inter nationalization of basic education digested)

8/3/2019 Inter Nationalization of Basic Education Digested)

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One framework, One aimUnderstanding Internationalization of Basic Education

Maria Ruth M. Regalado

PNU-NCTE, Manila


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Our Target

Understand the essence of

INTERNATIONALIZING BASIC EDUCATION,and its impact to

Philippine Basic Education, to teaching, andpreservice teacher education


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Our Proofs

1. A 3-minute simulation of situationsthat presents the impacts of

INTERNATIONALIZED BASICEDUCATION to teaching andpreservice teacher education

2. Forge the Puerto PrincesaDeclaration


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exploreStep 1


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How ready are we REALLY?GLOBALIZATION


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What is GLOBALIZATION?

An increasinginterconnectedness and

convergence ofactivities and forms of

life among diverse

cultures throughout theworld.


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What is GLOBALIZATION?

Links individuals andinstitutions across the

world withunprecedented

interconnection.


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What is Gs impact on

Education?

Education systems constitutethe

coreof the globalizationprocess.

A Demand for

INTERNATIONALIZATION


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IN

TERNATIONALIZA

TION

So, what does

INTERNATIONALIZEDEDUCATION

mean?


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firm-upStep 2


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1989

Australia Canada Republic of Ireland Hong Kong Japan New Zealand Singapore South Africa

South Korea Taiwan Malaysia United Kingdom United States

WashingtonAccord

Recognizes substantial equivalency of

undergraduate ENGINEERING programsaccredited by those signatories


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1998

France Italy United Kingdom Germany

SorbonneDeclaration

To harmonize of the architecture of the

European Higher Education System


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1999

BolognaProcess

To create a European Higher Education

Area (EHEA) by 2010.

EuropeanMinisters ofEducation


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1999

EuropeanMinisters of

Education

BolognaProcess

The Bologna Process does not aim toharmonize national educational systems, butratherto provide tools to connect them.


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2010

ViennaDeclaration

EUROPEAN HIGHER EDUCATION AREA

coherent & cohesive EHEA

46 Countries


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Key Concepts of

INTERNATIONALIZAITONAgreements on STANDARDS between

nations

Harmonize & provide tools to connectprograms through ACCREDITATION

For recognition, mobility, qualityassurance, yet promote cultural

dimension in higher education


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to move with ease

INTERNATIONALIZATION


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INTERNATIONALIZING

ASEAN

How about

ASEAN

EDUCATION?


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INTERNATIONALIZING

ASEAN

How about

PHILIPPINE

EDUCATION?


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K-12 Basic Education

Program


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Where are we now?

Chronic underachievement ofstudents

Insufficient mastery of basiccompetencies due to congested

curriculum

High school graduates (


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Where are we now?

Other countries view the 10-yeareducation cycle as insufficient

The Philippines is the only remainingcountry in Asia with a 10-year basic

education program


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K-12BACKGROUND

studies have been

made since 1925

need to be morecompetitive

lack of political will


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OVERALL GOAL

Functional

literacy for

all Filipinos


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DepEds VISION

Globally recognized for thedevelopment of functionally

literate and God-loving Filipinoswho help attain the national

goals of social justice, unity,freedom and prosperity


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DepEds MISSION

Provide quality basic educationthat is equitably accessible to all

and lay the foundation forlifelong learning and self-

actualization needed foreffective citizenship at the local,

national and global milieu


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SUB-GOALS

To give every learneran opportunity to

receive quality

education based onan enhanced and

decongested

curriculum that is

internationally

recognized andcomparable

To change publicperception that high

school education is

just a preparation forcollege


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Rationale for K-12

1. Enhancing the quality of basiceducation in the Philippines is urgentand critical

2. The poor quality of basic educationis reflected in the low achievement

scores of Filipino students.


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Rationale for K-12

3. International tests results like 2003TIMSS (Trends in International

Mathematics and Science Study)rank the Philippines 34% out of 38

countries in HS II math and 43% out of

46 countries in HS II Science


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Table 1 Philippine Average TIMSS ScoresScores International

Average

Rank Participating

Countries

2003 Results

Grade IV

Science 332 489 23 25

Mathematics 358 495 23 25HS II

Science 377 473 43 46

Mathematics 378 466 34 38

2008ResultsAdvanced

Mathematics

355 500 10 10

Source: TIMSS, 2003 and 2008


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Rationale for K-12

4. The congested curriculum partly explainsthe present state of education

5. This quality of education is reflected inthe inadequate preparation of high

school graduates for the world of work or

entrepreneurship or higher education


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Rationale for K-12

6. Further, most graduates are too young toenter the labor force.

7. The current system also reinforces themisperception that basic education is

just a preparation for / step to higher

education.


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Rationale for K-12

8. Our graduates are not automaticallyrecognized abroad


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Table 3 Comparative Data on the Pre- University Education in Asia

Country Basic Education Cycle Total

Brunei 12

Cambodia 12

Indonesia 12

Lao PDR 12

Malaysia 12

Myanmar 11

Philippines 10

Singapore 11

Thailand 12

Timor-Leste 12

Vietnam 12

Mongolia recently added grades to make basic education 12 years.


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Aptitude for College SY 2006-2007

Low Aptitude

for College777,236

61.43%

Source: NETRC 2006


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Moderate

Aptitude forCollege418,931

34%

Low Aptitudefor College726,665

60%

Source: NETRC 2006

Aptitude for College SY 2007-2008


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Moderate

Aptitude forTech-Voc

programs

468,90136%

Aptitude for Tech-Voc SY 2006-2007


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Aptitude for Tech-Voc SY 2007-2008

High Aptitude

for Tech-Vocprograms

19%

Moderate

Aptitude forTech-Voc

programs59%

Low Aptitude

for Tech-Vocprograms

22%


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High

Aptitude forEntrep

programs757,356

58%

Aptitude for Entrepreneurship SY 2006-2007


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Aptitude for Entrepreneurship SY 2007-2008

High Aptitude

for Entrepprograms

717,23258.62%Moderate

Aptitude forEntrep

programs

502,48241%

Low Aptitude

for Entrepprograms

3,7510.31%


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972,458

UnemployedHS Grad

650,000 ++

Available Skills

Based Jobs

Source: NSO, 2009 & 2010

Unemployed VS. Available Skilled Jobs


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44

WHITE COLLAR VS. BLUE COLLAR JOBS

Job-Skills Mismatch


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Rationale for K-12

9. More importantly, the short basiceducation program affects the human

development of the Filipino children.


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Rationale for K-12

10.Cognizant of this urgent and criticalconcern and in line with the priorities of

the Aquino Administration, the

Department of Education is taking boldsteps to enhance the basic education

curriculum.


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BENEFITS OF THE ENHANCED

BASIC EDUCATION CURRICULUMThe Enhanced K-12 Basic Education

Program will be instrumental in

achieving the nations vision of a highschool graduates.

The benefits of the K-12 proposal canfar outweigh the additional costs that

will be incurred by both governmentand families.


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BASIC EDUCATION CURRICULUMAn enhanced curriculum will

decongest academic workload.

Graduates will possess competenciesand skills relevant to the job market.

Graduates will be prepared for highereducation.


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BASIC EDUCATION CURRICULUM

Graduates could now berecognized abroad.


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WHY ADD 2 YEARS?

Decongest and enhance the

basic education curriculum

Better quality education

for all


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deepenStep 3


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Given all these, what is it to us then?

What do we teach --Standards or Children?

What essentials should weinclude in the standardized/internationalized basic

education?


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transferStep 4


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Task # 1

Lets simulate.


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Task # 2

Lets forge the

PuertoPrincesa

Accord


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PUERTO PRINCESA ACCORD

In anticipation of the eventualities resulting fromthe interconnectedness of our institutionalvisions, missions, goals and activities, we, the

PATEF Midyear Convention Delegates,

representatives of the various educationinstitutions across the Philippines, voluntarily

engage and hereby forge this agreement topromote ONE FRAMEWORK, ONE AIM towards

the internationalization of preservice andinservice teacher education programs through:


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1. Strengthened support systems andnetworks between and among

social institutions

2. Establishment of consortia betweenand among signatory-institutions

3. Establishment of linkages with theindustry


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4. Involvements in continuingeducation and professional

advancement programs

5. Recognitions of exemplaryaccomplishments of stakeholders

6. Established tools for accreditationand assessments for fluidmovements across institutions

inter nationalization of basic education digested)

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