some notes on superintendents' exam

8/3/2019 Some Notes on Superintendents' Exam

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Current Issues and Trends in

Education(LET Review on

Social Dimensions of Education)

RENE C. ROMEROPhilippine Normal University

UNESCO-APNIEVE


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OUTLINE

A. UNESCOs Thrusts in Education

1. Access: Education for All (EFA) Jomtien,

Thailand.

2. Concerns on Life Long and Life Skills.

3. Exploring on Alternative Delivery Systems

and Use of ICT.

4. Focusing on Quality Education (Dakar,

Senegal)


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5. Emphasis on Educating for

Peace, Human Rights,

Democracy and SustainableDevelopment (Ibe, Geneva)

6. On Tolerance and CulturalDiversity, Culture of Peace

Program

7. Four Pillars of Learning

Learning to Know, to Do, to Be,

and to Live Together


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8. Integrating the Humanistic,

Ethical, Multicultural and

International Dimensions of

Education in Basic Education.

9. Inclusive Education, Heritage

Education, Development

Education poverty reduction


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B. Core Content in Global Education /

International Education


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C. Core Content on Education for

Sustainable Development


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D. Core Content on Human Rights


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E. Innovations in Education

Major Paradigm Shifts


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F. Core Content on Education, Poverty,

and Development


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G. Core Content on Good Governance


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DIMENSIONS OF PEACE

Absence of DirectPhysical Violence

Justice

(equitable distributionof wealth and resources)

Respect forHuman Rights

GenderEquality

Non-Violent Resolutionof Conflict

Care for theEnvironment

PersonalPeace

GlobalMindedness

Cultural Diversity

And Solidarity


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Dr. L. Castro identified 8 major peace education

themes:

Upholding Human Dignity

Challenging Prejudice and Building Tolerance

Promoting Nonviolence

Challenging the War System

Resolving and Transforming Conflict

Sharing the Earths Resources

Caring for the Earth

Cultivating Inner Peace


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EIU Conceptual Framework

1. Dismantling a culture of war (disarmament and nonviolence)

2. Living with justice and compassion (local and global justice)

3. Promoting human rights and responsibilities

4. Building intercultural respect, reconciliation and solidarity

5. Living in harmony with the earth (sustainable futures)

6. Cultivating inner peace (spirituality of peace)

Integrating EIU into educational systems andprocesses using multi-dimensional frameworks.

There are six interrelated themes:


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Human Security

UNDP &

Freedom

from

Want

UNESCO &

Freedom

from

Fear

Kofi

Annan &

Freedom

to Live InDignity

Freedom from

Hazard Impact

(Vulnerability)


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I realize that in the century that we are

about to welcome, the leadership ofthe world, the responsibility for this

planet, will change hands, from the

baby boomer generation to the X-generation raised on McDonalds and

Michael Jackson, and then to the

younger Nintendo generation, raisedon MTV and video games...

Dr. Victor Ordoez (1998)


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Two future generation will have developed in

the context of quick response mechanisms,

life as interpreted through a computer screen,

and a global competitiveness that fosters ame-first mentality, hardly conducive to a

real concern for other peoples, much less for

peoples yet unborn...


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More significantly, and less talked about,

this future generation will have adifferent concept of time, and will have

been fed on short attention spans,

sound bites and clips, with immediategratification as taken for granted. In this

context, hardly anything is long term,

and worries about a world in disarray,

say, 95 years from now, may hardly

bother them all.


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Citizenship Characteristics: Knowledge,

Values & Attitudes, Skills and Competencies

1. Ability to look and approach problems as a member

of a global society

2. Ability to work with others in a cooperative wayand to take responsibility for ones roles/within

society

3. Ability to understand, accept and tolerate culturaldifferences

4. Capacity to think in a critical and systematic way


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5. Willing to resolve conflict in a non-violent manner

6. Willingness to change ones lifestyle and consumption

habits to protect the environment

7. Ability to be sensitive towards and to defend human

rights, rights of women, ethnic minorities, etc.

8. Willingness and ability to participate in politics at thelocal, national and international levels


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Active LevelACTING

Translation of value conceptinto ones life as it passes

through valuing. Or, thechallenge to continue workingout in congruences. Process

of personal integration

Conceptual Level

UNDERSTANDINGAppreciation of value concept

introduced where factsbecome intimate knowledge,

as concepts are madeconcrete and fully grasped.Attainment of wisdom.

Cognitive Level

KNOWINGIntroducing the subject

area from which a specificvalue concept may be

presented, explored anddiscerned. Knowledge and

facts-based Learning.

Affective LevelVALUING

Subjecting value concept toprocess of valuing, validatingwhether it is considered as

personally meaningful and is

therefore upheld and integratedin ones value system.Experience-Reflection pedagogy.

Figure 5:

The Teachingand Learning

CycleA Model forHolistic andIntegrated

Approach to

Values Education

Frameworkof Module

(APNIEVE)


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PNU-CTL Winning Mural on Education for Sustainable Development(UNESCO-Bangkok, Thailand [2008])


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Recent typhoon Pepeng and Ondoy highlight the need to be good stewardsof the planet. Philippine colleges and Universities are currently integratingenvironmental care in the curriculum part of celebrating 2005-2014 on Decadeof Education for Sustainable Development. Faculty Development program arebeing undertaken in response to natural disaster prevention and management


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Partnership for Faculty &

Students Exchange

PNUs has twinning arrangement/partnership with:

China (1) East China Normal University in Shanghai and(2) Beijing Normal University in China

Indonesia University Negeri Jakarta

Korea (1) Chinju University of Teacher Education and (2) Gwangju National Universityof Education

Japan (1) Tokyo Gakugei University and (2) Ikeda High School attached to KyoikuUniversity in Osaka

Macau Universidad de Macau

Hongkong Hongkong Institute of Education

India Swami Ramanand Teerth Marathawada University

Australia Griffith University Multi-Faith Centre

Forthcoming: Providence University (Taiwan) and Norton University (Cambodia)


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AsianASPnetNetwork

Japan

Philippines

ThailandChina

Korea

Kitayodo HS Hagoromo

Gakuen S.H.S.

Fuko Ikeda

Sangdang S.H.S.

H.S. Affiliated toRenmin Univ.

TheDemonstrationS. of The psatri

Rjabhat Univ.

CTL of PhilippineNormal University

Educating for ESD in Asian ASPNet Schools


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EMPATHY

He prayed --- it wasnt my religion.He ate --- it wasnt what I ate.

He spoke --- it wasnt my language.

He dressed --- it wasnt what I wore.He took my hand --- it wasnt the

color of mine.

But when he laughed --- it was howI laughed,

and when he cried --- it was how I cried.


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When All Boarders are Gone

Objectives

To analyze present regional trends and

link them to the quest for global peace

and justice.

To appreciate the value of unity in

diversity.

To recognize the importance of global,regional, and personal

interdependence.


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Content

Interdependence in the Asia Pacific context

Procedure/Learning Activities

Cognitive Level: Knowing

1. Facilitator shows newspaper cartoon clippings fromdifferent countries and asks participants to label each as

either breakdown or breakthrough. Examples are thefollowing:

73 per cent of the worlds 6.3 billion people live belowpoverty line (less than $2 per day) with child labor andchild prostitution

Increasing disparity between rich and poor countries

Border, territorial and ethnic conflicts leading todeterioration of the social fabric

Environmental degradation


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HIV/AIDS pandemic, SARS, Bird Flu

Region has 3 billion people or about 61% of the world

population

Presence of five most populated countries: China, India,

Indonesia, Bangladesh, and Pakistan

Large population of youth 15-25 years

Many countries have deeply rooted philosophies,religions and cultures

Great diversity in ethnic, linguistic, social and political

terms

Mushrooming of many trans-border nationalcommunities plus large population of migrant

More than 21 million children aged 15 by 2005 are

likely to drop out before Grade 5.


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Nearly 70 per cent of the 885 million illiterates

worldwide are in the Asia Pacific region

Gender gap in adult literacy rate remains 14 per

cent against females

About 37 million children of school age are not

enrolled in nay formal basic education out of thetotal of 130 million out-of-school children in the

world. (APIED, Bangkok 2002)

2. Facilitator elicits responses to the question: Why doyou consider the event a breakdown or

breakthrough?


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3. Facilitator leads participants to identifycharacteristics and features which characterize

each of the following countries in the AsiaPacific region:

Country Colonial Power

Malaysia, India, Myanmar British

Laos, Vietnam, Cambodia French

Philippines Spanish and American

Indonesia Dutch

East Timor and Macau Portuguese


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Facilitator asks participants, How does the cultural

identity and diversity of each country contribute to its

state of development? Which features contribute totheir development and modernization?

Conceptual Level: Understanding

4. Facilitator guides participants in an analysis ofeconomic interdependence in the global context bypresenting a diagram showing the flow of eventsthat lead to the production of a sweater.

Study the flow of events that lead to the productionof items like sweaters. Name the countries involvedand the participation of each.


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Ideaoriginated ina company in

the UnitedStates

The accountsdepartment that

recorded thepurchase is

located in India

The advertisingcampaign is

devised in France

The completedsweater is

transported by aHonk Kong

shipping line

Production line inChina is controlled

by computers inthe Republic of

Korea

Designs are sentto China where it

is made

Product isdesigned in Italy

American companyborrows money from a

bank in Franfurt,Germany, to go ahead

with the idea

THE STORY OF ASWEATER


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5. Facilitator uses the following guide questions to helpparticipants understand the concept of interdependencea. What concept or concepts is the flowchart illustrating?

b. In what way do countries benefit by being part of theproduction process?

c. In what way can this be a disadvantage?d. Are there other forms of interdependence?

6. Facilitator summarizes responses and discusses theconcept of interdependence and its different forms (cultural,intellectual, etc.), making a clear distinction withdependence.

7. Facilitator asks participants to reflect on the impact ofinterdependence on a global, community, and personal leveland share their reflections in groups of 3.

8. After 15 minutes, volunteers are encouraged to share withthe larger group.


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9. Facilitator shares a poem on global solidarity.

In every border postthere is something insecure

Each of them longingfor leaves, for flowers

Cant figure out

what kind of trees they have landed on.

I supposethat at first, it was people who invented bordersand then borders started to invent people.

It was borders who invented people,armies, and border guards.

While borders still stand we are all in prehistoryReal story will startWhen all borders are gone.

From: Yeugeny Yeutasheuko

Excerpts from Fuku


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10. Facilitator leads participants to an analysis and reflection ofthe poem by asking the following questions:a. What do you understand by a border post? Can you

describe it?b. What are borders for?c. Who invented borders?d. What do borders inventingpeople mean?e. Is the border a good invention of people? Why?

f. What do prehistory and realhistory stand for?

Affective Level: Valuing11. Facilitator leads participants to an appreciation of the poem

by asking the following questions:

a. What is your general feeling after reading the poem?b. What words or phrases struck you most? Why?c. How does it feel living in a place surrounded by borders?d. How do you feel living in a world without borders?e. What insights can you draw from the poem?


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Active Level: Acting12. Facilitator invites participants to suggest ways they

can promote interdependence and unity on theCommunity and personal level using the followingincomplete sentence:

I will promote unity and interdependencein my community by

I will promote unity and interdependencein my workplace by

Materials Needed Newspaper clippings and cartoons


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UNESCO-APNIEVE ESD Book Launching

in Shanghai (November 2009)


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Our global future is in our hands

A PNU d ti t d t d t Ed ti


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A PNU education student draws a poster on Education

for Sustainable Development and Education for

International Understanding


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some notes on superintendents' exam

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