Tag Archives: Dep Ed

komentaryo

Walang K ang K-12

School year 2011-2012 is the first school opening under the PNoy administration.

The government may be new, but the problems of education remain the same. The stars of this crisis are the lack of teachers, classrooms, toilets and school desks. Look at these numbers:

  • 101,612 — shortage of regular teachers
  • 66,800 — shortage of classrooms
  • 2,573,212 — shortage of school chairs
  • 135,847 — shortage of toilets

These numbers are based on Dep Ed.

In front of Batasang Pambansa, at Batasan Hills National High School, each class has 80 to 100 students, with many classes without school chairs, and students seated on the floor. Also near the Batasan, at Patayas B Elementary School, each of their 24 classrooms have been divided into two, and 60 to 70 students are crammed into those half-classrooms.

In other words, on its first year, the PNoy administration has failed to respond to the problem of shortages in the educational system, and Secretary Armin Luistro’s promise to Congress that they will fix these shortages in the first two years of this administration is far from happening.

But the focus now is on the Aquino administration’s only program for education, K+12. This year marks the beginning of K+12’s implementation, particularly universal kindergarten or kindergarten for all five-year old children.

We are united on the importance of universal kindergarten. This is a crucial step in lessening the number of students who stop in the first four years of elementary school. Last year, 1.5 million children were enrolled in kindergarten: 500,000 in private schools and 1M in public schools. This year, Dep Ed opened the doors of kindergarten education to 1M more 5-year old students.

In the past six months, the Dep Ed aggressively promoted and enjoined the public to enroll their children. This is a historical moment when the State decides to shoulder kindergarten for all, especially for the poor. For the longest time, only those who are well-off and the rich could afford kindergarten.

This is why it’s in the interest of all to implement universal kindergarten properly. Sadly, based on what we are witnessing on the first few weeks of classes, this isn’t happening.

Let’s begin with budget. In the 2011 GAA, only 2.33 billion was allocated for early childhood education. Because of this there is a lack of 34,900 teachers and 26,500 classrooms for kindergarten.

How does Dep Ed respond to this problem? On May 4, Secretary Luistro released Dep Ed Order No. 37, the “Policies and Guidelines on the Implementation of the Universal Kindergarten Education for SY 2011-2012.” This is how he proposes to respond to the lack of classrooms:

  1. Schools without kindergarten classrooms shall utilize available classrooms, library, science laboratory, home economics building, resource center, and other available spaces.
  2. In cases where classrooms and other spaces are not available within the school premises, school heads are urged to link with the Local Government Units (LGUs) for the use of existing day care centers and/or barangay halls.

Does this sound like the policy of a good credible government? They will enjoin all 5-year olds to enroll in kindergarten, when there are no classrooms to put them in, and instead they will be forced into “any available spaces”?

And to respond to the lack of kindergarten teachers, Dep Ed Order No. 37 states that Dep Ed will use Kindergarten Volunteer Teachers. These are the requirements for becoming such:

  • Bachelor’s degree holder in education or education related courses;
  • Preferably resident of the community where the school is located; and
  • Registered as volunteer in the school and/or division office.

Notice that Dep Ed doesn’t require a PRC license of its volunteer teachers, a license that can only be obtained by education graduates who pass the Licensure Examination for Teachers. In other words, it’s now Dep Ed policy to hire unqualified and unlicensed teachers to teach kindergarten. Would we allow an unlicensed nurse to work in a hospital? Would we allow a building to be built by an unlicensed engineer? Why is Dep Ed allowing unlicensed teachers into our classrooms?

This is not just a shameless act of sacrificing the quality of education, this is a clear violation of the law, particularly RA No. 7863 which is the “Philippine Teachers Professionalization Act of 1994.” Section 27 states:

“No person shall practice or offer to practice the teaching profession in the Philippines or be appointed as teacher to any position calling for a teaching position without having previously obtained a valid certificate of registration and a valid professional license from the Commission.”

According to Dep Ed, volunteer teachers will be paid an honorarium of P3,000 per month.

It is obvious that this is unjust, if not inhuman, compensation. In fact the lack of applicants for volunteer kindergarten teacher is proof of how low this compensation is.

As representative of teachers, I condemn this scheme of hiring volunteer teachers, which is even worse than contractualization, and which disregards professional qualification in teaching, as well as establishes the government’s refusal to justly compensate teachers.

Nakalulungkot mang sabihin, pero dahil sa mga nabanggit, malinaw na “walang K” ang K+12 ng administrasyong PNoy. Walang kahandaan, walang kalidad, at walang karapatan.

If this is the way PNoy’s government will implement its flagship educational reforms, then it is clear that K-12 should not push through, and our Filipino children should not be forced into the program.

Rep. Antonio Tinio’s Privilege Speech on School Opening and K+12,Batasang Pambansa, 6 June 2011. Translated from Filipino, 17 June 2011, slightly edited.

komentaryo

dear Dep Ed, on EFA and another additional year

early in the week, on one of those hectic mornings that I keep the TV on to Sapul sa 5 for company, I heard your plans for instituting public kindergarten as part of our educational system, and I could only tweet about it as violently as I could.

though of course in the midst of the violence in Egypt then (now turned into a version of people power eh?), and the fare hike, this was barely carried by the rest of the day’s news.

but I feel it needs to be said: it is stupid. and I say that with all due and possible respect to Bro. Armin Luistro. I imagine many others want to say it too, but will not for fear of the heavens. I have no such fear.

what I fear is that all the money that’s been allocated for education (wow, P207 BILLION PESOS!), something that the Dep Ed is so proud about, will go to nothing but a false sense of what ails the educational system. there are real problems of teaching teachers, changing the curriculum, improving learning attitudes in students, that the plan of the K-12 program fails to problematize.

given that, institutionalizing kindergarten is just unfair if not unjust, and ultimately heartless. just heartless.

it means a 13-year educational cycle yes? it means creating the need for extra classrooms, extra skills, extra money from teachers. and there is no point in saying that it will be free — because public education is free! — when anyone who’s talked to a parent who sends a child to public school will tell you that they spend, more than they can afford. and when that money runs out, when there’s no money other than for putting food on the table, education rightfully becomes a non-priority.

and here lies the problem with institutionalizing kindergarten for our poor: it begins the cycle of spending earlier, it creates a need that isn’t there at all.

because who truly goes to pre-school in this country other than the middle to upper classes? and they do because their families can afford it, because there is a pre-school industry that has burgeoned in the recent past. this is not to look down of pre-schools, but it is to say this: in many ways and many places (like Tiaong Quezon) it is nothing but a way of making money, preying on parents who are made to think their kids need it, that it is imperative to their growth and learning. these are the same spaces that have pre-school teachers with questionable capabilities, the ones who are un-learned in that particular area of expertise that is pre-school education.

In light of this, I want to know who Dep Ed imagines will be teaching public kindergarten. in the real and credible pre-schools, teachers studied to teach on this level, having gone through courses in child psychology and education, and are adept at handling children. what I can imagine is that Dep Ed’s getting existing teachers to teach additional classes for the younger students, forgetting that teaching pre-school is a very particular specialized skill. no one will get me to do it even with my years of teaching and my love for children.

it also seems like 10 steps back in pre-school education. instituting kindergarten in our public schools when it is being questioned, and when the notions of home schooling for the middle and upper classes is becoming more and more viable and logical: it keeps parents responsible for their children’s formative years, and if that means showing poor children how difficult life is in this third world context, then so be it.

meanwhile, Dep Ed’s overactive imagination allows them to piece two and two together –kindergarten and two more years to the education system — and see that it will fix our educational problems. that they even think this is the first step instead of curriculum revision, teacher seminars, wage hike for teachers, extra classrooms, better textbooks is beyond me. that they haven’t even called on volunteers from the industry to help out is proof of its refusal to change its policies, to revise it given other perspectives.

because really. tell me that i can teach in the public school closest to my house, and i will. tell me to teach teachers and i will come up with a plan. tell me to write a textbook and i will. on minimum pay, on practically volunteerism, and i will do it. as so many others will, i tell you. as so many others are willing to.

but you need to include us, you need to include the members of this nation, the ones who have taught for years, the ones who are willing to learn. Dep Ed has fantastic imagination as it is, but maybe what it lacks is creativity. along with some good sense about the educational system of decades past, what ails this, what will truly and really fix it.

creativity would also allow them to create a plan that isn’t about adding more years to the problematic 10 that’s already there, but about fundamentally changing from within, because they know what is wrong from within.

give us a plan Dep Ed, show us a plan that will allow us to help out, and feel like we’re part of the change this administration promises. additional years are stupid. even more so kindergarten. it’s a plan that’s doomed to fail. and one that no intelligent teacher will be for, will want to help out.

and pray tell, how will additional years mean fulfilling the goal of Education For All (EFA)? it will only mean more impoverished families giving up on education, because it takes longer to finish it now, which means it will cost more. and yes, this will only bring us to that vicious cycle of arguments about “but public education is free!” that only the naive would think to say.

EFA is the goal? well, at this point, EFAk naman Dep Ed.

komentaryo

dear P-Noy, on Teachers Day 2010

which has just passed, this day that should be more momentous than most because you yourself spoke of your own teachers at this speech you delivered to commemorate it two days ago. there is no person who was not affected by a teacher in a good way, and that teacher need not be in the classroom.

in the ideal world though, in a world where education is all important in a real sort of way, that teacher would be in the classroom, inspiring students to become teachers too, if not become productive/honest/compassionate citizens of nation. but that is an ideal, and this is not the most ideal of situations we’re in as you yourself say.

but maybe we must start with agreeing on this: if we value education and learning, we must first and foremost value our teachers, and yes, even more so public school teachers. no government has done so in the longest time. no government has cared truthfully and sincerely enough.

why? because it isn’t an easy task to value teachers. because this isn’t about spending on infrastructure and giving students textbooks. to value teachers is to hear them out, to hear them out is to know that their lives within the halls of the public school system are really and truly the most horrid for any teacher across the world. the answer to the question of “why?” is so simple that i will, instead, take you up on all the things you said you are doing for teachers’ benefit and welfare.

(1) you said you were going to build infrastructure where it is needed, and yes it is needed as pictures of overfilled public school classrooms must be floating in your head, as we know of how 60 students fill up classrooms across this country.

BUT. won’t dividing this 60-student classroom just mean having the same teacher running across two rooms, repeating the same lesson? and then imagine doing that in those uniforms with horrible thick and hot tela, and the required heeled shoes, and tadah! a teacher who suffers because there are now more classrooms, but still the same number of teachers.

2) in aid of de-congesting our public schools, you say that there’s now the Government Assistance to Students and Teachers in Private Education or GASTPE, which is suppose to “make our private school system better so that it can be a viable alternative for parents who want to put their kids to school.”

I translated this section of your speech from Filipino with a smirk. because you don’t need to change anything in the private school system: you need to talk to them owners of private schools to bring down their tuition fees. because in fact, parents who used to be able to afford private schools have been bringing their kids to public schools. the private school tuition fees have killed the middle class families, believe you me. so to think that you can use the private school to decongest the public school? HAH!

3) you say that to help teachers “develop their skills” you are for the National Competency-Based Teacher Standards or NCBTS which will give teachers a whole new set of rules to follow, and some guidelines on which they will be tested, through which they will learn the new ways of teaching.

my question is this: have you seen the NCBTS? the only way it will be used properly and effectively is if all public school teachers are made to go on leave for a full year, un-learning what they’ve practiced all these years, and learning these new ways of teaching and learning. give them a year off with pay, where they will learn to teach again using the NCBTS, during which they can go through real seminars for their areas of specialization, and for English skills as well. have the peace corps teach our public schools for a bit, get volunteers from the private school system (where teachers are paid infinitely better). or sige, compromise tayo: give public school teachers time off with pay, even if just twice a week, thrice if you include saturdays, and have them go through seminars for all the changes you want for a full year or two. it’s only though something like this that this NCBTS plan of yours will be fruitful.

otherwise, it will just be something that will be used by the tenured/regular faculty members in public schools to threaten the job security of the younger/contractual/casual faculty members. and just so you know, as a perfect example of how the NCBTS will just be another test that will not be a measure of teachers’ competencies, check out the fantastic grammar on this site that talks precisely about NCBTS.

your government has said that the “wrong identification of the problem leads to the wrong solution.” well, this is exactly what ails your decisions with regard to education in this country, no matter the kindness of Bro. Luistro’s heart.

you think our problem is the lack of two years in our curriculum: the real problem is that the current curriculum for 10 years isn’t being taught well and doesn’t have corresponding relevant/correct/ critical textbooks for the times. you think our problem is too much homework for kids: the real problem is that this homework is nothing but a reflection of the kind of (non-)teaching that goes on in most public schools, where copying off the board and memorizing without understanding is the point. you think our problem is that our teachers are incompetent: the bigger problem is that they aren’t given enough respect and value to be wanting to teach better and learn more in the process.

the bigger problem is that competent contractual faculty members are at the mercy of the tenured regularized faculty members in the public schools. and while this is not to generalize, you need to have a sense of this struggle, and with whom the change can lie: the teachers who are still excited about teaching are DepEd’s and CHED’s allies.

but protect them. protect our teachers. allow them an amount of job security even when they’ve only been teaching in for a year. don’t treat the academe like a government office where regularization takes forever: teaching is a highly skilled job. telling teachers they need years to gain tenure is to say that they’re nothing but workers. kill off that bundy clock: it’s the worst kind of oppression for teachers who work overtime every day, planning lessons and checking papers outside the classroom, researching and studying on their own outside of school. to require teachers to stay in school beyond their class time is only fair if the schools are equipped with the things that make studying and checking and planning lessons easy: an internet connection, a good school and teachers’ library, desks and tables for studying and writing versus desks that are attached to each other, assembly line style.

protect the teachers, P-Noy, by taking steps to pay them what’s due them from the GSIS and the SSS, where teachers are treated horribly, from which I personally got my benefits a full 22 months after I needed it. protect the teachers, P-Noy by paying them better when you require them to serve during elections.

and quite simply P-Noy, protect teachers by giving them a salary increase. and just in case you think they don’t deserve it, here’s the truth.

when I taught in a public school last year (SY 2009-2010) I was forced to bundy in for six hours a day, regardless of my hours in the classroom. six hours times 10 days (which is half the month that I’m required to be in school) equals 60 hours for the 7,000 pesos or so that I would get on the 15th and 30th of every month. subtract the amounts taken by Pag-Ibig and GSIS and PhilHealth (all of which I have yet to receive IDs for), and that goes down to about P6,500. that means I would get P108 pesos per hour.

yes you read that right: that’s P108.00 pesos per hour. sakto lang sa pamasahe at pagkain. kulang pa para sa pentel pen, manila paper at white board marker na ako pa ang bumibili dahil ang haba ng pila sa paghingi sa school.

if you want to value your teachers, P-Noy, start by telling your Congress to sign House Bill 2142 or the “Public School Teachers’ Salary Upgrade Act” which only has 48 signatures out of 277 house representatives. if you want to value your teachers P-Noy, do so by treating them a little better than you would your regular employee. you are telling your teacher that the future is in their hands, that you want them to mold minds and change this country’s children’s perspectives about the world. this is an infinitely bigger responsibility than that which falls on the shoulders of too many — if not most — government officials.

the public school teacher’s life is really quite difficult enough. it would do your government well to see that everything you’ve wanted to do thus far will not mean any concrete or tangible change in the educational system, and is only going to make things worse.

and yes, P-Noy, if you’re a teacher like me, who’s taught within the tragedies and travesties of the public school’s space(s), you would know that making things worse is the easiest thing to do.

komentaryo

Dep Ed needs to do its homework

because really, as far as teaching is concerned, Dep Ed‘s No Homework Policy is just unfair. to keep us from giving kids homework on a Friday, means practically starting from scratch on a Monday, difficult as it already is to make students snap out of the two-day vacay. homework is suppose to keep kids practicing what they learned throughout the week, even when it’s just a matter of doing a couple of exercises in Math and English, even when it’s only a matter of asking questions about the environment for Science. the point of homework is to have students think about your subject even when they don’t see you for two days.

now as far as parents are concerned, i don’t know that they’d like to have idle kids in front of the TV, or wanting to go to the mall, with nothing better to do over the weekend. it would be fantastic if every Filipino household was equipped with libraries, and reading was second nature. but we all know reading and books are leisure in this country, especially for public school students and parents, even teachers. i imagine that if there’s anyone who can be happy about the No Homework Policy and the bonding time it creates, it’s Henry Sy.

the Dep Ed memo says that this was borne of parents’ complaints that homework was robbing them of quality time with their kids. the response to these parents should be: homework and education is quality time with your children. and how many parents actually complained about homework being too much, versus being difficult?

because the issue of homework is in fact tied neatly together with the problems of public education in this country, with the low pay of teachers that keep them from being more involved in students’ learning, given the civil service code that allows tenured and regularized gov’t employees and teachers to stay on in positions regardless of bad teaching habits, or not teaching at all. this means that many teachers have the freedom to make life difficult for students, by giving them homework they can’t answer, by piling requirements on as if the students can understand, or afford, it.

now this the parents would have difficulty with, and can complain about. but homework per se?

homework, regardless of what day it’s given, is NOT a bad thing. in the hands of good teachers, homework that’s given on a Friday sets the tone of the Monday discussion, and the rest of the following week. putting together a lesson plan requires that a teacher also thinks about what post-lesson exercises to give, and these necessarily happen at home.

now if the issue is that teachers don’t give relevant homework or tend to pile it on as a matter of powertripping, then a No Homework Policy won’t solve that. in fact, this only means that they will give more homework throughout the week, which means students will suffer the backlash of a Dep Ed decision that’s supposedly for them to begin with.

and really, this doesn’t help the morale of teachers who still care about teaching and their students’ learning, despite the lack of security of tenure, the little pay, and how they suffer in the hands of those older than they are.

if there’s anything that the No Homework Policy reveals, it’s that Dep Ed needs to do its homework.

komentaryo

post-SONA blues: LFS one point, Dep Ed zero

Other than the fashion both inside and outside the halls of Congress (which will be topic for another entry), what’s also exciting about the President’s annual SONA are the discussions that lead up to it, where once a year, media actually sort of asks the right questions (finally!). Then again, with a past SONA to diss, and a new one to compare it to, how can any show go wrong?

And so on the new TV show Harapan with Korina Sanchez and Ted Failon last Monday sat Vencer Crisostomo, secretary-general of the League of Filipino Students, and Department of Education Undersecretary Vilma Labrador, face-to-face (kasi nga harapan, hindi ba?) to talk about GMA’s presidential promises on education. Suffice it to say that in this harapan, Crisostomo had the upper hand, primarily because he was faced with a Dep Ed undersecretary who, like her boss GMA, had her way with truth. That is, she had a way of lying by not talking about the full picture of our public schools.

So Labrador says with pride in her voice and a sparkle in her eyes that the teacher to pupil ratio has consistently been kept down to 1:35 or 1:36, thanks to GMA’s administration. Barely able to contain his laughter, Crisostomo responds that this is only so because the classrooms have been cut in half — as in literally in half with makeshift walls! — so instead of 1 teacher to 70 pupils, it can truthfully be said that it’s now 1 teacher to 35 students at any given time.

He also points out that it’s the logic of having three shifts – that is, three different classes – for any given day, any teacher, and every halved classroom, that allows for the 1:35 ratio to be true. In fact Dep Ed Order No. 62, s 2004, speaks of these shifts as a way of solving the problem of classroom shortage, which at that point was at 51,947. Inthe said order, it’s even recommended that for certain public schools, they must have as many as four shifts, not three, and the maximum number of students for every classroom is set at 65. Wait, is that a whole, or a halved classroom?

But Labrador seemed surprised at Crisostomo’s response, if not flabbergasted. How could she respond? Well, with no answer at all. So she starts talking about statistics on the number of graduates in public schools, and how statistically, the numbers have been consistent. To which of course Crisostomo responds by mentioning the now higher drop out rate, which would technically allow for the number of graduates to be consistent, because you’re not counting the growing number of students who leave school because they can’t afford it.

But public schools are suppose to be free, yes? Failon asks. No, according to Crisostomo, as there are fees that students continue to be required to pay, to which Labrador says, report those schools that still have fees and the Dep Ed will take care of it. To which Crisostomo says, “hindi naman maiiwasan ‘yon.” Because really, if a school has to collect money for a bathroom that students can use, or an electric fan to ease the heat of a classroom with 70 students, who would complain?

Meanwhile, Labrador is left with nothing to say, and nothing to be proud of. Someone should’ve warned her that speaking of truths based merely on gov’t statistics, doesn’t hold in the face of someone like Crisostomo who has a real sense of what it is that actually happens on the ground, in the public schools, that half the time seems to only be a theory to the Dep Ed and GMA.

Of course it helped that Crisostomo was not your grim-and-determined scary activist. For most of Harapan, his charm was difficult to miss, informed as it was with knowing that truth was on his side – the kind that sustains organizations like his, because it is the truth that is lived by the majority who aren’t invited to speak in shows like this one.

LFS: one point. Dep Ed: zero.