1 / 36

PRESIDENTIAL TASK FORCE FOR EDUCATION STATUS REPORT 31 January 2008

rey
Download Presentation

PRESIDENTIAL TASK FORCE FOR EDUCATION STATUS REPORT 31 January 2008

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    2. This is now the Main Education Highway with feeder roads. The objective of this highway is to eliminate or zero dropout rate at all stages by strengthening the retention rates and improving their achievement through the different levels up to the time they get jobs. How to get to the main highway: a. pre-school or early childhood program- programs implemented in day-care centers and pre-schools must be strengthened and institutionalized. This is now the Main Education Highway with feeder roads. The objective of this highway is to eliminate or zero dropout rate at all stages by strengthening the retention rates and improving their achievement through the different levels up to the time they get jobs. How to get to the main highway: a. pre-school or early childhood program- programs implemented in day-care centers and pre-schools must be strengthened and institutionalized.

    3. Mandates of the Presidential Task Force for Education To design a mechanism in the holding of regular for a for trans-subsectoral consultations on cross-cutting policies and programs; To identify strategies to dovetail the goals and objectives of the education system, especially tertiary education, to national development plans; To review existing and proposed programs from all the three (3) education agencies of government and other government agencies with education programs for tighter inter-subsector coordination;

    4. Mandates of the Philippine Task Force for Education To provide guidelines in setting priorities for the education system, especially tertiary education, and recommend corresponding financial requirements; To design the monitoring scheme for the implementation of reforms proposed by the PCER as updated by the Medium Term Philippine Development Plan of the Arroyo administration, especially on tertiary education; To provide directions in the establishment of the National Educational Evaluation and Testing Systems and Operations, as well as oversee and monitor the implementation thereof;

    5. Mandates of the Presidential Task Force for Education To recommend and provide guidelines for Philippine representatives in international and national conferences/meetings with cross-cutting themes or concerns in education; and To lead in the convening of a biennial National congress in Education involving the three (3) levels for the purpose of assessing, updating/upgrading and strengthening the entire educational system and its components.

    7. Establishment of the National Coordinating Council for Education (NCCE) Executive Order 632, July 10, 2007 amended EO 273, abolished the NCCE and mandated a Presidential Assistant to exercise its functions Executive Order 652, August 21, 2007 created the Presidential Task Force for Education to assess, plan and monitor the entire education system; the NCCE is now the Office of the Presidential Assistant for Education which is mandated to institutionalize the system

    8. Rationalization, within a moratorium period, of the creation and conversion of state universities and colleges HE President Gloria Macapagal-Arroyo has declared that this function is the prerogative of Congress and expressed a policy not to unduly interfere with the work of the legislative body.

    9. Re-orienting the premises of Financing Public Higher Education This issue will be tackled in Workshop 6

    10. The 10-year basic education in the Philippines which is lacking two years by world standards PTFE’s Response Strengthen the current programs implemented in day-care centers and pre-schools so that these develop into more formal and effective pre-schools PGMA’s Response H.E. the President has issued an executive order directing the Standardization of Pre-School Curriculum for 5-Year Old Pupils and Transfer of General Supervision from DSWD to LGUs to DepEd.

    11. DepEd will be working closely with the DSWD/LGUs in ‘catching the five-year olds’ to be part of this curriculum. DepEd will be working closely with the DSWD/LGUs in ‘catching the five-year olds’ DepEd will be working closely with the DSWD/LGUs in ‘catching the five-year olds’ to be part of this curriculum. DepEd will be working closely with the DSWD/LGUs in ‘catching the five-year olds’

    12. STATUS All comments should be heard before H.E. President Gloria Macapagal-Arroyo signs the Executive Order transferring the general supervision of the Early Childhood Development Program for five-year olds to DepEd. All comments should be heard before H.E. President Gloria Macapagal-Arroyo signs the Executive Order transferring the general supervision of the Early Childhood Development Program for five-year olds to DepEd.

    13. STRATEGIES

    15. Faculty development at the tertiary level In line with PCER Recommendation No. 5-Faculty Development at the Tertiary Level, the goal is to produce 3,000 (from the present 1,000) higher education teachers with Master’s Degree. H.E. the President recommended conducting teacher’s trainings for higher education during Saturdays or summer.

    16. H.E. the President directed DepEd to focus on in-service training of teachers, especially English (teachers who were not trained under the new curriculum with 24 units of English) H.E. the President said that DepEd should prioritize the development of teachers’ skills in literacy, communication, numeracy, critical thinking, in the curriculum for the National Competency-Based Teachers’ Standards.

    17. Expanding the options for the medium of instruction in grade one through the use of the regional lingua franca or the vernacular Currently being implemented by DepEd on experimental basis in three major languages namely: Ilocano, Cebuano and Tagalog DepEd piloted the use of lingua franca in 16 northern and southern provinces in the country

    19. One of the Features of the Assessment System – PCER Report It should be taken cared of by a body : Independent of DepEd, CHED and TESDA Ensuring the validity and reliability of testing instruments, including PRC Putting in place a credible internationally benchmarked quality assurance system

    21. Establishing common standards for accreditation per discipline H.E. President Gloria Macapagal-Arroyo directs the establishment of common standards through a single body which is recommended to be the Coordinating Council on Accreditation (CCA), to consist of representatives of the five accrediting agencies: Philippine Accrediting Agencies of Schools, Colleges and Universities (PAASCU) Philippine Association of Colleges and Universities-Commission on Accreditation (PACU-COA) Association of Christian Schools and Colleges –Accrediting Agency (ACSC-AA) Accrediting Agency of Chartered Colleges and Universities on the Philippines (AACCUP) Association of Local Colleges and Universities on Accreditation (ALCU-COA) and to be Chaired by a representative from the Commission on Higher Education with a rank not lower than Undersecretary.

    22. Functions: 1. Establish common standards 2. Establish guidelines for giving financial assistance to those who are undergoing accreditation * Funds that will be given to institutions will be coursed through the government agencies

    25. SYNERGIA FOUNDATION PARENT LEARNING SUPPORT SYSTEM

    27. IMPROVING TEACHERS COMPETENCIES They need to be empowered in four specific key result areas (KRAs) 1. ability to teach reading comprehension, 2. initiative and critical and creative thinking, 3. training in values education, and 4. a familiarity in and use of instructional technology.

    28. FACULTY DEVELOPMENT Unfortunately, only about one third of collegefaculty members in the Philippines have this credential.

    30. The issue in the implementation of EO 358 lies in the requirement that higher education institutions intending to ladderize their degree programs were still required to secure a permit from CHED and a registration certificate from TESDA before the ladderized program can be offered to the public.

    32. Higher Education curriculum must be able to adapt and adopt to the fast changing needs of the Industry. In line with this, the professional examination, likewise must conform to the curriculum as well as the needs of the Industry.

    34. The trifocalization of the education sector into DepEd, CHED and TESDA in 1994 has allowed the departments concerned to focus more sharply on their respective mandates. Republic Act 7722, the law which created CHED Republic Act 7796, the law which created TESDA

    36. The use of the large allocations of the government budget for public higher education is still perceived to be inefficient and inequitable.

More Related