PEd 3 WS2

The document compares the philosophies, visions, and missions of two teacher education institutions in the Philippines: Pamantasan ng Lungsod ng Maynila College of Human Development and Polytechnic University of the Philippines College of Education. It finds that PLM emphasizes the development of the total person and preparing graduates to anticipate change, while PUP focuses on nation building. Both aim to develop socially responsible graduates, with PLM focusing on agents of social change and PUP on developing committed educational leaders. The document argues that a school's philosophy, vision, and mission provide crucial guidance for curriculum implementation, which should reflect the school's values and prepare students for their roles in society.

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PEd 3 WS2

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Philippine Normal University College of Education Department of Professional Education Introduction to Curriculum Development and Instructional Planning Prof

Ed 3 Worksheet #1 Philosophy, Vision, and Mission Submitted by: Percival Byron S. Bueser Submitted to: Dr. Ma. Corazon B. Sigua A. Objectives Compare and contrast the Philosophy, Vision, and Mission of the selected teacher education institutions Analyze the importance of Philosophy, Vision, and Mission in the implementation/delivery of the curriculum

B. Topic: Comparative Analysis of the Philosophy, Vision, and Mission of the Two Selected TEs in the Philippines C. Activity/Procedure 1. Select two (2) teacher education institutions in the Philippines TEIs selected: Pamantasan ng Lungsod ng Maynila College of Human Development (PLMs equivalent of the College of Education) and Polytechnic University of the Philippines College of Education 2. Copy their Philosophy, Vision, and Mission (PVM) (If the college where teacher-training takes place has no stated philosophy, then the philosophy of the entire university is stated.) Pamantasan ng Lungsod ng Maynila College of Human Development

Philosophy (of entire university): The Pamantasan ng Lungsod ng Maynila subscribes to the educational philosophy that focuses on the development of the total person: his his his his intellectual growth physical well-being social consciousness moral and spiritual enhancement

all geared towards moulding him into a more responsible and productive citizen. This philosophy is made manifest in the university's commitment to: The advancement of human knowledge through basic study and researches The full development of the Filipino intellect and the promotion of Filipino culture The professional training in public affairs as well as in the scientific, the cultural, the technological, the industrial and the vocational fields The introduction in its curricula of such studies which do not receive sufficient emphasis at present in the curricular offerings of existing institutions of higher learning in the country Vision: The College of Human Development is committed to sustain a legendary academic excellence by producing globally empowered quality graduates who are proactive and catalysts of social transformation. Mission: Foster development of well-integrated, dynamics, competitive, and fully-functional individuals responsive to the needs of society as agents of change. Polytechnic University of the Philippines College of Education Philosophy (of entire university): As a state university, the Polytechnic University of the Philippines believes that: Education is an instrument for the development of the citizenry and for the enhancement of nation building;

Meaningful growth and transformation of the country are best achieved in an atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with the spirit of humanist internationalism. Vision: The PUP College of Education is envisioned as a Center of Excellence in the development of educational leaders in the Asia-Pacific region. Mission: The College of Education endeavors to create and sustain educational programs with curriculum content and pedagogical strategies that reflect commitment and empowerment of graduates to meet the demands of the global workplace and to promote the development of socially responsible and committed leadership in basic education.

3. Using a matrix, compare the two TEIs in terms of:

Kind of delivery Delivery of instruction Social responsibility

School Pamantasan ng Lungsod ng Maynila Kind of Philosophy The emphasis on the development of the total person is more on the humanist end. The emphasis on advancement of human knowledge, professional training, and introduction in its curricula of such studies which do not receive sufficient emphasis at present are aligned with the progressivist philosophy, for they imply that graduates must always be ready to anticipate and handle change as well as become bearers of advancement. PUPs philosophy is short, with a full emphasis on nation building best achieved through brotherhood, peace, freedom, justice. The philosophy of PUP resonates, in local terms, the reconstructionist philosophy. Delivery of Instruction Instruction aims to develop basic knowledge, awareness of Filipino culture, professional training in different fields, and emphasis on skills not now stressed in other HEIs. Such instruction should help graduates of PLM become total persons as well as responsible citizens. In the College of Human Development, instruction shouldnt be merely informative; it should also urge students to become change agents. Molding well-integrated students is also a sound instructional prescription in the CHD. In accordance with the philosophy, the end of instruction in PUP is to make students aware of national conditions. For the College of Education, instruction should make future teachers wellequipped in the global workplace as well as committed leaders and socially responsible educators. Social Responsibility PLMs stand regarding social responsibility shows up in many parts of its PVM, such as development of the total person his social consciousness, globally empowered, social transformation, and individuals responsive to the needs of society as agents of change. For PLM, society is the field of action for its graduates, and the graduates must improve society or change it. Also, graduates also develop their human faculties by serving society.

Polytechnic University of Philippines

the

Early on, PUP's stand regarding social responsibility shows up in its philosophy: Education is an instrument for the development of the citizenry and for the enhancement of nation. Its mission exhorts teachers to be socially responsible and committed regarding leadership. For PUP, society means

country primarily, although there is also a clause regarding demand of the global workplace.

4. Write your personal insights on the relevance of Philosophy, Vision, and Mission in the implementation of the curriculum. The philosophy of an educational institution is the core guiding principle; every other aspect of the educational process taking place in that institution should be in accordance with the philosophy. An institution with no philosophy is an institution with no direction at all. The vision of an educational institution is the way it sees itself in the future, and so is changeable but only within the limits that the philosophy implies. The mission of an educational institution is the ideal way it can help its students become positive contributors to the society at large. Thus curriculum implementation is dependent on the PVM. Curriculum must be implemented in a way such that it reflects adequately the schools philosophy, helps the school reach its vision, and helps the school turn out graduates of quality. Colleges and universities that make their own curricula do not have to worry about implementation because the curricula they make are in line already with the PVM. However, for basic education, where a curriculum often comes from bodies higher than the school, there has to be a way to bring the curriculum to the classroom. Many school PVMs place a due emphasis on the roles of society and change, and implementing the curriculum must take that into account. Also, if the society is always changing, which many PVMs reflect, and the curriculum also changes to take into account social change, then the teachers and administrators should always adapt to the demands of the changing curriculum. They cannot insist that they stick to a certain curriculum because theyre used to it already; change is something that PVMs of institutions today cannot ignore, and thus is something that teachers and administrators cannot ignore. School PVMs also emphasize readiness to meet social needs. Thus curriculum implementation must be such that students are always aware of society; curriculum implementation, to be in line with PVMs of many schools, should not make students think of society as an abstract collection of moving and non-moving bodies that can be theorized upon at will. Curriculum implementation should take place in such a

way that students build up their awareness and urge them to act. There are also provisions in school PVMs to make students equipped for the local and global workplace; in that case, curriculum implementation should provide for learning content and learning activities that make students cognizant of what is happening around them and equip them with relevant skills that they can apply for future use. Inside the classroom, where teachers and students meet and where the curriculum has its greatest impact, teachers and students should know the PVM of the school. (If teachers and students reject the PVM, then what are their reasons for stating in the school?) Moreover, teachers and students should take into heart the PVM, for it is not just a series of statements but also guiding principles. The teacher, therefore, manages the content, materials, instruction, and evaluation while keeping in mind the PVM.