the theory and approaches to policy and a working knowledge of the skills and techniques involved in its practice. It involves the analysis of how policies are formulated, implemented and evaluated. It seeks to answer questions about the purpose of education, the objectives (societal and personal) that is designed to attain, the methods for attaining them and the tools for measuring their outmost.
the theory and approaches to policy and a working knowledge of the skills and techniques involved in its practice. It involves the analysis of how policies are formulated, implemented and evaluated. It seeks to answer questions about the purpose of education, the objectives (societal and personal) that is designed to attain, the methods for attaining them and the tools for measuring their outmost.
the theory and approaches to policy and a working knowledge of the skills and techniques involved in its practice. It involves the analysis of how policies are formulated, implemented and evaluated. It seeks to answer questions about the purpose of education, the objectives (societal and personal) that is designed to attain, the methods for attaining them and the tools for measuring their outmost.
the theory and approaches to policy and a working knowledge of the skills and techniques involved in its practice. It involves the analysis of how policies are formulated, implemented and evaluated. It seeks to answer questions about the purpose of education, the objectives (societal and personal) that is designed to attain, the methods for attaining them and the tools for measuring their outmost.
Identify and analyze the effects of Outcomes Based Education (OBE) Policy with the performance of teachers, students and school/ Higher Education Institution. What supplemental provisions may be recommended to improve the OBE Policy of the Philippine Education System or an alternative policy you may propose? Cite your sources. Submission: August 24, 2020, 4:30 pm in the group chat.
According to William G. Spaddy (1994), Outcome-Based Education (OBE) means clearly
focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences. This means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction and assessment to make sure that learning ultimately happens. It has six important features, namely: active learners; continuous assessment; critical thinking, reasoning, reflection and action; integration of knowledge, learning relevant/connected real life situations; learner-centered and educator/facilitator use group/teamwork; and learning programs seen as guides that allow educators to be innovative and creative in designing programs and activities.
Effects of OBE Analysis Supplemental Provisions
Learners become Learners are engaged in the learning • School should have a active. process in the classroom. They do continuous and sustainable meaningful learning activities and think monitoring of the about what they are doing. Teachers and implementation of OBE. learners get more one-one interaction • Improve the monitoring since the students receive frequent and system of the immediate feedback from the teacher implementation of OBE during the activity. Moreover, students through seminars and can learn through collaboration and additional assessment interaction with other students, engage examination for teachers. more deeply with the lesson and build • The curriculum should be invaluable social skills. updated with the current Learners are assessed Students can reflect on their own work trends and needs of the on an ongoing basis. and judge how well they have performed industry to prepare the the activity. The focus is not necessarily graduates and demonstrate on having students generate their own the core competencies grades, but rather providing expected of them in the opportunities for them to identify what workplace (Valdez, 2010). constitutes a good or poor piece of work. • Teachers, students and They can identify their strengths, parents should attend weaknesses and areas that require seminars that will gain improvement that can influence their knowledge for the future work, career path or course to take implementation of OBE to in the tertiary level easily develop a solution or Critical thinking, According to Linda Elder and Richard action for its effective reasoning, reflection Paul, authors of "Critical Thinking implementation and to and action are Development: A Stage Theory," students monitor their own encouraged. who know how to analyze and critique performance. ideas are able to make connections across
Policy Analysis in Education 1
disciplines, see knowledge as useful and applicable to daily life and understand content on a deeper, more lasting level that they become more independent, self- directed learners. So, they better understand the experiences and views of others and enhancing their ability to work with different people. Content is integrated Students showed higher signs of and learning is retention when they were able to closely relevant and relate the content and make real-world connected to real-life connections in integrated curriculum situations. approaches. They are engaged more deeply in structuring lessons if the classroom materials relate to their real world or everyday life. So, teachers are charged in creating challenging, fun, and meaningful tasks that help students connect to information, which yields higher mastery of content standards. Learning is learner- Utilizing learner-centered teaching in centered, the teacher class makes learning skills and strategies facilitates and of students develop or increase constantly applies significantly because teachers can group work and team provide more opportunities for the work to consolidate enhancement of the learning skills and the new approach. strategies. So, learner-centered approach is appropriate for students to make them learn by doing. They are engaged and involved in the learning process making them the ability to adapt the skills and strategies for them to become responsible learners. It is important that students develop life-long learning skills because they can use it not only for higher learning but in their future endeavors in life. Curriculum is seen as Teachers are designers of method to guide that allow support various simulation, role play, teachers to be student centered, problem-based and innovative and creative activities to bring each learning creative in designing to a personal closure that will make them their lesson plan. aware of what they learned. Learners take Giving students choices and the means responsibility for to assess their progress fosters their own learning metacognition and independence. When
Policy Analysis in Education 2
and are motivated by students are in charge of their own feedback and learning, they feel a sense of affirmation of their belongingness in the classroom. A worth. skilled teacher can set up the scaffolding for this kind of learning experience and thoughtfully guide students through each step of the process. According to Beth Pandolpho (2018) students feel valued and respected when an experience challenges them, reflects their interests, and allows their voices to be heard. And when they are the authors of their own stories, they attend to each moment because they care deeply about the rising action, the falling action, and the resolution—the triumphs and the lessons are their own.
CHED MEMORANDUM ORDER (CMO), No.77, Series of 2012, “Policies, Standards and Guidelines in the Establishment of an Outcomes-Based Education (OBE) System in Higher Education Institutions Offering Engineering Programs”, Date retrieved: August 5, 2014.
Valdez, A.P. (2010). Competencies of Career-Entry Medical Technology Graduates of
Lyceum of Batangas: Basis for Enhancement of the Internship Training Program, International Journal of Multidisciplinary Research, 4(1): 16-33.
Policy Analysis in Education 3
8. Read the Laws concerning the establishment of DepEd, TESDA and CHED. In the principle of decentralization, identify the article/section of the Law that you want to change/improve and insert the alternative article/section which may allow empowerment and independence among schools/HEIs under their supervision. Cite your sources. Submission: August 24,2020, 4:30pm in the group chat.
The education sector falls under the jurisdiction of three distinct bodies: the Department of Education (DepEd) for basic education; the Technical Education and Skills Development Authority (TESDA) for technical and vocational education and training; and the Commission on Higher Education (CHED) for higher education.
Decentralization according to UNESCO, generally refers to the process of transferring decision-
making power, responsibility, and tasks from higher to lower organizational levels. The motives
Policy Analysis in Education 4
of shifting authority and management responsibilities to local levels are a) to enhance democracy in decision making, b) to promote the effective and efficient use of resources in education, c) to make public education more responsive to local needs, d) to reduce the central government’s and increase local groups’ financial responsibility for schooling provision, and e) to enable schools and teachers to exercise greater professional autonomy. Thus, this process can significantly improve efficiency, transparency, accountability, and responsiveness of service provision compared with centralized system. I think this is more efficient because it will better reflect local priorities (school level priorities), encourage participation among teachers and students, and, eventually, improve coverage and quality.
Republic Act (RA) 9155, also known as Governance of Basic Education Act (GOBEA) 2001 is the legal basis of Education Decentralization in the Philippines for Basic Education. This law provides the overall framework for principal empowerment by strengthening principal and leadership goals, and local school-based management within the context of transparency and local accountability. Poor quality education, shortfalls in classrooms, textbooks, and teachers, low achievement in science, math and language, discrepancy in rural and urban areas in terms of achievement and decline participation of the private sector are some of the education situations that pursue education administrators and lawmakers to decentralize our educational system.
Under Chapter 1 Governance of Basic Education, Section 7 Powers, Duties and Functions, Letter E. School Level stated its authority, accountability and responsibility of the school head.
In paragraph 2, one of the functions of school head is “Creating an environment within the school that is conducive to teaching and learning.” It can be “Creating a safe environment within the school that is conducive to teaching and learning” because one of the major management responsibilities of a school head is school safety. This includes ensuring on a regular basis that the facilities and equipment are safe and in good working order, the development of overall school discipline policies and the enforcement of those policies, and the assignment of supervisory responsibilities among school personnel are given. So, it is not just enough to provide what are the needs of teachers and learners, one should also consider the safety of the clientele.
In paragraph 3, it is stated that School Head should be “implementing the school curriculum and being accountable for higher learning outcomes”. It can be added this as “equipping the school head with required training needs to implement the school curriculum being accountable for higher learning outcomes”. School leadership in the context of School-Based Management is very challenging because it requires new leadership skills in quality development and quality assurance. So, one must be fully capacitated in this area to truly identify the needs and priorities of the school to uplift the quality of teaching and learning.
Republic Act No. 7796, also known as TESDA Act of 1994 or An Act Creating the Technical Education and Skills Development Authority, providing for its Powers, Structure and for other Purposes is the legal basis of decentralization in Technical and Vocational Education and Training. Under Section 10 stated the functions of the TESDA Secretariat. Additional function may add as this “to assess, review, harmonize and coordinate all technical education and skills development policies and programs” and “to approve training standards and assessment packages as established
Policy Analysis in Education 5
and conducted by private industries”. This is to address the job mismatch between technical vocational education and training and industry requirement. According to Baguio’s lone district Rep. Mark Go, he proposed to make TESDA to become Department of Technical Education and Skills Development to respond to the challenges in local and global setting since abovementioned law is already at its 26th year and so needed to repeal.
Republic Act No. 7722, also known as Higher Education Act of 1994 or An Act Creating the Commission on Higher Education, Appropriating Funds Therefor and For Other Purposes, is the legal basis of decentralization in Higher Education Institutions (HEIs). This law separates colleges and universities from the DepEd providing its own independence, having the right to practice academic freedom and exercise such policies granted for its benefits. Under Section 10 The Higher Education Development Fund, I think stated funds must be modified to adjust to the current value of supplies, materials, equipment and facilities. Additional funds for instructional materials, properties and other learning resources must be provided by an institution as these are aids for learning. There is a big gap between public and private higher education institutions since private schools have enough source of financial income to provide all of these, unlike in public schools, they rely on what the government is giving. In the competency and skills that the students acquire, skills discrimination during job hiring become noticeable due to limited exposure of students on the different fields of learning during studies. The provision of funds for learning resources of every field of discipline to support and aid the students’ learning are needed to realize what has been reflected in the law
