIZE!
❑ As John Dewey claimed, it is the school that “introduces and trains each child of society
into membership within such a little community, saturating him with the spirit of service
and providing him with the instruments of effective self-direction..” When schools
succeed to do this, in the words of Dewey “we shall have the deepest and best guaranty
of a larger society which is worthy, harmonious and lovely.” This is called the
socialization.
❑ Socialization- is the process by which individuals internalize the norms and values of
society and so social and cultural continuity are attained.
- is a lifelong process
- it occurs primarily during early childhood but as we progress from
infancy to old age we shed old roles and adopt new ones. Role learning that prepares us
for future roles is termed anticipatory socialization.
LET’S CONCEPTUALIZE!
Historical Foundation of
Education
MONTALVO, JONATHAN M.
BSED 4B SCIENCE
Learning Objectives
Practical skills of
Emphasis on the
Primitive To teach group hunting, fishing,
role of informal
societies survival skills; to food gathering Parents, tribal
education in
7000 B.C. – cultivate group stories, myths, elders
transmission of
5000 B.C cohesiveness songs, poems,
skills and values
dances
Athenian:
reading, writing,
Athens: private Athens: the
To cultivate civic arithmetic,
Greek teachers and concept of the
responsibility drama, music,
1600 B.C. – 300 schools, well-rounded,
and identify with physical
B.C. Sophists; liberally
city-state; education,
philosophers educated person
literature,
poetry
Historical Educational Curriculum Agents Influences on
Group and Goals Western
Period Education
Athenian: to
develop
well-rounded
Greek person Spartan: drill, Sparta: military Sparta: the
1600 B.C. – 300 military songs teachers, drill concept of the
B.C. Spartan: to and tactics sergeants military state
develop soldiers
and military
leaders
To develop
Emphasis on
Roman sense of civic Reading, writing, Private schools
ability to use
750 B.C. – 450 responsibility for arithmetic, Laws and teachers;
education for
A.D. republic, and of Twelve Tables, schools of
practical
then empire; to philosophy rhetoric
administrative
develop
Historical Educational Curriculum Agents Influences on
Group and Goals Western
Period Education
skills; relating
Roman administrative
education to
750 B.C. – 450 and military
civic
A.D. skills
responsibility
Arabic numerals
To cultivate
and
religious Reading, writing,
computation;
Arabic commitment to mathematics,
Mosques; court re-entry of
700 A.D. – 1350 Islamic beliefs; to religious
schools classical
A.D. develop literature;
materials on
expertise in scientific studies
science and
mathematics,
medicine
Historical Educational Curriculum Agents Influences on
Group and Goals Western
Period Education
Arabic
medicine, and
700 A.D. – 1350
science
A.D.
To develop
Establishing the
religious
Reading, writing, structure,
commitment, Parish, chantry,
arithmetic, content, and
knowledge, and and cathedral
liberal arts; organization of
Medieval ritual; to schools;
philosophy, the university as
500 A.D. – 1400 re-establish universities;
theology; crafts; a major
A.D. social order; to apprenticeship;
military tactics institution of
prepare persons knighthood
and chivalry higher
for appropriate
education;
roles
Historical Educational Curriculum Agents Influences on
Group and Goals Western
Period Education
the
institutionalizati
on and
preservation of
knowledge
To cultivate a An emphasis on
Classical
humanist who literary
humanist
was expert in Latin, Greek, knowledge,
Renaissance educators and
the classical excellence, and
1350 A.D. – schools such as
classics-Greek literature, style as
1500 A.D. lycee,
and Latin; to poetry, art expressed in
gymnasium, Latin
prepare classical
grammar school
courtiers for literature;
Historical Educational Curriculum Agents Influences on
Group and Goals Western
Period Education
Renaissance a two-track
service to
1350 A.D. – system of
dynastic leaders
1500 A.D. schools
A commitment
to universal
To cultivate a
Reading, writing, education to
sense of Vernacular
arithmetic, provide literacy
commitment to elementary
Reformation catechism, to the masses;
a particular schools for the
1500 A.D. – religious the origins of
religious masses; classical
1600 A.D. concepts and school systems
denomination; schools for the
ritual; Latin and with supervision
to cultivate upper classes
Greek; theology to ensure
general literacy
doctrinal
conformity
LET’S SUMMARIZE
Free education in public schools was provided all over the country, in
accordance with the 1935 Constitution.
Vocational education and some household activities like sewing, cooking,
and farming were also given importance.
Education also emphasized nationalism so the students were taught about
the life of the Filipino heroes.
Vocational education and some household activities were also given
importance. Good manners and discipline were also taught to the students
Establishment of institute of private education to observe private schools.
The Commonwealth Period (1935-1942)
Executive Order No. 134 of 1936 was signed by Pres. Manuel L. Quezon designating
Tagalog as our National Language.
- Executive Order No. 217 otherwise known as the Quezon Code of Ethics was
taught in schools.
- Executive Order No. 263 in (1940) required the teaching of the Filipino, national
language in the senior year of all high schools and in all years in the normal schools.
The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on
August 7, 1940, which provided for the following:
- Reduction of the 7 year elementary course to 6 years
- Fixing the school entrance age at 7
- National support for the elementary education
- Compulsory attendance of primary children enrolled in Grade 1
The Japanese Occupation
Educational aimed at the full of realization of the democratic ideals and way of life.
The Civil Service Eligibility of teachers was made permanent pursuant to R.A. 1079
in June 15, 1954
A daily flag ceremony was made compulsory in all schools including the singing of
the National Anthem pursuant to R.A. 1265 approved on June 11, 1955.
Curricular offerings in all schools, the life, the works and writings of Jose Rizal
especially the Noli Me Tangere and El Filibusterismo shall be included in all levels.
Elementary education was nationalized and matriculation fees were abolished.
Magna Carta for Teachers was passed into law by virtue of R.A. 4670
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
Other Developments
Transfer of authority of administering the LET from CSC and DECS to the Board of
Professional Teachers under PRC
Trifocalization of Education System
The trifocal education system refocused DECS’ mandate to basic education which
covers elementary, secondary and nonformal education, including culture and sports.
TESDA now administers the post-secondary, middle-level man power training and
development R.A. 7796 – Technical Education and Skills Development Act of 1994
CHED is responsible for higher education. R.A. 7722 – Higher Education Act of 1994
In August 2001, R.A. 9155, otherwise called the Governance of Basic Education, Culture
and Sports (DECS) to the Department of Education (DepEd) and redefining the role of
field offices (regional offices, division offices, district offices and schools). R.A. 9155
provide the overall framework for
Other Developments
R.A. 10157, Jan 20, 2012 – Kindergarten Act, an act institutionalizing the kindergarten
education into the basic education system
K to 12 Programs (R.A. 10533), May 15, 2013 – 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) 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.
The Varied Goals of Education in Different Historical Periods of Philippine
history
During the pre-colonial period, students were given vocational training but lesser
academics for them to be good fathers and mothers.
During the Spanish period, schools focused on religious formation to help them live the
Christian faith.
The American regime educated the Filipinos to become good citizens of a democratic
country
The Japanese regime taught them love of labor.
The post-colonial period educational system was devoted to the following goals:
1. Forster love of country
2. Teach the duties of citizenship
3. Develop moral character and self-discipline
4. Scientific technological and vocational efficiency
Commission on Higher Education
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to
building the nation.
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
Teachers facilitate learning and constantly nurture every learner
The Department of Education vision, mission and core values:
Administrators and staff, as stewards of the institution, ensure and enabling and
supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners
Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
Let’s Analyze the Song
A) Choose any object in your home to symbolize your care for someone.
Keep the meaning to yourself. Give that symbol to someone in the class
B) Ask that someone for the meaning he/she gave to your symbol.
Process Question:
Was the meaning that you gave to your symbol the same with the meaning
that the receiver gave? If not, how did this affect you? Do you feel you were
misunderstood?
CHAPTER 3
Social Science Theories and
Their Implications to
Education
Montalvo, Jonathan M.
BSED SCIENCE 4B
Intended Learning Outcome:
1) Structural-functional theory
2) Conflict Theory
3) The symbolic interactionist theory perspective
Three Social Theories
1) Structural-functional theory
Herbert Spencer, the proponent of structural-functional views society as “a
system of interconnected parts each with a unique function. The parts have
to work together for stability and balance of society.”
The functionalist theory of education focuses on how education serves the
need of society through the development of skills.
The functionalists see education as a beneficial contribution to an ordered
society
Functionalism sees active social change as undesirable because the various
parts of society will compensate naturally for any problems that may arise.
Three Social Theories
2) Conflict Theory
There are always two opposing sides in a conflict situation.
Welcomes conflict for that is the way to the establishment of a new society.
Conflicts theorists find potential conflict between any groups where
inequality exists; racial, gender, religious, political, economic, and so on.
This constant competition between groups forms the basis for the
ever-changing nature of society.
Let us promote and create opportunities for genuine interaction among our
students, teachers, between students and teachers.
Let us use positive symbols in the form of gestures, words, actions, and
appearances to express our trust, belief in our students’ abilities, an
affirmation of their being.
The symbolic interactionist perspective, also know as symbolic
interactionism, directs sociologist to consider symbols and details of
everyday life, what these symbols mean, and how people interact with each
other
Faulty communication can result from differences in the perception of the
same events and symbols.
Weakness of Symbolic Interaction Theory
Critics claims that symbolic interactionism neglects the macro level of social
interpretation- the “big picture.”
Symbolic interactionism traces its origins to Max Weber’s assertion that
individuals act according to their interpretation of the meaning of the world.
However, it was the American philosopher George H. Mead (1863-1931) who
introduced this perspective to American sociology in the 1920s.
LET’S SUMMARIZE!
• The global temperatures are rising, and are estimated to increase from 2.6
degrees Celsius to 4.8 degrees Celsius by 2001.
• The reduction of greenhouse emissions and the spreading of education on
the importance of going green can help make a big difference.
• This would cause more severe weather, crists with food and resources and
the spread of diseases.
• Lobbying governments and discussing policies to reduce carbon emissions
and encouraging reforestation is an effective way of making progress with
climate change.
POLLUTION
• Pollution includes ocean litter, pesticides and fertilizers, air, light and
noise pollution.
• Clean water is essential for humans and animals , but more than one
billion people don't have access to clean water due to pollution from
toxic substances. sewage or industrial waste.
• Pollution is one of the greatest problems that the world is facing today,
which is causing grave irreparable damage to the natural world and
human society with about 40% of deaths worldwide caused by water, air
and soil pollution.
VIOLENCE
• Violence can be found in the social, cultural and economic aspects of the
world.
• Whether it is conflict that has broken out in a city, hatred at a certain group
of people or sexual harassment occurring on the street, violence is a
preventable problem that has been an issue for longer than necessary.
• Those who experience or witness violence may develop a variety of
problems, including anxiety. depression insecurity, anger, poor anger
maragement, poor social skills, pathological lying, manipulative behaviour,
impulsiveness, and lack of empathy.
VARIOUS FORMS OF VIOLENCE
• PHYSICAL VIOLENCE - Physical violence occurs when someone uses a part
of their body or an object to control a person's actions.
• SEXUAL VIOLENCE - Sexual violence occurs when a person is forced to
unwillingly take part in sexual activity.
• EMOTIONAL VIOLENCE - Emotional Violence occurs when someone says or
does something make a person stupid or worthless.
• PSYCHOLOGICAL VIOLENCE - Psychological violence occurs when someone
uses threats and causes fear in an individual to gain control.
• SPIRITUAL VIOLENCE - Spiritual (or religious) violence occurs when
someone uses an individual's spiritual beliefs to manipulate, dominate or
control that person.
• CULTURAL VIOLENCE - Cultural violence occurs when an individual is
harmed as a result of practices that are part of her or his culture, religion or
tradition.
SECURITY AND WELL BEING
• The U.N is a perfect example of what should be done to prevent
the lack of security and well being a serious global issue.
• Through its efforts with regional organizations and
representatives that are skilled in security, the UN is working
toward increasing the well being of people throughout the
world.
LACK OF EDUCATION
• More than 72 million children throughout the globe that are the age to be
in primary education are not enrolled in school.
• This can be attributed to inequality and marginalization as well poverty.
• Fortunately, there are many organizations that work directly with the issue
of education in providing the proper tools and resources to aid school.
UNEMPLOYMENT
• Without the necessary education and skills for employment. many people,
particularly 15 to 24 years old. struggle to find jobs and create a proper
living for themselves and their families
• This leads to a lack of necessary resources, such as enough food, clothing,
transportation and proper living conditions.
• The unemployment rate in the Philippines inched lower to 5.2 percent in
the March quarter of 2019 from 5.3 percent a year ago.
• Unemployment rate in Philippines averaged 8.34 percent from 1994 until
2019, reaching an all time high of 13.20 percent in first quarter of 2000
and a record low of 4.70 percent in the fourth quarter of 2016.
GOVERNMENT CORRUPTION
• Means of corruption include graft, bribery, embezzlement, backdoor
deals, nepotism, and patronage.
• Corruption is a major cause of poverty considering how it affects the poor
the most, eroding political and economic development. democracy and
more.
• Corruption can be detrimental to the safety and well being of citizens
living within the corrupted vicinity, and can cause an increase in violence
and physical threats without as much regulation in the government.
• The Philippines ranked 94 out of 177 countries in Transparency
International's 2013 corruption index.
MALNOURISHMENT AND
HUNGER
• Currently there are 795 million people who do not have enough to eat.
• Long-term success to ending world hunger starts with ending poverly.
• Fighting poverty through proper training for employment, education and
the teaching of cooking and gardening skills, people who are suffering will
be more like y to get cbs, earn enough money to buy food and even learn
how to make their own food to save money.
• By Malnutrition, in all its forms, includes under nutrition, inadequate
vitamins or minerals, overwe cht, obesity, and resulting diet-related non
communicable disease.
SUBSTANCE ABUSE
• Substance abuse is the "the harmful or hazardous use of psychoactive
substances, including alcohol and illicit drugs" (WORLD HEALTH
ORGANIZATION).
• The United Nations reports that, by the beginning of the 21st century, an
estimated 185 million people over the age of 15 were consuming drugs
globally.
• The drugs most commonly used are marijuana. cocaine, alcohol,
amphetamine stimulants, opiates and volatile solvents. Different classes of
people, both poor and rich, partake in substance abuse, and it is a persistent
issue throughout the world. marginalized groups and communities are the
most vulnerable to this reality.
• The Philippines faces th's huge problem on substance abuse.
TERRORISM
• Terrorism is an issue throughout the world that causes fear and insecurity,
violence and death.
• Across the globe, terrorists attack innocent people often without warning.
• This makes civil ones feel defenseless in their everyday lives.
• Making national security a higher priority's key in combating terrorism, as well
promoting justice in wrongdoings to illustrate the enforcement of the low and
the serious punishments for terror cranes.
• Terrorism is, in the broadest sense, the use of intentional violence to achieve
political aims. It is used in this regard primarily to refer to violence during
peacetime or in the context of war against non-combatants (mostly civilians
and neutral military personnel). It's a unlawful use of force or violence against
persons or property to intimidate or coerce a government or its citizens to
further certain political or social objectives.
17 Sustainable Development Goals for the period 2015-2030
• End poverty in all its forms everywhere.
• End hunger, achieve food security and improved nutrition and promote sustainable agriculture.
• Ensure healthy lives and promote well-being for all at all ages.
• Ensure inclusive and equitable quality education and promote life-long learning opportunities for all.
• Achieve gender equality and empower all women and girls.
• Ensure availability and sustainable management of water and sanitation for all.
• Ensure access to affordable, reliable, sustainable, and modern energy for all.
• Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.
• Build resilient infrastructure, promote inclusive and Sustainable industrialization and among countries. Reduce inequality within and among countries.
• Make cities and human settlements inclusive, safe, resilient and sustainable.
• Ensure sustainable consumption and production patterns.
• Take urgent action to combat climate change and its impacts.
• Conserve and sustainably use the oceans, seas and marine resources for sustainable development.
• Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land
degradation and half biodiversity loss.
• Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive
institutions at all levels.
• Strengthen the means of implementation and revitalize the global partnership for sustainable development.
The Teacher and the
Community, School Culture
and Organizational
Leadership
ED 228
LESSON 5
THE WHAT AND HOW OF
SCHOOL AND COMMUNITY
PARTNERSHIP
LEARNING OBJECTIVES
1 2 3 4
Determine the Explain school Appreciate the Cite an
why and how of and community importance implication of
the of
partnership school-communi school-communi
School-Commu through eliciting ty partnership ty partnership.
nity examples; through
partnership; poster-making;
and
PARTNERSHIP
Partnership implies two parties
helping each other. These parties
both mutually benefit from each
other.
WHAT COMMUNITY
CAN DO FOR
SCHOOL
1. BRIGADA ESKWELA
2. CURRICULUM DEVELOPMENT
6. COMMUNITY SERVICE
BRIGADA ESKWELA
BRIGADA ESKWELA
It is a program that engages all education
stakeholders to contribute their time, effort and
resources in ensuring that public school
facilities are set in time for the forthcoming
school opening. This is a school maintenance
program that has been institutionalized since
2009 when DepEd issued DepEd Order No. 100.
BRIGADA ESKWELA
To foster understanding among all
sectors of society that the education of
the Filipino people is the responsibility
of everyone.
CURRICULUM
DEVELOPMENT
The role of the community in
providing curriculum development is
by allowing the schools to use
community resources for learning.
COMMUNITY RESOURCES
• MUSEUM
• TOURIST ATTRACTIONS
• HISTORICAL LAND MARKS
• BUSINESS SECTOR
WORK EXPERIENCE
PROGRAMS
Business establishments and
offices in the community can serve as
a training ground for learners.
WORK EXPERIENCE
PROGRAMS
The school can fulfill what the curriculum
requires and may improve on its curriculum
based on community feedback, while
community establishment contributes to the
formation of graduates who are more ready
for life and more equipped for the world of
work.
REMEDIATION AND
ENRICHMENT CLASSES
The school takes initiative in organizing
remedial and enrichment classes in order for
the students to achieve the expected
competencies in core academic skills. Parents
and retired teachers may be involved in the
School Reading remediation and Learning
Enrichment Programs.
YOUTH DEVELOPMENT
PROGRAMS
Youth development programs seek to
improve the lives of children and adolescents
by meeting their basic physical,
developmental, and social needs and by
helping them to build the competencies
needed to become successful adults.
EXAMPLES OF YOUTH
DEVELOPMENT PROGRAMS
• Character development and ethical enrichment activities;
• Mentoring activities, including one-to-one relationship
building and tutoring;
• Sports, recreation, and other activities promoting
physical fitness and teamwork;
• Leadership training and community service;
• Services that promote health and healthy
development
and behavior on the part of youth, including risk
avoidance programs;
COMMUNITY SERVICE
It is a Service volunteered by
individuals or an organization to benefit a
community or its institutions. It is
voluntary work intended to help people in
a particular area.
EXAMPLES OF COMMUNITY
SERVICE
•Participating in tutorial programs
•Community reforestation
•Clean up drive
•Assisting in the medical mission
•School band playing in fiesta parade,
EXAMPLES OF COMMUNITY
SERVICE
•Participating in tutorial programs
•Community reforestation
•Clean up drive
•Assisting in the medical mission
•School band playing in fiesta parade,
WHAT SCHOOL CAN
DO FOR
COMMUNITY
• The classroom is used by community
organizations for meetings
• Schoolsare used as a polling place and
venue for medical missions which it may
co-sponsor with Rural Health Unit
• Schools used as an evacuation center
• School facilities used for community
assemblies
• School basketball court used for local
celebrations and barangay sports league
• Schools conduct livelihood skills-training
programs for parents and out-of-school youths
by using school resources
• Livelihood skills-training for parents and
out-of-school-youths by teachers themselves
LEARNING EXPERIENCES OF
SCHOOL AND COMMUNITY
PARTNERSHIP
Dumingaga Central School,
Dumingaga, Zamboanga del Sur
•STRONG COMMUNITY
PARTNERSHIPS
•KIDDIE COP CLASSES
STRONG COMMUNITY
PARTNERSHIPS
Strong school community partnership
- Feeding program was maintained by
community donors - Mother Butler Mission
Guild, barangay councils, the office of the
mayor, parents who budgeted, cooked,
and purchased.
KIDDIE COP CLASSES
"Kiddie Cop" classes - Cops lectures on
good manners and right conduct, drug
addiction, child abuse, child welfare. Municipal
Welfare and Development Office - Municipal
Health Office conducted special classes on
health and nutrition, rights of the child.
PEMBO ELEMENTARY
SCHOOL, MAKATI
•Pembo Angels Magic Spot (PAMS)
•Project Revitalized Enthusiasm for
Assistance to Children of Humanity
(REACH)
Pembo Angels Magic Spot
(PAMS)
Pembo Angels Magic Spot (PAMS) were the
volunteer environmental steward-students of Pembo
Elementary School while magic spots were the small
dumpsites or empty lots in the barangay which were
converted by the students into vegetable gardens from
which members of the barangay could harvest for home
supply, the school for their feeding program or sold
them for cash for the purchase of seedlings and planting
of more vegetables.
Pembo Angels Magic Spot
(PAMS)
PAMS brought together students, teachers, school
heads, parents barangay officials, and other members of
the community to clean up some dumpsites or empty
lots and converted them into green areas with
vegetables shared by all. It also taught gardening skills
and a positive attitude toward work to students and
supplemented the feeding program for the underweight
and the malnourished in the school, Project BOWLS
(Brain Operates Well on Loaded Stomachs).
Project Revitalized Enthusiasm for
Assistance to Children of Humanity (REACH)
A program where each teacher adopted one
student and acted as his/her mentor for the entire
school year, The teacher gave free tutorial to the
adopted student ,during his/her free time, visit. The
student's family every now and in some instances gave
the student a daily allowance of ten pesos from the
teacher's own pocket.
PERA SA PANAPON
Pera sa Panapon is a weekly trash market where
students, their parents, and other members of the
community were invited to bring their recyclable
garbage. The project helped the school purchase the
necessary supplies and was able to support two
students to a 2010 math competition in Singapore.
SOCIOLOGICAL BASIS OF
SCHOOL-COMMUNITY
PARTNERSHIP CLASS
According to the functionalist theory,
the institutions must perform their
respective functions for the stability of
society. Other institutions must come in if
one institution fails to do its part for the
stake o society.
Legal Bases for Parents
and Community
Involvement
RA 9155, Governance of Basic
Education Act, Section E (10)
This republic act explicitly states that one of
the responsibilities of school heads is "establishing
school and community networks and encouraging
the active participation of teachers organizations,
non-academic personnel of public schools, and
parents-teachers-community associations.”
RA 9155, Governance of Basic
Education Act, Section F (3)
This republic act explicitly states that “local
initiatives for improvement of schools and learning
centers and to provide the means by which
improvements may be achieved and sustained.”
Batas Pambansa Blg. 232, otherwise known
as the Education Act of 1982, Section 7
Every educational institution shall provide for the
establishment of appropriate bodies through which the
members of the educational community may discuss relevant
issues and communicate information and suggestions for
assistance and support of the school and for the promotion of
their common interest. Representatives from each subgroup of
the educational community shall sit and participate in these
bodies, the rules and procedures of which must be approved by
them and duly published.
RA 8525 , Adopt-A-School
Program Act
This act provides for school-community partnership. It
allows "private entities to assist a public school, whether
elementary, secondary, or tertiary, in, but not limited to, the
following areas: staff and faculty development for training and
further education; construction of facilities; upgrading of
existing facilities, provision of books, publications and other
instructional materials; and modernization of instructional
technologies."
TAKE-AWAY LEARNING
Schools and community partnership means
school head, teachers, learners, parents of
learners and non-teaching personnel working
together with civic and religious leaders, alumni,
other parents,non government organizations,
government organizations for the welfare of the
individuals in the society particularly the aspiring
young learners.
• National Academies of Sciences,
Engineering, and Medicine. 2002.
Community Programs to Promote Youth
Development. Washington, DC: The
National Academies
https://doi.org/10.17226/10022.
Press.
REFERENCES
• Image Reference: Smart Pictures
• The Teacher and the Community,
School Culture and Organizational Book
• https://www.studocu.com/ph/documen
t/cebu-technological-university/bachelo
r-of-secondary-education-major-in-engl
ish/lesson-6-the-why-and-how-of-scho
ol-and-community-partnership/136753
89
Thank You!
PREPARED BY:
MARY ERIAN ROJO
WHAT IS CLIMATE CHANGE? Climate change is a long-term change in the average weather patterns that
have come to define Earth's local, regional and global climates.
SOLUTIONS FOR CLIMATE CHANGE
• Reduction of emissions; and greenhouse
• The worldwide dissemination of education on the importance of going gr
WHAT IS POLLUTION? Pollution is the introduction of harmful materials into the environment. These
harmful materials are called pollutants.
3 MAIN TYPES OF POLLUTION
• AIR POLLUTION
• LAND POLLUTION
• WATER POLLUTION
• Air pollution is caused by solid and liquid particles and certain gases suspended in the air.
• Land Pollution refers to the deterioration or destruction of the earth's land surfaces. Land pollution
occurs when trash, compost, and other toxins are dumped on the land, contaminating or polluting it.
• Water pollution is the substances that make the water is presenting contamination of water sources by
SOLUTIONS FOR POLLUTION
• Encourage people to use public transportation
• Consume and Save Energy
• Reduction in the burning of fossil fuels
• Reduce, Recycle and Reuse
• Promote effective water consumption
• Proper disposal of chemical waste
• The U.N or the united nations is a perfect example of what should be done to prevent the lack of
security and well-being as a serious global issue. Through its efforts with regional organizations and
representatives that are skilled in security, the U.N is working toward increasing the well-being of
people throughout the world.
• A lack of education can be defined as a state where people have a below-average level of common knowledge about
basic things that they would urgently need in their daily life. For instance, this could include basic knowledge in math,
writing, spelling, etc.
• More than 72 million children throughout the globe that are of the age to be in primary education were not able to
enroll in school. This problem is mainly attributed or caused by inequality, marginalization as well as poverty.
• Based on the 2013 Functional Literacy, Education and Mass Media Survey (FLEMSS), the country registered a 90.3%
rate, which means that nine out of every 10 Filipinos aged 10-64 were functionally literate.
• Government must provide retraining programs or training programs for the unemployed so that
WHAT IS CORRUPTION?
• Corruption is dishonesty and illegal behaviour by people in positions of authority or power. It
includes graft, bribery, embezzlement, backdoor deals, nepotism and patronage.
• Corruption is a major cause of poverty considering how it affects the poor the most, eroding
political and economic development, democracy and more. Corruption can be detrimental to the
safety and well being of citizens living within the corrupted vicinity, and can cause an increase in
violence and physical threats without as much regulation in the government.
• According to the 2021 Transparency International. The Corruption Perceptions Index reported by
Philippines ranked 117th out of 180 countries in Transparency International's corruption index.
• Malnutrition, in all its forms, includes under nutrition, inadequate vitamins or minerals, overweight, obesity, and resulting diet-related
non-communicable diseases. World hunger refers to pockets of the human population who regularly do not get enough food to eat.
• Every country in the world is affected by one or more forms of malnutrition and hunger. Combating malnutrition in all its forms and hunger are one of
the greatest global health challenges. Women, infants, children, and adolescents are at particular risk of malnutrition and hunger.
• According to the data and survey, currently, there are 795 million people who do not have enough to eat. Long-term success in ending world hunger
starts with ending poverty.
• According to the World Health Organization (WHO) Substance abuse is the harmful or hazardous use of psychoactive substances, including alcohol and
illicit drugs.
• The United Nations reports that, by the beginning of the 21st century, an estimated 185 million people over the age of 15 were consuming drugs
globally. The drugs most commonly used are marijuana, cocaine, alcohol, classes of people both poor and rich, partake in substance developing world,
marginalized groups and communities are the most vulnerable to this reality. The Philippines faces this huge problem on substance abuse
The Sustainable Development Goals (SDGs), also known as the Global Goals, were adopted by all
United Nations Member States in 2015 as a universal to action to end poverty, protect the planet and
ensure that all people enjoy peace and prosperity by 2030.
• According to the UN Secretary-General, Ban Ki-moon,: "The seventeen Sustainable Development
Goals are our shared vision of humanity and a social contract between the world's leaders and the
people. They are to-do list for the people and planet and a blueprint for success."
Global Issues, SDGs 2015-2030 and Education
The realization of the 17 SDGs means solving the top global issues cited. These global issues and SDGs 2015-2030 must be
intentionally taught in schools because they are made part of the curriculum.
2/2
A. Banking system 8.) Empiricism means _________. *
2/2
Mile wide inch deep kind of learning
Old curriculum a.) knowledge of the world is based on one's
Mile inch kind of learning experience
Other:
b.) reformation of society
c.) agent of change
d.) learners are not empty receptacles to be filled
a.) social, scientific and diplomatic
9.) He emphasized the idea of
b.) political, scientific and democratic
interdependent world. * c.) social, scientific and democratic
d.) political, experiment and diplomatic
2/2
a.) John Locke Correct answer
b.) John Dewey c.) social, scientific and democratic
c.) Theodore Brameld
c.) change
d.) basic knowledge
15.) He was the philosopher who believed
that education is not a privilege of the few
11.) Individual ______ leads to social bit a right to be enjoyed by all. *
progress. * 2/2
2/2 a.) Paulo Freire
b.) George Counts
a.) knowledge
c.) John Locke
b.) literacy
d.) Theodore Brameld
c.) competition
d.) change
16.) He claimed that education and literacy
are essential for social change. *
12. He opposed on "divine right of 2/2
kings." *
a.) Paulo Freire
2/2
a.) John Dewey b.) George Counts
b.) Herbert Spencer c.) John Locke
c.) John Locke d.) Theodore Brameld
d.) George Counts
Correct answer
c.) democratic institutions
© Japanese period
© American period
© Spanish period
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© Ancestors
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*
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One of the aims of education during this time was to eradicate the idea of
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Email:
kayeclaire.estoconing@ctu.edu.ph
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