COMPREHENSIVE EXAMINATION AREA III-MAED (ALL MAJORS-COGNATE COURSES) 1. Article XIV, Section I: Provides that the state has primary function to protect and promote the right of all its citizens to quality education. Discuss the different steps undertaken by the government to make education accessible to its citizens. Answer: The Philippines Constitution, specifically Article XIV, Section I, provides that the state has the primary function to protect and promote the right of all its citizens to quality education. Over the years, the government has taken various steps to make education accessible to all citizens in the country. Below are some of the significant steps undertaken by the government: Passage of the Universal Access to Quality Tertiary Education Act In 2017, the government passed the Universal Access to Quality Tertiary Education Act (UAQTEA), which provides free tuition and other school fees to students enrolled in state universities and colleges (SUCs), local universities and colleges (LUCs), and state-run technical-vocational schools. Implementation of the K-12 Program - In 2013, the government implemented the K-12 program, which added two years to the basic education curriculum, providing students with the necessary skills and competencies for the workforce. Provision of Education Subsidies and Scholarships - The government also provides education subsidies and scholarships to students from low-income families. The Commission on Higher Education (CHED) offers scholarships such as the Student Financial Assistance Program, while the Department of Education (DepEd) offers the Education Service Contracting (ESC) and the Senior High School Voucher Program (SHS VP). Establishment of Alternative Learning Systems - The government has also established alternative learning systems to cater to learners who are unable to attend traditional schools. This includes the Alternative Learning System (ALS), which provides non-formal education to out-of-school youth and adults. Provision of Distance Learning Programs - In response to the COVID19 pandemic, the government provided distance learning programs such as online classes, radio and television-based instruction, and modular learning for students who cannot attend face-to-face classes. In conclusion, the government has taken various steps to make education accessible to all its citizens, from primary to tertiary level. However, despite these efforts, there is still a need for continuous improvement and reforms to address the gaps and challenges in the education sector. 2. Elaborate, “ The state shall take appropriate steps to make quality education accessible to all.” Answer: The phrase "The state shall take appropriate steps to make quality education accessible to all" refers to the responsibility of the government to ensure that every citizen has access to quality education. It is a crucial aspect of a democratic society, as education plays a vital role in individual growth, social development, and economic progress. To elaborate on this statement, the government must take necessary measures to ensure that education is available and accessible to all citizens, regardless of their socio-economic status, ethnicity, gender, religion, or geographic location. This means that the state should provide adequate funding for schools and universities, hire qualified teachers, establish educational institutions in remote areas, and provide resources like books, computers, and internet access to all students. Furthermore, the quality of education must also be considered. The government should ensure that the education provided is of a high standard, and the curriculum should be designed to meet the needs of the current job market and society as a whole. The curriculum should also be relevant and practical, with a focus on developing critical thinking, problem-solving, and creativity skills in students. In conclusion, the statement "The state shall take appropriate steps to make quality education accessible to all" emphasizes the need for the government to ensure that education is available and accessible to everyone. It is the responsibility of the government to provide quality education to its citizens, as education is a fundamental right and an essential tool for individual and societal development. 3. Discuss the constitutional provisions for Philippine Education. Answer: The Philippine Constitution contains several provisions that are related to education. These provisions aim to promote and protect the right of every Filipino citizen to quality education, as well as to ensure the equitable distribution of educational opportunities throughout the country. The following are the major constitutional provisions related to education in the Philippines: Right to Education: The Philippine Constitution recognizes the right of every Filipino citizen to quality education at all levels, without discrimination. Role of the State: The Philippine Constitution assigns the primary responsibility for the promotion and protection of education to the State which provides that "The State shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society." Equitable Distribution of Educational Opportunities: The Philippine Constitution mandates the State to ensure the equitable distribution of educational opportunities throughout the country, which states that "The State shall ensure that all schools shall enjoy academic freedom, and shall take appropriate steps to ensure that the private schools, including colleges and universities, are complementary to the efforts of the State educational system." Autonomy of Educational Institutions: The Philippine Constitution recognizes the autonomy of educational institutions, both public and private. Educational institutions, both public and private, shall be given adequate academic freedom." Promotion of Science and Technology: The Philippine Constitution recognizes the importance of science and technology in national development. That gives priority to research and development, invention, innovation, and their utilization; and to science and technology education, training, and services. In summary, the Philippine Constitution contains provisions that recognize the right of every Filipino citizen to quality education, assign the primary responsibility for the promotion and protection of education to the State, mandate the equitable distribution of educational opportunities throughout the country, recognize the autonomy of educational institutions, and promote the development of science and technology. 4. What factors must be considered in planning an organization for a curriculum development programs? Answer: Planning an organization for a curriculum development program involves a comprehensive process that requires careful consideration of several factors. Here are some essential factors to consider: Objectives: The first step in planning an organization for a curriculum development program is to identify clear objectives. These objectives should align with the educational goals of the institution, as well as the needs of the students and the society at large. Stakeholders: The next step is to identify the stakeholders who will be involved in the program, such as faculty members, administrators, subject-matter experts, and students. It is essential to involve stakeholders in the planning process to ensure that their needs and expectations are met. Curriculum Design: The organization should have a well-defined curriculum design process that incorporates the latest research in education and teaching methodologies. The curriculum should be designed to meet the needs of the students, provide a clear path for their academic progress, and incorporate new technologies and emerging trends. Resources: The organization should identify the resources required to implement the curriculum development program, including funding, personnel, equipment, and materials. The organization should also ensure that these resources are adequate and available when needed. Timelines: The organization should establish clear timelines for the curriculum development program, including milestones, deadlines, and deliverables. This will help ensure that the program is completed on time and within budget. Evaluation and Assessment: The organization should develop a plan for evaluating and assessing the effectiveness of the curriculum development program. This includes identifying key performance indicators, developing assessment tools, and analyzing the data collected to make data-driven decisions. Collaboration and Communication: The organization should establish clear lines of communication and collaboration among stakeholders to ensure that everyone is working together towards a common goal. This includes regular meetings, feedback sessions, and open communication channels. In conclusion, planning an organization for a curriculum development program requires careful consideration of several factors, including objectives, stakeholders, curriculum design, resources, timelines, evaluation and assessment, and collaboration and communication. By addressing these factors, the organization can develop a successful curriculum development program that meets the needs of the students and the society at large. 5. Argyris pointed out those institutional expectations appear to be inherently in conflict which personal needs of the employees. Illustrate how managers can achieve congruence of both organizational and individual goals. Answer: Managers can achieve congruence of both organizational and individual goals by fostering open communication, creating a positive work culture, providing opportunities for growth and development, providing incentives and rewards, and adopting a participative management style. By doing so, managers can promote employee motivation and engagement, leading to improved performance and productivity, while also achieving the goals of the organization. 6. As a Non-Formal educator, how would you be effective and efficient based on: a. Characteristics b. Role; and c. Expectations Answer: As a non-formal educator, it is important to be effective and efficient in your role in order to achieve the desired outcomes. Here are some ways to do so based on characteristics, role, and expectations: a. Characteristics: Non-formal educators should possess the following characteristics to be effective and efficient:Passion for teaching, flexibility and adaptability, creativity and innovation, patience and empathy b. Role: Non-formal educators play a vital role in providing educational opportunities to learners who cannot access formal education. To be effective and efficient in their role, non-formal educators should: Understand the needs and preferences of their learners, use a learnercentered approach, provide practical and relevant learning experiences, and foster a positive learning environment. c. Expectations: To be effective and efficient as a non-formal educator, it is important to meet the expectations of learners, parents, and the community. These expectations include: Quality education,relevant skills and knowledge, safe and supportive learning environment and effective communication In conclusion, to be effective and efficient as a non-formal educator, it is important to possess the right characteristics, understand the role, and meet the expectations of learners, parents, and the community. By doing so, non-formal educators can provide quality education and help learners achieve their goals. 7. Should the curriculum be planned in advance of the learning itself, or should it be planned immediately as the learning takes place? Answer: curriculum planning should generally be done in advance of the learning itself as it allows educators to identify the goals and objectives of the learning experience, as well as the resources and materials needed to achieve those goals. However, educators should also be flexible and adaptable to the needs of learners, and be open to making changes as needed to improve learning outcomes. Curriculum planning should be an ongoing process, and adjustments can be made based on feedback from learners or the progress of their learning. 8. R.A 7836, approved on December 16,1994 is known as the Philippine teachers Professionalism Act of 1994. It amended PD 1006. What are the salient points/ Provisions? Can an incumbent teacher continue to teach even without valid license to teach? Answer: Republic Act No. 7836, also known as the Philippine Teachers Professionalization Act of 1994, established the Professional Regulation Commission (PRC) and mandated the licensure examination for all persons engaged in teaching at the preschool, elementary, and secondary levels. The law also requires licensed teachers to undergo Continuing Professional Development (CPD), abide by a Code of Ethics for professional teachers, and imposes penalties on those who engage in teaching without a valid license. Therefore, an incumbent teacher cannot continue teaching without a valid license to teach as it is considered a violation of the law.
