I.

FOUNDATION OF EDUCATION

1. When we say Foundations of Education refers to a broadly conceived field of educational study that derives
its character and methods from a number of academic disciplines, combinations of disciplines, and area
studies, including history, philosophy, sociology, anthropology, religion, political science, economics,
psychology, cultural studies, gender studies, comparative and international education, educational studies,
and educational policy studies. The purpose of foundation in education is to bring these disciplinary
resources to bear in developing interpretive, normative, and critical perspectives on education, both inside
and outside of schools. That’s why is very important that all teachers have an understanding of the
foundation of education because they are the factors that affected education so much particularly,
curriculum content. For example, a pupil who is very naughty, annoying his classmates and wants more
attention oftentimes inside the classroom so there might be a behavioral problem with this kind of pupil
why he acts or reacts in that manner.
2. Mamili tamu tungal tungal philosophy of education
When we say teaching philosophy, it’s an explanation of your values and beliefs as they relate to teaching. Your
philosophy is often a combination of methods you studied in college or graduate school and lessons learned
during any professional experience since then. It may also draw upon your own experience of childhood
education, either as a parent or as a child yourself. My philosophy of education is that all children are unique and
must have a stimulating educational environment where they can grow physically, mentally, emotionally, and
socially. It is my desire to create this type of atmosphere where students can meet their full potential. I will
provide a safe environment where students are invited to share their ideas and take risks.
"I believe that there are five essential elements that are conducive to learning. The teacher's role is to act as a
guide. Students must have access to hands-on activities. Students should be able to have choices and let their
curiosity direct their learning. Students need the opportunity to practice skills in a safe environment.
Technology must be incorporated into the school day."

 "I believe that all children are unique and have something special that they can bring to their own
education. I will assist my students to express themselves and accept themselves for who they are, as well
embrace the differences of others.
"Every classroom has its own unique community; my role as the teacher will be to assist each child in
developing their own potential and learning styles. I will present a curriculum that will incorporate each
different learning style, as well as make the content relevant to the students' lives. I will incorporate hands-
on learning, cooperative learning, projects, themes, and individual work that engage and activate students
learning." 

 "I believe that a teacher is morally obligated to enter the classroom with only the highest of expectations
for each and every one of her students. Thus, the teacher maximizes the positive benefits that naturally
come along with any self-fulfilling prophecy. With dedication, perseverance, and hard work, her students
will rise to the occasion."
"I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I believe
that I owe it to my students, as well as the community, to bring consistency, diligence, and warmth to my
job in the hope that I can ultimately inspire and encourage such traits in the children as well."

 "I believe that a classroom should be a safe, caring community where children are free to speak their mind
and blossom and grow. I will use strategies to ensure our classroom community will flourish, like the
morning meeting, positive vs. negative discipline, classroom jobs, and problem-solving skills.
"Teaching is a process of learning from your students, colleagues, parents, and the community. This is a
lifelong process where you learn new strategies, new ideas, and new philosophies. Over time, my
 educational philosophy may change, and that's okay. That just means that I have grown and learned new
things."

Seven Philosophies of Education

1. Essentialism
· Why Teach – this philosophy contends that teachers teach for learners to acquire basic knowledge, skills and
values. Teachers teach “not to radically reshape society but rather to transmit the traditional moral values and
intellectual knowledge that students need to become model citizen.”
· What to Teach? – Essentialist program are academically rigorous. The emphasis is on academic content for
student to learn the basic skill or the fundamental r’s – reading, writing, arithmetic, right conduct – as these are
essential to the acquisition of higher or more complex skills needed in preparation for adult life. The essentialist
curriculum includes the “traditional disciplines such as math, natural science, history, foreign language, and
literature. Essentialist frown upon vocational courses. Or other courses with watered down academic content.
The teachers and administrator decide what is most important for the student to learn and place little emphasis
on student interests, particularly when they divert time and attention from the academic curriculum.”
· How to Teach – Essentialist teachers emphasize mastery of subject matter. They are expected to be intellectual
and moral models of their students. They are seen as “fountain” of information and as ‘Paragon of virtue”, if ever
there is such a person, to gain mastery of basic skills, teachers have to observe “core requirements, longer school
day, a longer academic year”
2. Progressivism
· Why Teach – progressivist teachers teach to develop learners into becoming enlightened and intelligent citizens
of a democratic society. This group of teachers teaches learners so they may live life fully NOW not to prepare
them for adult life.
· What to teach – the progressivists are identified with need – based and relevant curriculum. This is a curriculum
that “responds to students” needs and that relates to students’ personal lives and experiences.”
Progressivists accept the impermanence of life and inevitability of change. For the progressivists, everything else
changes. Change is the only thing that does not change. Hence, progressivists teachers are more concerned with
teaching facts or bits of information that are true today but become obsolete tomorrow, they would rather focus
their teaching on the teaching of skills or processes in gathering and evaluating information and in problem –
solving. The subjects that are given emphasis in progressivist’s schools are the “natural and Social sciences.
Teachers expose students to many new scientific, technological, and social development, reflecting the
progressivists option that progress and change are fundamental.
How to Teach
Progressivist teachers employ experiential methods. They believe that one learns by doing. For John Dewey, the
most popular advocate of progressivism, book learning is no substitute for actual experience. One experiential
teaching method that progressivist teachers heavily rely on is the problem-solving method. This makes use of the
scientific method. Other hands-on-minds-on-hearts-on teaching methods used are field trips during which
students interact with nature or society. Teachers also stimulate students through thought-provoking games and
puzzles.
3. Perennialism
· Why Teach – We are all rational animals. Schools should, therefore, develop the students’ rational and moral
powers. According to Aristotle, if we neglect the students’ reasoning skills, we deprive them of the ability to use
their higher faculties to control their passions and appetites.
· What to Teach – the Perennialist curriculum is a universal one on the view that all human beings possess the
same essential nature. It is heavy on the humanities, on general education. It is not a specialist curriculum but
rather a general one. There is less emphasis on vocational and technical education. Philosopher Mortimer Adler
claims that the “Great Books of ancient and medieval as well as modern times are a repository of knowledge and
wisdom, a tradition of culture which must initiate each generation”. What the Perennialist teachers teach are
lifted from the Great Books.
· How to Teach – the Perennialist classroom are “centered around Teacher”. The teachers do not allow the
students’ interest or experiences to substantially dictate what they teach. They apply whatever creative
techniques and other tried and true methods which are believed to be most conducive to disciplining the
students’ minds. Students engaged in Socratic dialogues, or mutual inquiry sessions to develop an understanding
of history’s most timeless concepts.”
4. Existentialism
· Why Teach – the main concern of the existentialists is “to help students understand and appreciate themselves
as unique individuals who accept complete responsibility for their thoughts, feelings and actions” Since existence
precedes essence “the existentialist teacher’s role is to help students define their own essence by exposing them
to various paths they take in life and by creating an environment in which they freely choose their own preferred
way. Since feeling is not divorced from reason in decision making, the existentialist demands the education of the
whole person, not just the mind.”
· What to Teach – “In an existentialist curriculum, students are given a wide variety of options from which to
choose.” Students are afforded great latitude in their choice of subject matter. The humanities, however are
given tremendous emphasis to “provide students with vicarious experiences that will help unleash their own
creativity and self-expression. For example, rather than emphasizing historical events, existentialist focus upon
the actions of historical individuals, each of whom provide possible models for the students’ own behavior.
· How to Teach – existentialist methods focus on the individual. Learning is self-paced, self-directed. It includes a
great deal of individual contact with the teacher, who relates to each student openly and honestly. To help
students known themselves and their place in society, teachers employ values clarification strategy. In the use of
such strategy, teachers remain non-judgmental and take care not to impose their values on their students since
values are persona.
5. Behaviorism
· Why Teach – Behaviorist school are concerned with the modification and shaping of students’ behavior by
providing for a favorable environment, since they believe that they are a product of their environment. They are
after students’ who exhibit desirable behavior in society.
· What to Teach – Because behaviorists look at “people and other animals… as complex combinations of matter
that act only in response to internally or externally generated physical stimuli”, behaviorist teachers teach
students to respond favorably to various stimuli in the environment.
· How to Teach – behaviorists teachers “ought to arrange environmental conditions so that students can make
the responses to stimuli. Physical variables like light, temperature, arrangement of furniture, size and quantity of
visual aids have to be controlled to get the desired responses from the learners. Teachers ought to make the
stimuli clear and interesting to capture and hold the learners’ attention. They ought to provide appropriate
incentives to reinforce positive responses and weaken or eliminate negatives ones.” (Trespeces, 1995)
6. Linguistic Philosophy
· Why Teach – to develop the communication skills of the learner because the ability to articulate, to voice out
the meaning and values of things that one obtains from his/her experiences of life and the world is the very
essence of man. It is through his/her ability to express himself/herself clearly, to get his/her ideas across, to make
known to others the values that he/she has imbibed, the beauty that he/she has seen, the ugliness that he rejects
and the truth that he/she has discovered. Teachers in the learner the skill to send messages clearly and receive
messages correctly.
· What to Teach – Learners should be taught to communicate clearly – how to send clear – concise messages and
how to receive and correctly understand messages sent. Communication takes place in three (3) ways – verbal
nonverbal, and para verbal. Verbal component refers to the content of our message, the choice and arrangement
of our words. This can be oral or written. Nonverbal component refers to the message we send through our body
languages while para verbal component refers to how we say what we say – the tone, pacing and volume of our
voices.
There is need to teach learners to use language that is correct, precise, grammatical, coherent, and accurate so
that they are able to communicate clearly and precisely their thoughts and feelings. There is need to help
students expand their vocabularies to enhance their communication skills. There is need to teach the learners
how to communicate clearly through non-verbal means and consistently though para-verbal means.
· How to Teach – the most effective way to teach language and communication is the experiential way. Make
them experience sending and receiving messages through verbal, non-verbal and para verbal manner. Teacher
should make the classroom a place for the interplay of minds and hearts. The teacher facilities dialogue among
learners and between him/her and his/her students because in the exchange of words there is also an exchange
of ideas.
7. Constructivism
· Why Teach – to develop intrinsically motivated and independent learners adequately equipped with learning
skills for them to be able to construct knowledge and make meaning of them.
· What to Teach – the learners are taught how to learn. They are taught learning processes and skill such as
searching, critiquing and evaluating information, relating these pieces of information, reflecting on the same,
making meaning out of them, drawing insights, posing questions, researching and constructing new knowledge
out of these bits of information learned.
· How to Teach – in the constructivist classroom, the teacher provides students with data or experiences that
allow them to hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine, and
invent. The constructivist classroom is interactive. It promotes dialogical exchange of ideas among learners and
between teachers and learners. The teacher’s role is to facilitate this process.

II. ADMINISTRATIVE AND SUPERVISION

1. We can achieve excellent school administration if all personnel is being fair and just, respectful of others,
honest, committed to developing a sense of community and team spirit and making decisions based on
value. So this can build an instructional leader. In pursuit of excellence, I strive to be an exceptional
listener, adept at assessing the strengths and weaknesses of a diversity of individuals, programs, and
processes.  I then take the information and various perspectives and utilize it for the purpose of improving
instruction and learning to meet the mission of the school and the individual needs of the students.
The most essential function of an educational institution is to provide for each learner’s optimal academic,
emotional, physical, and civic growth.  Objective and ongoing dialogue among all constituents promotes
collaboration, and creates a school culture where the focus of everyone is to enrich the school’s learning
environment.
An excellent administrator empowers others to accomplish their responsibilities in a manner, which enhances the
individual and collective growth of the school population.  A school administrator must strive to complete his/her
responsibilities in accordance with the laws of the community, basing decisions on common sense and morality,
while keeping the student at the focal point.

2. Characteristics of effective school administration/ kanya kanya pili

Embraces Mission and Vision

An excellent school starts with a well-defined mission and vision statement developed in collaboration with key
stakeholders, including teachers, parents, students and community members. An excellent administrator
articulates and institutionalizes the school’s mission and vision. Excellent school leaders ensure that opportunity
exists for each child to receive a top-notch education along with preparation for college or a vocation.
Nimble administrators understand that mission and vision should be revisited periodically to keep pace with the
changing needs and expectations of students and schools. Above all, high-performing school administrators must
personally embrace and role model an authentic commitment to student success. Multiple measurements are
used to evaluate effort, achievement and progress.
Possesses Ethical and Moral Core
Ethics, integrity and basic human decency are important personal characteristics of excellent administrators.
Without a moral compass, leaders can turn into cult figures or evil dictators like Adolf Hitler. School leaders must
be honest, fair, trustworthy and transparent.
Similarly, an excellent administrator is a good steward of the school’s budget and appropriately allocates funds.
Resources are properly used, managed and monitored. Record keeping and accounting are above reproach.
School leaders with a solid reputation earn public trust, which is needed to gain support for school-funding
referendums.
Promotes Equity and Inclusion
Excellent administrators embrace diversity and welcome students from all backgrounds. Curriculum is taught
from a culturally inclusive lens that makes lessons meaningful to diverse students. Respect and tolerance
permeate the culture of the school. Students feel safe and secure when an effective leader is at the helm.
Excellent administrators ensure that student disciplinary codes are consistently enforced with an emphasis
on positive behavioral supports. Strong leaders have the courage to confront institutional bias or marginalization
of certain student groups. Teachers and staff must demonstrate cultural sensitivity and unbiased treatment of
students as a condition of continued employment.
Values Professional Development
High-performing school leaders consistently strive for greatness and don’t allow excuses for why improvements
aren’t possible. They affirmatively recruit, hire, mentor and support teachers and staff. Professional development
is strongly encouraged to help teachers stay abreast of emerging technologies and pedagogy.
Qualities of a good educational administrator also include a passion for lifelong learning. Teachers aspiring to
senior school leadership jobs pursue graduate education, such as a specialist credential, master’s degree or
doctorate in education. Other learning activities include membership in professional organizations and
participation in educational conferences each year.
Cultivates a Collaborative Workplace
Teachers and professional staff appreciate an excellent administrator who creates an interesting, fun and
nurturing work environment. High-performing schools are typically run by a school administrator who strives for
outstanding teaching, learning and innovation. Teachers are encouraged to work collaboratively.
Under the leadership of an excellent administrator, relationships between co-workers, teachers, students and
parents are warm, trusting and open. Problems are identified and resolved productively. School staff see
themselves as valuable members of a team.
Engages Parents and Community Members
School leaders with a reputation for excellence are approachable, friendly and accessible. They are highly visible
at school functions and are active in the larger community. They seek out opportunities to personally meet and
greet students and their families. An open-door policy welcomes anyone who has a concern or suggestion, even
angry or upset parents.
Parents are treated as partners in their students' educational progress. Families are kept well informed of school
happenings and are invited to volunteer. Regular updates are sent to parents noting attendance, test scores and
missing assignments.
Exceeds Job Expectations
Excellent school administrators go above and beyond when executing their duties. They strive for maximum
efficiency, high productivity and ongoing improvements in curriculum, equipment and facilities. Every effort is
made to follow proposed changes to local, state or federal laws that may affect school policy or funding
allocations.
Gains in student achievement are often tied to initiatives spearheaded by top leadership. For instance, new
programs to narrow the performance gap among students from different socioeconomic backgrounds can level
the playing field as students prepare for college. Exemplary leadership performance can bring recognition such as
the National School Principal of the Year award by the National Association of Secondary School Principals.
Exudes Passion and Commitment
Exceptional administrators share a passion for providing a quality education to all students attending the school.
“Passion is the ardor or the fire to develop and maintain an excellent school,” as defined by the National School
Boards Association. Top administrators inspire others to get on board and achieve stretch goals. Motivation runs
deeper than a desire to simply comply with state or federal testing benchmarks.
Commitment is evident in long hours spent attending school board meetings, speaking at school functions,
attending conferences, following up on major incidents and keeping up with professional literature. Some
principals and superintendents see their role as a calling to serve others. Balancing endless job responsibilities
with their own personal and family commitments requires exceptional time management and personal sacrifice.
Strives for Innovation
Effective educational leaders are analytical thinkers who base decisions on research, theory, evidence and best
practices. Time and money is not wasted on programs that are not impactful. Stakeholders are brought into the
strategic-planning process to analyze data, discuss emerging trends and forecast future needs. Assessment is an
ongoing process that provides immediate feedback on what students are learning and how they learn best.
Teachers and staff are encouraged to be leaders and innovators in their discipline. Hard work is expected but is
also recognized and rewarded. Innovation and professional networking is encouraged. Quantifiable goals and
objectives consistently aim for above-average outcomes.
Makes Tough Decisions
Excellent principals and superintendents have the courage and wisdom to make tough decisions when it comes to
balancing the budget, investing in new initiatives, managing a teachers’ strike, responding to a lawsuit against the
school and other challenging circumstances. Diplomacy, tact and decisiveness are essential personal
characteristics when it comes to handling heated issues. Other important qualities are empathy, patience,
willingness to listen and fair mindedness.
An excellent school leader maintains composure and provides direction in times of a crisis or a serious weather
emergency. If a tragedy occurs at school, an excellent administrator possesses the confidence and composure to
assess the situation, intervene and share frequent updates. An exceptional administrator is comfortable speaking
to the media and law enforcement after an incident on school grounds.

Factors that constraint effective school administration

Effective educational management and administration depends on a series of factors, namely, trust building,
earnest listening, leadership skills, right communication, and transparency. If you think you have all these
qualities, you will be a suitable candidate for this job. But, before you start looking for the position of an
education administrator, gain an understanding of each one of these qualities in details and also know how to
implement those once you are given that chair.
Trust Building-
The foremost requirement to taste success in the school administration is to build trust in the minds of your
peers. You have to be their friend first before you become the leader. Try to befriend your colleagues and
subordinates, talk to them, show them that you are easy to approach regarding any problem without
compromising on your dignity, of course. Maintain a tough, yet a friendly approach toward all the school staff and
show them that you really care about the welfare of the students and the school at large.
Listen To Your Peers-
In your initial days, it is important to listen than to say. You got to know what is going on around you so that you
can take an effective decision regarding the improvement of the school structure. Listen to the cribs, the grudges
along with the compliments and hold a neutral opinion when taking any decision. Inform the other members of
the management as and when deemed necessary and involve them in the decision-making process. This will
further solidify the bond between you and your colleagues.
Leadership Skills-
It is needless to say here that you should have the required skills to engage, motivate and lead the path toward
success. If you happen to be an introvert or an individual with less patience and more intolerance, you are not
going to grow at a healthy pace. You have to deal with multiple mentalities and motivate them properly for the
development of the institution. Hence, having leadership skills as an educational administrator is somewhat
mandatory.
Right Communication-
You should communicate with other members of the administration as well as your staff regularly to maintain a
position of trust and dependence. It is best if you can hold short chat sessions every week with each staff so that
they can come up to you and discuss matters, brainstorm ideas and participate in the development of the
institution. The teachers should learn to depend on you and that will come with effective communication.
Transparency-
The last, but not the least important aspect of a successful educational management is to maintain transparency
throughout your tenure. Instil faith in the minds of your staff by updating them on the day-to-day running of the
school administration and informing them about every single change. Let them think that it is about all of you,
rather than only you.

III. CURRENT ISSUES AND PROBLEMS IN EDUCATION

1. Discuss 3 recent educational issues and concerns……

Quality of Education
First of which, is the quality of education. In the year 2014, the National Achievement Test (NAT) and the National
Career Assessment Examination (NCAE) results show that there had been a decline in the quality of Philippine
education at the elementary and secondary levels. The students' performance in both the 2014 NAT and NCAE
were excessively below the target mean score. Having said this, the poor quality of the Philippine educational
system is manifested in the comparison of completion rates between highly urbanized city of Metro Manila,
which is also happens to be not only the country's capital but the largest metropolitan area in the Philippines and
other places in the country such as Mindanao and Eastern Visayas. Although Manila is able to boast a primary
school completion rate of approximately 100 percent, other areas of the nation, such as Eastern Visayas and
Mindanao, hold primary school completion rate of only 30 percent or even less. This kind of statistic is no surprise
to the education system in the Philippine context, students who hail from Philippine urban areas have the
financial capacity to complete at the very least their primary school education.
Budget for Education
The second issue that the Philippine educational system faces is the budget for education. Although it has been
mandated by the Philippine Constitution for the government to allocate the highest proportion of its government
to education, the Philippines remains to have one of the lowest budget allocations to education among ASEAN
countries.
Affordability of Education
The third prevalent issue the Philippine educational system continuously encounters is the affordability of
education (or lack thereof). A big disparity in educational achievements is evident across various social groups.
Socioeconomically disadvantaged students otherwise known as students who are members of high and low-
income poverty-stricken families, have immensely higher drop-out rates in the elementary level. Additionally,
most freshmen students at the tertiary level come from relatively well-off families.
Drop-out Rate (Out-of-school youth)
France Castro, secretary of Alliance of Concerned Teachers (ACT), stated that there is a graved need to address
the alarming number of out-of-school youth in the country. The Philippines overall has 1.4 million children who
are out-of-school, according to UNESCO's data, and is additionally the only ASEAN country that is included in the
top 5 countries with the highest number of out-of-school youth. In 2012, the Department of Education showed
data of a 6.38% drop-out rate in primary school and a 7.82% drop-out rate in secondary school. Castro further
stated that "the increasing number of out-of-school children is being caused by poverty. The price increases in
prices of oil, electricity, rice, water, and other basic commodities are further pushing the poor into dire poverty."
Subsequently, as more families become poorer, the number of students enrolled in public schools increases,
especially in the high school level. In 2013, the Department of Education estimated that there are 38, 503
elementary schools alongside 7,470 high schools.
Mismatch
There is a large mismatch between educational training and actual jobs. This stands to be a major issue at the
tertiary level and it is furthermore the cause of the continuation of a substantial amount of educated yet
unemployed or underemployed people. According to Dean Salvador Belaro Jr., the Cornell-educated
Congressman representing 1-Ang Edukasyon Party-list in the House of Representatives, the number of educated
unemployed reaches around 600,000 per year. He refers to said condition as the "education gap".
Brain Drain
Brain Drain is a persistent problem evident in the educational system of the Philippines due to the modern
phenomenon of globalization, with the number of Overseas Filipino Workers (OFWs) who worked abroad at any
time during the period April to September 2014 was estimated at 2.3 million. This ongoing mass emigration
subsequently inducts an unparalleled brain drain alongside grave economic implications. Additionally, Philippine
society hitherto is footing the bill for the education of millions who successively spend their more productive
years abroad. Thus, the already poor educational system of the Philippines indirectly subsidizes the opulent
economies who host the OFWs.
Social Divide
There exists a problematic and distinct social cleavage with regard to educational opportunities in the country.
Most modern societies have encountered an equalizing effect on the subject of education. This aforementioned
divide in the social system has made education become part of the institutional mechanism that creates a division
between the poor and the rich.
Lack of Facilities and Teacher Shortage in Public Schools
There are large-scale shortages of facilities across Philippine public schools - these include classrooms, teachers,
desks and chairs, textbooks, and audio-video materials. According to 2003 Department of Education
Undersecretary Juan Miguel Luz, reportedly over 17 million students are enrolled in Philippine public schools, and
at an annual population growth rate of 2.3 per cent, about 1.7 million babies are born every year which means
that in a few years time, more individuals will assert ownership over their share of the (limited) educational
provisions. To sum it up, there are too many students and too little resources. Albeit the claims the government
makes on increasing the allocated budget for education, there is a prevalent difficulty the public school system
faces with regard to shortages. Furthermore, state universities and colleges gradually raise tuition so as to have a
means of purchasing facilities, thus making tertiary education difficult to access or more often than not,
inaccessible to the poor. However, it is worth taking note of what the Aquino administration has done in its five
years of governance with regard to classroom-building - the number of classrooms built from 2005 to the first
half of the year 2010 has tripled. Additionally, the number of classrooms that were put up from the year 2010 to
February 2015 was recorded to be at 86,478, significantly exceeding the 17,305 classrooms that were built from
2005 to 2010 and adequate enough to counterbalance the 66,800 classroom deficit in the year 2010.
In President Aquino's fourth state of the nation address (SONA), he spoke of the government's achievement of
zero backlog in facilities such as classrooms, desks and chairs, and textbooks which has addressed the gap in the
shortages of teachers, what with 56,085 new teachers for the 61, 510 teaching items in the year 2013. However,
the data gathered by the Department of Education shows that during the opening of classes (June 2013), the
shortages in classrooms was pegged at 19, 579, 60 million shortages when it came to textbooks, 2.5 million
shortages with regard to chairs, and 80, 937 shortages of water and sanitation facilities. Furthermore, 770 schools
in Metro Manila, Cebu, and Davao were considered overcrowded. The Department of Education also released
data stating that 91% of the 61, 510 shortages in teachers was filled up alongside appointments (5, 425 to be
specific) are being processed
Issues regarding the K-12
There is dispute with regard to the quality of education provided by the system. In the year 2014, the National
Achievement Test (NAT) and the National Career Assessment Examination (NCAE) results show that there had
been a decline in the quality of Philippine education at the elementary and secondary levels. The students'
performance in both the 2014 NAT and NCAE were excessively below the target mean score. Having said this, the
poor quality of the Philippine educational system is manifested in the comparison of completion rates between
highly urbanized city of Metro Manila, which is also happens to be not only the country's capital but the largest
metropolitan area in the Philippines and other places in the country such as Mindanao and Eastern Visayas.
Although Manila is able to boast a primary school completion rate of approximately 100 percent, other areas of
the nation, such as Eastern Visayas and Mindanao, hold primary school completion rate of only 30 percent or
even less. This kind of statistic is no surprise to the education system in the Philippine context, students who hail
from Philippine urban areas have the financial capacity to complete at the very least their primary school
education.
The second issue that the Philippine educational system faces is the budget for education. Although it has been
mandated by the Philippine Constitution for the government to allocate the highest proportion of its government
to education, the Philippines remains to have one of the lowest budget allocations to education among ASEAN
countries. The third prevalent issue the Philippine educational system continuously encounters is the affordability
of education (or lack thereof). A big disparity in educational achievements is evident across various social groups.
Socioeconomically disadvantaged students otherwise known as students who are members of high and low-
income poverty-stricken families, have immensely higher drop-out rates in the elementary level. Additionally,
most freshmen students at the tertiary level come from relatively well-off families. Lastly, there is a large
proportion of mismatch, wherein there exists a massive proportion of mismatch between training and actual
jobs. This stands to be a major issue at the tertiary level and it is furthermore the cause of the continuation of a
substantial amount of educated yet unemployed or underemployed people.

2. Considering your answer in item #1…………….

Self-explanatory

IV. CONTEMPORARY TEACHING STRATEGIES AND TECHNIQUES

[Link] WHAT way are the following essential in the techniques…………….
MOTIVATION
In education, motivation helps children and young people to focus their attention on a key goal or outcome. In
doing so, they are unfazed by possible distractions, and are therefore able to maintain their attention during
longer periods of time. Students who are motivated display goal-orientated behaviours. They take initiative, show
resilience, harness their curiosity, and care for and respect their work. They are equipped to orchestrate their
own learning journey.

REVIEW ( POSSIBLE ANSWERS CHOOSE 1 OR 2)

10 REASONS FOR REVIEWING
ADDING VALUE TO THE EXPERIENCE
The value gained from experiences depends very much on how experiences are reviewed. Reviewing is an
opportunity to add value and meaning to experiences however 'small' or 'large', 'negative' or 'positive' they may
be.
GETTING UNSTUCK
Without reviewing, groups and individuals can get stuck at a particular stage of development. Reviewing provides
a range of strategies for moving beyond this stage and for getting the cycles of learning and development turning
again.
ACHIEVING OBJECTIVES
Reviewing can help to clarify, achieve, measure and celebrate objectives.
OPENING NEW PERSPECTIVES
People may be in the habit of reviewing experiences from their 'normal' perspective. By also 'seeing' an
experience from the perspectives of others and by 're-viewing' an experience through a variety of 'windows'
(reviewing techniques), people can escape from tunnel (or normal) vision and learn from the bigger picture.
DEVELOPING OBSERVATION AND AWARENESS
The more involving an experience, the harder it is to observe what is happening. Reviewing can encourage
observation, perception and general awareness both during and after experiences.
CARING
By reviewing activities we show that we care about what people experience, that we value what they have to say,
and that we are interested in the progress of each individual's learning and development. When people feel cared
for, valued, and respected as individuals they will be better learners!
ENCOURAGING SELF-EXPRESSION
It is not always easy to talk about experiences. An imaginative and sensitive approach to reviewing can help
people to find the medium, situation, symbol or question through which they can most readily express
themselves. This is where the expressive and creative arts can be particularly helpful.
USING SUCCESS
Focusing on success may be a strange experience if it is usually problems that are the focus of attention in
reviews. Reviewing can help people to enjoy success, to understand how it happened and to get accustomed to
the idea that they can be successful.
PROVIDING SUPPORT
Reviewing can be a valuable safety net. The reassurance that support will be available in the event of failure
encourages people to take risks (of the kind that will be supported). Whether people experience failure or
success, the causes can be analysed so that they learn how to avoid failure (or win from failure) and how to
achieve success.
EMPOWERING PEOPLE
Reviewing enhances people's ability to learn from individual or group experiences. Improved learning ability,
together with increased confidence, allows people to become more independent and more capable of self-
development, and even ... of self-actualisation! ('Self-and-others-actualisation' may be a more suitable aspiration
for those who acknowledge the mutually supportive nature of much reviewing.)

INDIVIDUAL DIFFERENCES
It is important for teachers to know variables such as physical characteristics, intelligence, perception, gender,
ability, learning styles, which are individual differences of the learners. An effective and productive learning-
teaching process can be planned by considering these individual differences of the students.
All in all, the study of individual differences helps us to understand not only what makes humans similar to one
another, but also what makes them different. By considering the variations that can occur from one person to
another, we can best understand the full range of human behavior.

PRINCIPLES OF TRANSFER LEARNING

Transfer of learning is the application of knowledge and skills learned in one situation to a different situation. You
learn arithmetic in grade school and then use those skills in later mathematics courses as well as in everyday
contexts. In some sense almost all learning involves transfer. But, one of the most common complaints among
teachers is that students often fail to transfer what they have learned, e.g., students learn statistics in one course
and then are not able to use that knowledge effectively in other classes.
EXAMPLES
 Help students achieve initial learning. A major cause of transfer failure is that students have a poor grasp of
the concept or skills. Poorly understood concepts do not transfer. Deep learning prepares student to
transfer.
 Practice transfer. Use low stakes application exercises. If transfer is an important goal in your class, then
students should have opportunities to practice applying what they learn to new problems and situations.
Moreover, practicing application can enhance students’ understanding of the content. 
 Expose students to concepts or procedures in multiple contexts. Research indicates that knowledge and
skills tend to be context bound. Exposing students to knowledge and procedures in multiple contexts
promotes the view that knowledge is relevant in different circumstances 
 Make conditions of applicability explicit. Take time periodically to identify and describe where and when
the subject matter applies to other subjects, problems and contexts outside the class.
 Create bridging experiences between classes. To bridge the gap between courses, create bridging
experiences or assignments for students before they start your course. Think of these as focused reviews
that remind students of what they already know and point to where their knowledge will be relevant in
your class.

2. COMPARE AND CONTRAST THE TEACHING STRATEGIES AND TECHNIQUES BETWEEN BEC CURRICULUM AND KT
TO 12 CURRICULUM……………
The BEC 2002 focuses on the development of reading skills and values of self-reliance
and patriotism. It also puts emphasis on interactive learning approaches and integrative
teaching approaches which integrate competencies and values within and across the
learning areas.

The K to 12 curriculum considers every aspect of development of the learners so that

graduates will be holistically developed, equipped with 21st century skills and prepared for
employment, entrepreneurship, middle level skills or higher education
V. THEORY AND PRACTICE OF DEMOCRATIC EDUCATIONAL ADMINISTRATION
1. There are elements of the team concept………….
RULES FOR GOOD ORGANIZATION THAT WOULD LEAD TO BUILDING TEAMWORK
Build trust and respect. Nurture a team-oriented environment based on trust and respect, without which there
will only be limited success. A startup is like a ship going through high uncertainty. The captain needs the trust of
his team, because people follow trust and integrity, not a person. Uncertainty can be balanced by trust which
gives the team the ability to work together no matter what reality brings. Likewise, if you are not in the office,
you have to be sure that team members will cooperate in the atmosphere of open communication. The stronger
the trust, the better the team will navigate without the captain on board.
Be true to your word. If you demand high productivity and quality work, you'd better be as good as your word.
You get what you give. If you promise to do something, be sure you will fulfill it. When team members notice that
you are a reliable person, they will emulate your behavior.
Organize a meeting for all employees. If you want to improve teamwork, help people get to know each other
better. Organize in-person meetings for all workers (all teams) at least once a year -- more often if at all possible.
Informal conversations bring people together and warm up human relationships. One option is to invite your
team to play a game, like football or basketball. If players want to win, they have to focus on cooperation. The
same principle is present in teamwork. And through teamwork and team sports, individual character and natural
talents are expressed.  They have to make decisions fast so they don't have time to prepare their reactions. Those
are the situations where pure character is exposed and real relationships are built.
Take advantage of conflict. There are no teams exempt from occasional misunderstandings. Somewhere,
somehow, conflict will show up. When confrontation between employees gets out of a hand in a startup, the CEO
must face it. Don't complicate the situation by deciding what is good or bad. Listen to all sides carefully and then
talk to other team members who observed the quarrel. Brainstorming  solutions favorable for both sides may
even result in ideas that would never have come to mind in without the conflict. It does not mean that
confrontations are good, it just means that they make people think about two points of view of the matter. More
points of view means more possibilities.
Make hiring a team effort. If you want to hire a new person, discuss this with your team. Let your team members
talk with candidate because they will work together and it's important this person fit into the team. Of course,
experience and suitable qualifications are important -- but the most important qualities to hire for are always
personality and social skills that are compatible with your team. With regards to trust and respect described
above, personality and social skills are like glue. They help people communicate. They can glue different people
together, whereas qualifications just ensure tasks are completed properly.
2. Identify and discuss the components that should be planned to maintain effectively planning toward towards
democratic educational administration…………..
democratic educational leadership is premised upon an approach to developmental democracy comprising four
rationalities: ethical rationality, decisional rationality, discursive rationality, and therapeutic rationality. Within
that model, the four rationalities are intended to differentiate among dimensions of democratic practice with
differing foci, priorities, and consequences, and to illustrate how the four rationalities complement and interact
with one another. The most complete form of democratic practice, in this model, would be exemplified by
practices that engage all four rationalities.

 Educational Administration:
Educational administration is another vital task of educational management so far its scope is
concerned. It plays a vital role in making management of every educational programme grand
success. It is a specialized set of organisational functions whose primary purpose is to ensure the
efficient and effective delivery of relevant educational services as well as implementation of
legislative policies through planning, decision making and leadership behaviour. This keeps an
organisation to make focus on predetermined objectives of the programme or system.

According to Graham Balfore, “Educational Administration is to enable the right pupils to receive
the right educational administration is to enable the right teacher at a cost within the means of
the state under conditions which will enable the pupils best to profit by their training.”

J.B. Sears, to him “Educational Administration contains much that we mean by the word
government and is closely related in content to such words as supervision, planning, oversight,
direction, organisation, control, guidance and regulation.”

Characteristics of Educational Administration:

The term educational administration is characterised in the following grounds:
1. Making all efforts and agencies work together in joint venture.

2. Assisting in the realization of the aims and objectives of education.

3. Rendering service to society in its progress and progress of individuals.

4. Educational Administration is concerned with diverse human beings, the teachers, students,
parents and public and co-ordination of their efforts.

5. It is concerned with all those activities undertaken and fullest utilization of resources for
education.

Scope of Educational Administration:

Educational administration constitutes the following aspects in its jurisdiction as its
scope:
1. Production

2. Assuring Public

3. Finance and Accounting

4. Personnel, and

5. Co-ordination

a. Production:
In education it means realization of the goals of education which have been set up by society.
Hence educational administration has to interpret the aims of education to the educational
workers so that they may shape the final product of education in the desired form and behaviours.

b. Assuring Public:
It is the business of educational administration to define the operations needed to make them
known and to promote them so that the final educational product is good for public use.

c. Finance and Accounting:

Educational administration is also concerned with receiving and spending money necessary for
the operation and activities of the educational machinery. It should measure and record the
monetary and other resources invested in the educational enterprise and also evaluate the inputs
and outputs.

d. Personnel:
Personnel is the framing and operation of policies and procedures for recruitment of workers and
maintainance of goodwill and personal relationships among them. The purpose behind it is to
ensure fullest interest, co-operation, moral and loyalty of all the persons working in the
organization. This is specially important for the educational enterprise where the whole work is
centred round the impact of one type of human beings, the teachers upon another types of human
beings and the students.

e. Co-ordination:
It is an important activity of educational administration, which ensures the close inter-relation
and integration of all the functional activities of the organization such as personnel, finance and
production for desired results. Such integration has to be brought about not only of the structure
of the organisation but also of the attitudes and efforts of the workers, so that all of them pull
together in the direction of the desired goals and achieve them.

Functions of Educational Administration:

Educational Administration discharges the following functions:
1. To delegate authority and responsibility.

2. To strengthen local initiative and local control.

3. To secure the greatest return from the money spent.

4. To secure the goodwill of personnel, public education department and other social agencies and
institutions.

5. To implement a democratically determined programme.

6. To determine policies and implement them.

7. To utilise special capacities of personnel and material resources.