Presented by Dr. Erlinda C. Pefianco 02 December 2013 Dr... · Promoting ICT 5. Facilitating access...

Presented by Dr. Erlinda C. Pefianco

02 December 2013

Specific Objective of Session

Be able to respond by developing global competitiveness and sustainability in schools

Proposed Flow of Discussion

Part I : Know more about the environment of basic education in the ASEAN region.

Part II : Level up to the challenges and the opportunities our schools face under ASEAN 2015.

Part III: Conclude with an Affirmative Action Agenda for PH private schools

TOTAL BASIC EDUCATION CYCLE OF ASEAN COUNTRIES

Country Total Basic Education Cycle

Total Duration of Pre-University

Education

Brunei 11/12 13/15

Cambodia 12 13

Indonesia 12 13

Lao PDR 12 14

Malaysia 12 14/15

Myanmar 11 12

Philippines 10 10

Singapore 11 12/14

Thailand 12 12

Timor-Leste 12 12

Vietnam 12 14/15

Source: SEAMEO INNOTECH, 2011

TOTAL BASIC EDUCATION CYCLE OF ASEAN COUNTRIES

Country Total Basic Education Cycle

Total Duration of Pre-University

Education

Brunei 11/12 13/15

Cambodia 12 13

Indonesia 12 13

Lao PDR 12 14

Malaysia 12 14/15

Myanmar 11 12

Philippines 12 12

Singapore 11 12/14

Thailand 12 12

Timor-Leste 12 12

Vietnam 12 14/15

The Southeast Asian Region

ASEAN or the Association of Southeast Asian Nations

SEAMEO or the Southeast Asian Ministers of Education Organization

APEC or the Asia-Pacific Economic Cooperation

The Association of Southeast Asian Nations

(ASEAN)

ASEAN Motto

One Vision,

One Identity

And

One Caring and Sharing Community

ASEAN Economic Community by 2015

A single market by 2015, where goods, services and investments can

freely flow among its 10 member countries.

ASEAN Community Councils

ASEAN Political-Security Community

ASEAN Economic Community

ASEAN Socio-Cultural Community

ASEAN Political-Security Community Blueprint

1. A Rules-Based Community of Shared Values and Norms

2. A Cohesive, Peaceful and Resilient Region with Shared Responsibility for Comprehensive Security

3. Strengthening ASEAN Centrality in Regional Cooperation and Community Building

ASEAN Economic Community Blueprint

1. Single Market and Production Base

2. Competitive Economic Region

3. Equitable Economic Development

4. Integration into the Global Economy

ASEAN Socio-Cultural Community Blueprint

1. Human Development

2. Social Welfare and Protection

3. Social Justice and Rights

4. Building an ASEAN Identity

5. Narrowing the Development Gap

The ASEAN HR Framework 1. Advancing and prioritising education

2. Investing in HR development

3. Promotion of decent work

4. Promoting ICT

5. Facilitating access to S & T

6. Strengthening entrepreneurship skills for women, youth, elderly and persons with disabilities

7. Building civil service capability

ASEAN Sectoral Ministerial Bodies

For ASEAN Socio-Cultural Community –

1. ASEAN Education Ministers Meeting (ASED)

2. Senior Officials Meeting on Education (SOM-ED)

The Southeast Asian Ministers of Education Organization

(SEAMEO)

The SEAMEO Organization Eleven (11) Member Countries Eight (8) Associate Member Countries One (1) Partner Country Governance of SEAMEO - Council - High Officials Twenty (20) Regional Centres - Governing Boards

Secretariat

The Southeast Asian Ministers of Education Organization

SEAMEO Regional Centre for Tropical Biology (TROPMED), Indonesia, 1968

SEAMEO Regional Centre for Lifelong Learning (CELL), Vietnam 2012,

SEAMEO Regional Centre for History and Tradition (CHAT), Myanmar 2000

SEAMEO Regional Centre for Educational Innovation & Technology (INNOTECH), Philippines, 1970

SEAMEO Regional Centre for Quality Improvement of Teaching & Education Personnel in Language (QTEP Language), Indonesia, 2009

SEAMEO Regional Centre for Quality Improvement of Teaching & Education Personnel in Mathematics (QTEP Mathematics), Indonesia, 2009

SEAMEO Regional Centre for Quality Improvement of Teaching & Education Personnel in Science (QTEP Science), Indonesia, 2009

SEAMEO Regional Centre for Food and Nutrition (RECFON), Indonesia, 2010

SEAMEO Regional Centre for Science & Mathematics (RECSAM), Malaysia, 1967

SEAMEO Regional Language Centre (RELC), Singapore, 1968

SEAMEO Regional Training Centre (RETRAC), Vietnam, 1996

SEAMEO Regional Centre for Higher Education & Development (RIHED), Thailand 1993

SEAMEO Regional Open Learning Centre (SEAMOLEC), Indonesia, 1997

SEAMEO Regional Centre for Graduate Study and Research in Agriculture (SEARCA), Philippines, 1966

SEAMEO Regional Centre for Special Education (SEN), Malaysia, 2009

SEAMEO Regional Centre for Archaeology and Fine Arts (SPAFA), Thailand, 1978

SEAMEO TROPMED Regional Centre for Microbiology, Parasitology and Entomology (TROPMED Malaysia), 1967

SEAMEO TROPMED Regional Centre for Public Health, Hospital Administration, Environmental and Occupational Health (TROPMED Philippines), 1967

SEAMEO TROPMED Regional Centre for Tropical Medicine (TROPMED Thailand), 1967

SEAMEO Regional Centre for Vocational & Technical Education & Training (VOCTECH), 1990

The SEAMEO College

Strengthening SEAMEO’s Capacity to promote Education and Social

Development in Southeast Asia

The SEAMEO College Objective No. 1

To create a flagship initiative to respond to the ministerial direction in visioning SEAMEO as being more efficient and responsive to regional needs and in

positioning itself as a leading organization in the region.


To create a platform for sharing and exchanging of ideas, practices and

research among education ministers, high-level officials, education

practitioners, and youth leaders in Southeast Asia.


To enhance leadership of SEAMEO through specialized and high quality

programme utilizing the cross cutting and innovative ways of knowledge

delivery and practices for education ministers, high-level officials, education

practitioners, and youth leaders.


To strengthen the integration of regional human resource development particularly

in terms of promoting indigenous wisdom and talent within the region and

beyond.

The 21st APEC Economic Leaders’ Declaration

“Resilient Asia-Pacific, Engine of Global Growth”

Bali, Indonesia October 8, 2013

Statement of President Benigno S. Aquino III

“The Philippines has identified education and skills training as our top strategies to enhance the competitiveness of our

workforce. We saw it best to initiate reforms starting with basic education.”

AELM Retreat II


Reforms in Basic Education 1. Enacted the “Kindergarten Education

Act” (R.A. 10157, January 2012)

2. Issued the Philippine Qualifications Framework (E.O. 83, October 2012)

3. Enacted the “Early Years Act” (R.A. 10410, March 2013)

4. Enacted the “Enhanced Basic Education Act” (R.A. 10533, May 2013)

Six (6) Years

Four (4) Years Junior HS +

Two (2) Years Senior HS +

TESD Specialization (NC I

and NC II) + Arts & Sports

Technical

Education

and Skills

Development

Baccalaureate,

Post- Baccalaureate,

Post-Doctoral/

Specialization

One (1)

Year

C:/Users/User/Desktop/NTESDP_Clark/NTESDP Framework as of July25.pptx

Statement of President Benigno S. Aquino III “Allowing our people to constantly develop their

skills and upgrade their technical knowhow is also essential to competitiveness...The

Philippine Qualification Framework (PQF) will create a seamless educational training

system...that will harmonize basic, technical-vocational and higher education...”


TESDA HIGHER EDUC

POST -

BACCALAUREATE

DOCTORAL AND

POST DOCTORAL

BACCALAUREATE

NC I

G12 G10-

THE PHL QUALIFICATIONS FRAMEWORK

BASIC EDUC

L 8

L 7

L 6

L 5

L 4

L 3

L 2

L 1

DIPLOMA

NC III

NC II

NC IV

Fact Sheet

Basic Education Statistics

School Year 2012-2013

PH Private Schools

Enrolment in PH Private Schools

PH Schools (SY 2012-13)

Fact No. 1

1 PH school

of every 5

is a Private School

Enrolment in PH Schools SY 2012-13

Fact No. 2

1 pupil of every 10

is enrolled

in a Private Elementary School

Fact No. 3

1 student of every 5

is enrolled

in a Private Secondary School

School & Enrolment Total Public Private

Total Schools 59,282 46,404 12,878

Total Enrolment 23,728,912 20,674,892 3,054,020

School to Enrolment Ratio

1 : 400

1 : 446

1 : 237

Total Elem Schools 46,404 38,659 7,745

Total Elem Enrol. 16,678,667 15,032,994 1,645,673

School to Elem Enrolment Ratio

1 : 359

1 : 389

1 : 212

Total High Schools 12,878 7,748 5,130

Total HS Enrol. 7,050,245 5,641,898 1,408,347

HS to Enrolment Ratio

1 : 547 1 : 728 1 : 275

Fact No. 4


(Elementary Level) Public – 1 : 389

Private – 1 : 212

Fact No. 5


(Secondary Level) Public – 1 : 728

Private – 1 : 275

A Provocative Proposition

It is time to establish

a new and more strategic role

for PH Private Schools

as partners in the implementation

of the PH Basic Education Reform agenda for ASEAN 2015.

Review & Revisit

1. Revised Manual of Regulations for Private Schools in Basic Education (DepED Order 88, Series 2010)

2. Expanded GASTPE Law (R.A. 8545)

DepED Order 88, S.2010 1. Complementary roles of public and private

institutions in the educational system (Section 7)

2. Ownership of schools (Section 8)

3. Control and administration of schools (Section 9)

4. Establishment of schools for aliens and composition of aliens in enrolment (Section 10)

“Expanded Government Assistance to Students and

Teachers in Private Education Act”

R.A. 8545

February 24, 1998

The State shall recognize...

1. The complementary roles of public and private educational institutions in the educational system

2. The invaluable contribution that the private schools have made and will make to education.

The State shall provide the mechanisms to improve quality

in private education ...

1. By maximizing the use of existing resources of private education.

McKinsey Report on Education

“How the world’s most

Improved school systems

Keep getting better”

McKinsey & Company

2010 Research on Education

McKinsey Report on Education “Almost every country has undertaken some

form of school system reform during the past two decades, but very few have

succeeded in improving their systems from poor to fair to good to great to excellent.”

A 2010 Report:

“How the world’s most improved school systems

keep getting better”

McKinsey Report on Education

“This report looks closely at 20 school systems from different parts of the world, and from

an array of starting points, that have registered significant, sustained, and

widespread student outcome gains, and examines why what they have done has succeeded where so many others failed.”

A 2010 Report:



Three main findings of the McKinsey Report

1. It’s a system thing, not a single thing.

2. Prescribe adequacy, unleash greatness.

3. Common but different. A 2010 Report:



Recognizing the choices systems have made ...

1. Professional development

2. Language of instruction

3. Student achievement targets A 2010 Report:



Noting that ... “New strategic leaders were present

in all reforms,

while new political leaders were present

In half of them.” A 2010 Report:



Realizing that to ignite reforms systems have...

1. Taken advantage of a political or economic crisis, or

2. Commissioned a high-profile report critical of the systems’ performance, or

3. Appointed energetic and visionary political or strategic leaders.

A 2010 Report:



Concluding that ... “Nothing is more emotive than education. The

quality of our children’s schools affects every aspect of their life, shaping the child’s personal destiny and the society’s capacity for creativity and economic development. This rightly can make school system reform the major focus not just for educationalists but also for political leaders, employers, and parents alike.”

A 2010 Report:



An Affirmative Action Agenda

1. Establish the mechanisms within the system that will assure quality basic education also in private schools.

2. Develop the strategies by which to maximize the use of existing resources of private schools.

3. Improve the complementary roles of public and private educational institutions in the educational system.

Thank you!

Presented by Dr. Erlinda C. Pefianco 02 December 2013 Dr... · Promoting ICT 5. Facilitating access...

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