Good Afternoon, Everyone! EDUCATIONAL ADMININISTRATION: THE PHILIPPINE SETTING Monroe Survey (1925) Formal Assessment in the Philippines started as a mandate from the government to look into the educational status of the country (Elevazo, 1968). The first assessment was conducted through a survey authorized by the Philippine legislature in 1925. The legislature created the Board of Educational Survey headed by Paul Monroe, and later, this board appointed an Educational Survey Commission who was also headed by Paul Monroe. This commission visited different schools in the Philippines. The commission observed different activities conducted in schools around the Philippines. The results of the survey reported the following: 1. The public school system that is highly centralized in administration needs to be humanized and made less mechanical. 2. Textbook and materials need to be adapted to Philippine life. 3. The secondary education did not prepare for life and recommended training in agriculture, commerce, and industry. 4. The standards of the University of the Philippines were high and should be maintained by freeing the university from political interference. 5. Higher education be concentrated in Manila. 6. English as medium of instruction was best. The use of local dialect in teaching character education was suggested. 7. Almost all teachers (95%) were not professionally trained for teaching. 8. Private schools except under the religious groups were found to be unsatisfactory. What is the Board of National education Philippines? An act creating a board of national education charged with the duty formulating general educational policies and directing the educational interests of the nation. What is the role of the Board of National education? To formulate the objectives and basic policies of education for children and adults in conformity with the philosophy and mandates of the Constitution. To coordinate the objectives, functions and activities of different types and kinds of educational institutions in the Philippines. Code of Ethics for Professional Teachers serves as guide for teachers specifically to new teachers for them to exhibit proper behavior to the learning community at all times is imperative that you observe and practice this set of ethical and moral principles, standards, and values In 1950 the Board National Education issued Circular No. 7, s. 1950 entitled Code of the Professional Ethics for Public School Teachers and Officials. Article VISections 7 and 8 underscore “effective school supervision and administration”, to wit: SECTION 7 Effective school supervision and administration demand responsible leadership and direction by all school officials, who should at all times show professional courtesy, helpfulness, and sympathy towards their teachers. SECTION 8 In the interest of the service, a school official, before formulating major policies or introducing important changes in the system, should give his teachers opportunity for broadminded discussion and constructive criticism, in the spirit of earnest inquiry and for the good of the pupils or students. SECTION 9 No school official should stand in the way just promotion of a deserving teacher. Moreover, school officials should encourage and carefully nurture the professional growth of worthy and promising teachers by recommending them for promotions. In April 2000, the PCER came up with the proposal for basic education constituting the PCER agenda for reform which are as follows: • Establishment of a one-year pre-baccalaureate system between secondary education and a tertiary degree program “to ensure readiness of high school graduates for tertiary education” • Strengthening teacher competencies at the basic education level which need to be empowered in four specific key result areas namely: “ability to teach reading and comprehensions; initiative and creativity; training in values education; and familiarity in and use of instructional technology • Expanding the options for the medium of instruction in Grade 1 through the use of the regional lingua franca or the vernacular “to able to use the first language as a bridge to a more effective learning in English and Filipino as well as facilitate the development of their cognitive maturity • Establishment of a one-year prebaccalaureate system between secondary education and a tertiary degree program “to ensure readiness of high school graduates for tertiary education” • Strengthening teacher competencies at the basic education level which need to be empowered in four specific key result areas namely: “ability to teach reading and comprehensions; initiative and creativity; training in values education; and familiarity in and use of instructional technology • Expanding the options for the medium of instruction in Grade 1 through the use of the regional lingua franca or the vernacular “to able to use the first language as a bridge to a more effective learning in English and Filipino as well as facilitate the development of their cognitive maturity In education, systems theory can be used to understand and improve the functioning and performance of an educational system at different levels, such as the classroom, the school, the district, or the nation. It can also help to identify and solve problems, adapt to changes, and coordinate with other systems Systems Theory Systems theory is a theory that views an organization as a complex and dynamic system of interrelated and interdependent elements, such as goals, inputs, outputs, feedback, and environment. It was developed by Ludwig von Bertalanffy in the 1940s and 1950s and applied to various disciplines and fields. In education, systems theory can be used to understand and improve the functioning and performance of an educational system at different levels, such as the classroom, the school, the district, or the nation. It can also help to identify and solve problems, adapt to changes, and coordinate with other systems. However, some critics argue that systems theory can be too abstract, complicated, or deterministic. Contingency Theory Contingency theory is a theory that suggests that there is no one best way to manage an organization, but rather that the optimal management style depends on the situation and the context. It was influenced by the research of Fred Fiedler, Paul Lawrence, Jay Lorsch, and others in the 1960s and 1970s. In education, contingency theory can be used to adopt and adjust different management approaches and strategies according to the characteristics and needs of the teachers, students, curriculum, resources, goals, and environment. It can also help to cope with uncertainty, complexity, and diversity. However, some critics argue that contingency theory can be too ambiguous, inconsistent, or opportunistic. Human Relations Human relations is a theory that emphasizes the importance of interpersonal relationships, communication, and cooperation in achieving organizational goals. It was influenced by the Hawthorne studies in the 1920s and 1930s, which showed that workers' productivity and satisfaction were affected by social and psychological factors, such as group norms, leadership styles, and feedback. In education, human relations can be used to foster a positive school climate, a democratic decision-making process, and a collaborative learning environment, as well as to address the needs and interests of teachers and students. However, some critics argue that human relations can be too idealistic, vague, or manipulative. Transformational Leadership Transformational leadership is a theory that describes a type of leadership that inspires and motivates followers to achieve higher levels of performance and commitment by appealing to their values, vision, and emotions. It was developed by James MacGregor Burns in the 1970s and further refined by Bernard Bass and others in the 1980s and 1990s. In education, transformational leadership can be used to create and communicate a shared vision, foster a culture of innovation and excellence, empower and develop teachers and students, and build trust and collaboration. However, some critics argue that transformational leadership can be too charismatic, unrealistic, or unethical. Transformational Leadership Transformational leadership is a theory that describes a type of leadership that inspires and motivates followers to achieve higher levels of performance and commitment by appealing to their values, vision, and emotions. It was developed by James MacGregor Burns in the 1970s and further refined by Bernard Bass and others in the 1980s and 1990s. In education, transformational leadership can be used to create and communicate a shared vision, foster a culture of innovation and excellence, empower and develop teachers and students, and build trust and collaboration. However, some critics argue that transformational leadership can be too charismatic, unrealistic, or unethical. “A mental image of a possible and desirable future state of the organization… as vague as a dream or as precise as a goal or mission statement… a view of a realistic, credible, attractive future for the organization, a condition that is better in some important ways than what now exists” Senge (1990) defined “a learning organization where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspirations are set free, and where people are continually learning to see the whole together” The leader as designer does not only function guided by policies strategies, and systems. He/she designs the learning process whereby people in the organization deal with critical issues and develop “mastery in the learning disciplines.” What is a leader? The leader as steward involves a commitment to and responsibility for the vision of the organization but it does not mean the leader ‘owns’ it. Leaders choose service over self-interest; they learn to listen to other people’s vision, hence they develop a vision that is both individual and shared. The leader as a teacher is about “fostering learning for everyone to develop systematic understandings”. Leaders in learning organization “create and manage creative tensionespecially around the gap between vision and reality. Background of Education, Philosophy and Educational Philosophy EDUCATION according to Webster Dictionary - it is the sum of the qualities acquired through individual maturation and social training in the dictionary of education - it is defined as the social process in which people are subjected to the influence of a selected and controlled environment, especially that of the school, so that they obtain competence and optimum development is also defined as - in the same reference as the aggregate of all processes by which a person develops ability, attitude and behavior of practical values in the society in which he lives In the fundamental sense, education is a cultural process by which successive generations of men take their places in history. Education means the enterprise of supplying the conditions which guarantee growth or adequacy of life irrespective of age. The process of education is a continuous adjustment of, having as its aim at every stage an added capacity for growth”. Education develops with the growth of humanity, like human history in which it is applied and education is a continuous process because it is a source of life. John Dewey American pragmatic philosopher, psychologist and educational reformer whose ideas have been influential in education, philosophy, and psychology. He’s known best for his publications about education, but he also wrote about other topics such as experience, nature, art, logic, inquiry, democracy, and ethics. John Dewey Major Dewey's educational theories were presented in these writings: * My Pedagogic Creed (1897) * The School and Society (1900) * The Child and the Curriculum (1902) * Democracy and Education (1916) *Experience and Education (1938) What is Philosopy? comes from the Greek word – philo and sophio, which together means love and wisdom What is Philosopy for Dewey? The purpose of philosophy is to identify problems and suggest ways in handling these problems. The study of Philosophy will provide an individual a strong foundation in meeting the demands of his profession and in coping with the problems brought about by multifarious activities of man. EDUCATIONAL PHILOSOPHY “The educational philosophy is like a cleaning house where relative values in education and the relative validity of different claims on the school are weighed. Any philosophy must be based upon and supported by the careers, individuals, school, nation and civilization.” An education philosophy is a set of educational beliefs and core values of a person and/or organisation. It focuses on the purpose and objectives of educational planning, programmes and processes when it comes to teaching and inspiring students to learn. 5 philosophies of education (1) perennialism, (2) idealism, (3) realism, (4) experimentalism, and (5) Existentialism Pragmatism in education states that learning should be focused on life and growth. The topics students study in school should have practical applications to their current or future situations or careers. Experimentalism is referred to as John Dewey's version of pragmatism. The theory, which he also called as practicalism, holds that the pattern for knowledge should be modern science and modern scientific methods. Instrumentalism is the pragmatic philosophy of John Dewey which maintains that thought, theories and concepts are instruments for solving practical problems. On the other hand, techno-scientific development deals with developments in modern science and technology. Naturalism is an educational philosophy that emphasizes the role of nature in the development of the individual. It is based on the idea that education should be centered on the natural world and that the natural environment should be used as a primary source of learning. Dr. John Dewey’s Educational Philosophy in the Philippine Setting it is hereby declared a policy of the state to maintain the highest quality of education for purposes of national development. The P.D. No. 6-A states to be the policy of the government to insure, within the context of a free and democratic system, maximum contribution of the educational system to the attainment of national goals. Under the Presidential Decree No. 6-A In relation to this, the educational philosophy of Dr. John Dewey is expressed in the following terms: (a) Education is life and not preparation for life which is based on the idea that education is not learning alone but it is living. (b) Promoting the total growth of the child is made the aim of education which is based on the philosophy that growth means growth in knowledge, habits, skills, and abilities. It is a continuous process. (c) Learning by experiencing or reacting or doing in which learning and teaching must utilize the theory of self- activity. (d) Recognizes individual differences based on the principle that each individual is unique in which calls for the adjustment of subject matter and activities given to learners. (e) Evaluation is made an important part of teaching and learning. (f) Thinking and reasoning are stressed in classroom activities based on the theory of self-activity. (g) Use of academic freedom in the classroom activities. This concept calls for the use of democratic principle in teaching and learning. (h) Education is more practical and functional. The instructional method must also gear in the social, political and economic aspect of the individual’s life. Dewey believed that human beings learn through a 'hands-on' approach. This places Dewey in the educational philosophy of pragmatism. Pragmatists believe that reality must be experienced. From Dewey's educational point of view, this means that students must interact with their environment in order to adapt and learn. Progressive Education is based on the principle, espoused by John Dewey and others, that education must prepare students for active participation in a democratic, global society. Thus the focus is on raising critical thinkers and inquirers who are active rather than passive learners. The emphasis of the New Society is on moral values, relevance, proper methods of teaching, retraining of teachers, vocational and technical education, bilingualism, national consciousness and cultural values. In addition the aims of education under the New Society are based on pragmatic, experimentalism or approach of Dr. Dewey. The school under the New Society utilizes the following educational concepts of the said philosopher: (1) The nature of the child is made the center of educative process. (2) The theory of self-activity is made the center or basis of learning. (3) The development of personality is made the primary aim of the New Education. (4) Activity program is the core of the curriculum. (5) Socialized teaching and learning are utilized. (6) Individual differences of the pupils are recognized not by sectioning students according to IQ but by adjusting the subject matter to the abilities of the students. (7) Thinking and reasoning are emphasized in the educative process. (8) Evaluation with flexible standards is utilized in teaching and learning. (9) Students are free from emotional tension or fear of the teacher. (10) Close relationship between the school and the community Corporal or physical punishment is defined by the UN Committee on the Rights of the Child, which oversees the Convention on the Rights of the Child, as “any punishment in which physical force is used and intended to cause some degree of pain or discomfort, however light.” Aims of Education under the Philippines New Society – Based on Dr. John Dewey’s Philosophy During the Marcos regime, the aims of education under the Constitution of 1973, Article XV Sec. 8 states that: • All educational institutions shall be under the supervision and subject to the regulation by the State. • The State shall establish and maintain a complete, adequate and integrated system of education relevant to the goals of national development, • All institutions shall aim to inculcate love for country, teach the duties of citizenship, and develop moral character, personal discipline and scientific and • Technological and vocational efficiency. • The State shall maintain a system of free public elementary education and in areas where finances permit, establish and maintain at least up to the secondary level. • The state shall provide citizenship and vocational training to adult citizens and out-of-school youth, and create and maintain scholarships for poor and deserving students. the development of the whole man is another aim of Philippine Education another aim of the Philippine educational system is to upgrade and change its curriculum the objectives of Enhanced K to 12 Basic Education Program is to create graduates that will: 1. 2. 3. 4. 5. 6. 7. Acquire mastery of basic competencies. Be more emotionally mature. Be socially aware, pro-active, involve in public and civic affairs. Be adequately prepared for the word of work or entrepreneurship or higher education. Be legally employable with potential for better earnings. Be globally competitive. Every graduate of the Enhanced K to 12 Basic Education program is an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous critical thinking, and the capacity to transform others and one’s self. EDUCATIONAL ADMININISTRATION: THE PHILIPPINE SETTING Thank You!
