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8/10/2019 Reaction Paper Regarding

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University of MakatiJ.P. Rizal Extension, West Rembo, Makati City

SEMINAR IN STRATEGIC

EDUCATIONAL MANAGEMENT

Submitted by:

ONELIA M. VILLANUEVA

Submitted to:

DR. TERESA DIEZ SOLERO

DEM



for the #evelo&ment an# establishment of a +$ality e#$%ation system that

%aters to their nee#s. Makin' Phili&&ine e#$%ation lon'er #oes not

'$arantee +$ality e#$%ation. 0$#'et #efi%it is still one of the foremost

&roblems of o$r %o$ntry b$t if they %laim that reso$r%es are at han#, then

)hy not allo%ate this to a more &rominent an# #ire%t &roblem of o$r

e#$%ation. *mon' the main iss$es that relates to this are the n$mber

of s%hools an# %lassrooms, the n$mber of tea%hers, an# even the

availability of books an# other s%hool s$&&lies. The &re#i%ament of the

Phili&&ine e#$%ation system roote# not on the n$mber of years s&ent in the

a%a#emi% instit$tions b$t rather on the %on#itions an# fo$n#ation on )hi%h

it kee&s 'oin'.



SI& !OUR TEAC!ING LOAD 'OR U(LIC SC!OOL TEAC!ERS

The Ma'na Carta forTea%hers man#ates the six ho$r tea%hin' loa# of

tea%hers. There ha# been iss$es arises on this &rovision. (ifferent

$n#erstan#in' )as then %ir%$latin' to the e#$%ation #e&artment re'ar#in'

this.

The (e&artment of E#$%ation ha# ma#e %lear of this )ith the Civil

1ervi%e Commission. /m&lementin' r$les are release# to make %lear of

#ifferent %on%erns bro$'ht abo$t by the man#ate.

/ myself ha# been in favo$r of this man#ate 'iven by the Ma'na Carta

in %onsonan%e )ith the r$les an# re'$lations 'iven by the (e&artment of

E#$%ation. 0e%a$se )e are $n#er a 'overnment a'en%y, it is o$r #$ty an#

res&onsibility to serve o$r offi%es at ei'ht ho$r )ork#ay. 2or o$r %ase,

tea%hers, )e are not re+$ire# to tea%h ei'ht ho$rs strai'ht, b$t rather the

maxim$m tea%hin' loa# is only six ho$rs. The remainin' t)o ho$rs is s&ent

on #oin' #aily lesson &lans, instr$%tional materials, &a&er )orks, home

visitation an# other relate# )ork. What %onf$ses me is the %onfinement of

the tea%her insi#e s%hool &remises for ei'ht ho$rs. The man#ate is 'iven,

the (e&artment of E#$%ation ha# )ell ex&laine# their r$les an# re'$lations,

b$t still to no effe%t, )e tea%hers are re+$ire# to stay at the s%hool for ei'ht

ho$rs.



(oin' relate# )ork %an be #one o$tsi#e s%hool &remises. We sho$l#

not be %onfine# insi#e es&e%ially if s%hool reso$r%es are not that eno$'h.

We )ant to #eliver to o$r st$#ents the best lesson every #ay. 0$t, most

s%hools #o not have an# %annot &rovi#e o$r nee#e# reso$r%es. We )ant to

a#o&t %han'e in o$r learnin', b$t no %han'es in the system. Perha&s, the

(e&artment of E#$%ation %o$l# reiterate the &rovision of the Ma'na Carta

for Tea%hers an# the r$les im&lemente# by the Civil 1ervi%e Commission to

the s%hool &rin%i&als. That, in s$%h instan%e that )e tea%hers are able to

%om&lete the six ho$r re+$ire# tea%hin' loa#, other relate# )ork %o$l# be

#one o$tsi#e, 'ivin' $s more time to #evo$t on o$r %areer.



AS A SC!OOL !EAD: READ T!E LAN INTELLIGENTL) AND "NO*

IT () !EART

32rom the to&i% /m&lementin' the Plan4

*s far as e#$%ation is %on%erne#, im&lementin' the &lan is the most

#iffi%$lt sta'e, be it, a ne) %$rri%$l$m, a &ro'ram of every #e&artment of

#ifferent s%hool or'anization. * s%hool lea#er on this as&e%t sho$l# not only

fo%$s on the bl$e &rint of the &lan, b$t a kno)in' it )holehearte#ly )ill lea#

an or'anisation to a s$%%ess.

*t the first sta'e of im&lementin' a &lan, the s%hool lea#er sho$l#

oversee his &eo&le #oin' the ob. *t the s%hool system, these are #ivi#e#

into #e&artment that )ill #o the ob. * fo%al &erson assi'ne# to ea%h

#e&artment sho$l# re&ort the in an# o$t of the ob. The s%hool lea#er m$st

not take into for 'rante# the re&orts ma#e, b$t take into %onsi#eration if the

&lan is 'oin' alon' as &lanne# or revisions of the &lan sho$l# be ma#e.

Comm$ni%ation is also vital in the im&lementation &ro%ess. The

s%hool lea#er sho$l# not #e&en# in all re&orts ma#e by the fo%al &erson.

5e m$st investi'ate if the re&orts 'iven are tr$e an# a$thenti%. 2or this

reason, he %an no) form$late a#$stment from the &lans bein'

im&lemente# an# %omm$ni%ate it )ith the %orre%t &erson that %o$l# #o the

ob.



The s%hool lea#er m$st not fo%$s on the &a&er )orks of the

im&lementation sta'e. 5e sho$l# have ex&erien%e# it makin' it %lear that

he is in %onsonan%e )ith )hat is bein' im&lemente#. *n ex&erien%e of the

ob )ill lea# yo$r &eo&le in its f$ll im&lementation follo)in' )hat ha#

&lanne# an# ex&e%tin' the best o$t%ome of the &lan.



AS A LEADER: N T!E URSUIT O' T!E VISION AND GOALS+

MOTIVATION+ ENCOURAGEMENT AND C!ALLENGES IS GIVEN

RESULTING TO SOLID SUORT+ COOERATION AND

COMMITMENT.


*s a s%hool lea#er, the vision an# 'oals of yo$r or'anisation sho$l#

be %lear to yo$, from the )orks that yo$ are #oin' refle%ts the vision an#

'oals yo$ are a%hievin'. /f all of these ha# trans&ire# to yo$ bein' a lea#er,

s$bor#inates )ill no) be motivate# to )ork )ith yo$. They )ill be

en%o$ra'e# in a%hievin' the vision an# 'oals of the or'anisation. They )ill

be %hallen'e# to 'o on an# %ontin$e )ith the )orks an# &ro'rams that yo$r

or'anisation is im&lementin'.

The vision an# 'oals of yo$r or'anisation )hi%h &roe%ts the f$t$re

o$t%omes of yo$r &lans )ill res$lt to a soli# s$&&ort from s$bor#inates if

they see yo$ )orkin' )ith that vision to materialize. * s%hool lea#er, )ho

)ill $st sit an# rea# re&orts s$bmitte# to, )itho$t involvin' himself in the

im&lementation of the &lan )ill not 'et f$ll s$&&ort from the or'anisation. 5e

sho$l# lea# his &eo&le to 'ain s$&&ort.



Coo&eration is also vital in im&lementin' the &lan. * %omman# from

the s%hool lea#er )ill be hi'hly re'ar#e# by s$bor#inates if he himself

follo)s that %omman#. 5e sho$l# be a mo#el, an exam&le in follo)in' r$les

an# re'$lations from the &lan. * 'oo# lea#er also nee#s to %oo&erate )ith

his s$bor#inates.

6astly, %ommitment is the most im&ortant role of the s%hool lea#er. 5e

%an motivate, en%o$ra'e an# %hallen'e his s$bor#inates to #o the ob b$t if

yo$ are not %ommitte# )ith the )ay yo$ im&lement the &lan, then they )ill

only be )orkin' $st to im&lement the &lan, fo%$s on s$%%ess of the &lans

)ill not trans&ire.



AS A LEADER: MASTER) O' !IS CRA'T IS AN OORTUNIT) TO

ASCERTAIN !IS *INNING T!E *AR


* s%hool lea#er arisin' from the la##er has a mastery of his %raft, b$t

a s%hool lea#er )ho rose from a &osition be%a$se of his relations %annot

&roe%t mastery.

* s%hool lea#er )ith a mastere# %raft )ill see the in an# o$t o&eration

of the s%hool. 5e kno)s ho) to mana'e his &eo&le. 5e kno)s the finan%ial

o&erations of the s%hool. 5e kno)s )hat &ro'ram is im&lemente# by ea%h

#e&artment. *n or'anization movin' in an# o$t of the s%hool is also

monitore# by the s%hool lea#er.

/n the %ontext that some &roblems arise in his s$bor#inates, s$%h as

&romotions an# re%lassifi%ation of items, a )ellmana'e# s%hool lea#er )ill

have sol$tions an# o&tions for the &roblem. /f there is trans&aren%y on the

finan%ial o&erations of the s%hool, &roblems )ill not arise on this as&e%t.

/n terms of or'anizations movin' in an# o$t of the s%hool, a )ell

maintaine# relation sho$l# trans&ire. The Parent Tea%her 7r'anization

)hi%h a%ts as an arm in im&lementin' &lans of the s%hool )ill %oo&erate

mostly )ith the #ifferent &roe%ts of the s%hool.



*ll of these as&e%ts as %onsi#ere# by a s%hool lea#er )ill hel& him

as%ertain )hen #ifferent &roblems arise in the s%hool. * 'oo# s%hool lea#er

is master %raft on his fiel#.



SA((ATICAL LEAVE O' TEAC!ERS

Most of $s in the fiel# of e#$%ation are &ra%ti%in' %ontin$o$s

&rofessional #evelo&ment, be it thro$'h in servi%e trainin's or atten#in'

formal s%hools. *%%or#in' to the Ma'na Carta for P$bli% 1%hool Tea%hers,

)e tea%hers from &$bli% s%hool are entitle# to a sabbati%al leave. /t

%on%erns )ith the st$#y leave that %an be ma#e by tea%hers in the %o$rse

of his st$#y on the formal years.

Tea%hers )ho have on'oin' st$#y may a&&ly for a sabbati%al leave

thro$'h #ivision offi%es. /n ex&erien%e, the #ivision #oes not a&&rove of the

sabbati%al leave for tea%hers8 the reason is that the (e&artment of

E#$%ation ha# not allo%ate# f$n#s for this &rovision of the Ma'na Carta.

What is no) the relevan%e of this &rovision if not enoye# by the tea%her-

The (e&artment of E#$%ation sho$l# %onsi#er an# ali'n this &rovision

)ith the f$n#s they are re%eivin' from the (e&artment of 0$#'et an#

Mana'ement. They sho$l# sit #o)n an# %reate '$i#elines on ho) )ill a

tea%her %an a&&ly for s$%h leave. The (e&artment of E#$%ation sho$l# be

the first to im&lement the &rovision of the Ma'na Carta for Tea%hers.



ALTERNATIVE LEARNING S)STEM IN T!E !ILIINES

*lternative e#$%ation has 'ro)n si'nifi%antly over the years. The

%on%e&t has been inter&rete#, #evelo&e#, im&lemente# an# ex&an#e# in

many #ifferent )ays by vario$s systems an# or'anizations. This #iversity

s&eaks to the in'en$ity an# %reativity )ith )hi%h in#ivi#$als have so$'ht to

over%ome barriers that may im&e#e the #elivery of +$ality servi%es to

st$#ents )ho are atrisk of s%hool fail$re #$e to a la%k of a%a#emi%

s$%%ess, behavio$r &roblems an# vario$s other reasons. *61 s$ffers from a &er%e&tion of bein' inferior to the formal system.

(es&ite its &ossible key role in enablin' the Phili&&ines to attain M(9" by

":!; thro$'h a more flexible an# &otentially innovative #elivery system

levera'in' the no) available information an# %omm$ni%ation te%hnolo'ies,

it s$ffers from a &er%e&tion of bein' inferior to its formal %o$nter&art. The

&er%e&tion is %ommon amon' all stakehol#ers, even amon' (e&E#

&ersonnel an# the learners themselves. *61 is seen as the alternative to

basi% e#$%ation for o$t of s%hool yo$ths, illiterate a#$lts, an# the &oorest of

the &oor. This vie), ho)ever, is 'enerally hel# )ithin the e#$%ation se%tor

of any %o$ntry or any %$lt$re< that nonformal se%tor is seen as a &oor

s$bstit$te for formal s%hoolin', in s&ite of the fa%t that it &rovi#es an o&tion

for the mar'inalize# se%tors.



IMORTANCE O' EDUCATIONAL LANNING

/n or#er to &romote s$staine# e%onomi% #evelo&ment for the in%rease

of the national )elfare, every %o$ntry is more or less attem&tin' &lanne#

#evelo&ment of its e%onomy. The more stron'ly the im&ortan%e or the role

to be &laye# by e#$%ation in the so%ioe%onomi% #evelo&ment has been

re%o'nize#, the more the ne%essity of lon'term an# systemati% &lannin'

for e#$%ational #evelo&ment has %ome to be em&hasize# as a realisti%

&oli%y. The si'nifi%an%e an# ne%essity of lon'term e#$%ational &lannin',

)hi%h has been fo$n# essential to &romote the so%ioe%onomi%

#evelo&ment of the %o$ntry sho$l# be %onsi#ere#.

While, &ersonnel from the hi'her $&s in the (e&artment of E#$%ation

)ants to maintain the level of e#$%ation %om&are# )ith other %o$ntries,

there are im&ortant &roblems left to be solve#. /n %onne%tion )ith %ertain

&lans for e#$%ational #evelo&ment, it is an $r'ent task to establish an over

all lon'term e#$%ational &lan for the effi%ient f$lfillment of the role of

e#$%ation in the #evelo&ment of the ra&i#ly %han'in' so%iety.

0esi#es, it m$st be remembere# that the ne) role of e#$%ation is to

foster men an# )omen )ho )ork al)ays )ith initiative in the %o$rse of the

#rasti% so%ial #evelo&ment an# %han'es )hi%h ne%essitate e#$%ational



&lannin'. =othin' is so im&ortant in e#$%ation as to aim not only at

a%+$irin' kno)le#'e an# skills nee#e# for the #evelo&in' in#$strial so%iety,

b$t also at b$il#in' $& a ne) ty&e of %hara%ter base# on enri%he# an# stri%t

morals.



OEN !IG! SC!OOL ROGRAM IN T!E !ILIINES

The 7&en 5i'h 1%hool Pro'ram in the Phili&&ines has been

im&lemente# all over the %o$ntry. With its feat$res of re#$%in' the #ro&o$t

rate an# en%o$ra'in' the o$t of s%hool yo$ths to ret$rn to s%hool )itho$t

the re+$irement of atten#in' the s%hool on a re'$lar basis, #$e to &hysi%al

im&airment, )ork, finan%ial #iffi%$lties, #istan%e of home to s%hool, an#

other $stifiable an# le'itimate reasons )ill &rove# of its s$%%ess.

The &ro'ram )hi%h a%ts as an arm of the (e&artment of E#$%ation by

rea%hin' o$t to varie# ty&e levels of s%hool leavers. 2rom its &ilotin' in

!>>?, most s%hools )ithin m$ni%i&ality ha# o&ene# its #oors to im&lement

the &ro'ram.

Many o$t of s%hool yo$th ha# benefite# from this &ro'ram. They are

'iven a %han%e to %om&lete their se%on#ary e#$%ation )itho$t bein'

%onfine# in a )eek#ay s%he#$le of the re'$lar &ro'ram. (es&ite bein' a

#istan%elearnin' &ro'ram, the 751P is still %onsi#ere# as a @formal an#

str$%t$re#A &ro'ram )ith st$#entsB learnin' str$%t$re# aro$n# the ei'ht %ore

s$be%ts 3En'lish, 2ili&ino, Math, 1%ien%e, *ralin' Panli&$nan an#



M*PE54. 1t$#ents also take the same exams an# other eval$ation

meas$res to &ro%ee# to the next year level.

The o&en hi'h s%hool &ro'ram is no) )orkin' to rea%h o$t to more

o$t of s%hool 2ili&ino yo$ths.



TOTAL ,UALIT) MANAGEMENT

The %on%e&t of total +$ality, intro#$%e# by Professor W. E#)ar#s

(emin' in the !>;:s, %an be a&&lie# to almost every or'anization $& to a

%ertain level. The term stan#s for the &ro%ess of shiftin' the fo%$s of the

or'anization to)ar#s a s$&erior +$ality of &ro#$%ts an# servi%es.

TM a&&roa%h in e#$%ation involves not only a%hievin' hi'h +$ality

b$t also infl$en%in' all se'ments of the e#$%ational &ro%ess< or'anization,

mana'ement, inter&ersonal relations, material an# h$man reso$r%es, et%.

*&&lyin' the a&&roa%h #es%ribe# above +$ality be%omes total 3inte'ral4.

The intro#$%tion of total +$ality mana'ement re+$ires a n$mber of

%han'es in e#$%ational instit$tions. The first %han'es have to o%%$r in the

attit$#es an# a%tivities of the mana'ement, in the or'anization an#

monitorin' of the e#$%ational &ro%ess, in the eval$ation of its res$lts, in the

%$lt$re of %omm$ni%ation, in the s%hool atmos&here, an# es&e%ially in the

area of inter&ersonal relations. The total +$ality mana'ement mo#el

in%l$#es the follo)in'< &ro%ess &lannin', &ro%ess mana'ement, %ontin$al

im&rovement, total involvement an# fo%$s on the $ser. Total +$ality

mana'ement is an effi%ient mana'ement te%hni+$e that re+$ires the f$ll

involvement of all em&loyees on all or'anizational levels, th$s re&resentin'



the or'anizational %$lt$re. TM stan#s for a )ay of life of the or'anization,

)hi%h intro#$%es %onstant im&rovement of b$siness on all levels an#

a%tivities, %reatin' the a&&ro&riate environment thro$'h %ollaborative )ork,

tr$st an# res&e%t. /t a&&roa%hes the &ro%esses in a systemati%, %onsistent

an# or'anize# )ay an# a&&lies total +$ality mana'ement te%hni+$es.

TM is all abo$t +$ality mana'ement of the $sers, lea#ershi& an#

mana'e TM is all abo$t +$ality mana'ement of the $sers, lea#ershi& an#

mana'ement loyalty, %ontin$o$s im&rovement, &rom&t res&onse, a%tions

base# on fa%ts, the &arti%i&ation of em&loyees in the TM %$lt$re. /f an

or'anization is %onstantly )illin' to #ire%t its efforts to)ar#s b$siness

im&rovement, the &rin%i&les &resente# above %an lea# to ex%ellen%e in

+$ality. The s$%%ess of total +$ality

mana'ement #e&en#s on its ei'ht

%om&onents< ethi%s, inte'rity, tr$st, e#$%ation, team)ork, lea#ershi&,

re%o'nizability an# %omm$ni%ation .

reaction paper regarding

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