Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Copy of Prezi 3D & Fade-in Animation

Check out http://prezi.com/learn/new-features/ to learn how to use these features
by

wilson alcantara

on 18 January 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Copy of Prezi 3D & Fade-in Animation

Education after 1946 When the Filipinos regained their sovereignty on July 4, 1946, there were no immediate changes instituted in the educational system. The objectives of education embodied in the 1935 Constitution continued to be the bases of instruction for almost ten years after the liberation of the Filipinos from any external rule. It was only in 1995 that the Board of National Education (created by Republic Act No. 1124), approved a new set of objectives. Purportedly, the new objectives reflected the desire of the nation to mold and develop the youth into useful and upright citizens. In addition, the new government wanted to established as “integrated, nationalistic, and democracy-inspired educational system.” The list of objectives included the following:
1. To inculcate the moral and spiritual values inspired by an abiding faith in God;
2. To develop an enlightened, patriotic, useful and upright citizenry in democratic society;
3. To instill habits of industry and thrift, and to prepare individuals to contribute to the economic development and wise conversation of the nation’s national resources;
4. To maintain family solidarity, to improve community life, to perpetuate all that is desirable in our national heritage, and to serve the causes of world peace; and
5. To promote the sciences, arts and letter for the enrichment of life and the recognition of the dignity of the human person. Revisions in Elementary Education In 1953, the Filipino legislative body passed Republic Act No. 896 that restored Grade 7. This grade level was previously removed from the curriculum by virtue of the Educational Act of 1940. The new law restored the fully day session and two-classes three-teachers (or three-classes five teachers)plan for Grade 5 and 6. However, more than 50 years after the passage of the law, the inclusion of Grade 7 in the elementary curriculum has not been fully implemented. At present, only some private schools offer Grade 7. The implementation of the law will effectively increase the duration or length of schooling for basic education to at least eleven years. Although there has been a persistent clamor over the years to implement the law, the government has not been to comply. The perennial excuse for not implementing the law of restoration of Grade 7 has been budgetary constrains. The revised elementary curriculum included the following course as; Integrated Activities (with Social Studies and Citizenship as the core) Language and Spelling, Reading and Phonics, Character Education, Music and Writing, Filipino Language, Work Education, (Industrial Arts and Home Economics), and Physical Education with the following expressed objectives 1.To offer adequate education for our children to prepare them for democratic citizenship;
2.To give instruction in basic knowledge;
3.To develop basic skill and attitudes and to inculcate ideals necessary for the promotion of national solidarity and for the development of an enlightened, patriotic, useful and upright citizenry;
4.To give emphasis to the culture, desirable tradition and virtues of the Filipino people;
5.To prepare the child for effective participation in his/her community ad for a better understanding of an expanded society.
Through Department Order No.1, Series of 1957, class size decreased from 60 to a maximum of 40 pupils whenever possible. In addition, this order from the Education Department encouraged multi-grade classes in the rural areas and emphasized community participation. The new order made elementary education compulsory to all children between the ages of 7-13. It also mandated the use of the native languages as medium of instruction in Grades 1 and 2 in the different regions of the country, all these changes are still important elements of the present-days curriculum except compulsory elementary education which has not gone beyond the realm of rhetoric. The Board of National Education approved the implementation of the Revised Elementary Education Program of February 17, 1970 that took effect during the following school year (1970-71). The revised curriculum included the following subjects: Character Education, Languages Arts (Vernacular, Pilipino, and English), Social Studies, Elementary Mathematics, Health and Science, Music and Arts, Work Education and Physical Education. The vernacular became the medium of instruction in Grade 1 and 2 with Pilipino and English as subjects.


Other changes included the introduction of English as the medium of instruction beginning Grade 3 with Pilipino as a subject. Health and Science became an integrated subject. The same arrangement was true for Music and Arts as well as Physical Education and Health Education beginning in Grade 4 Work Education was introduced as a separate subjects starting in Grade 3. In the 1957 Revised Elementary Curriculum, Character Education was a component of Social Studies along with Geography, History, Civics, Community Problems, Good Manners and Right Conduct, as well as Filipino customs and traditions. In the 1970 Revised Elementary Curriculum, Character Education became a separate, independent subject. The Program for Decentralized Educational Development (PRODED) was a major curricular reform in elementary education. It was a four-year development program (1982-1986). The program was conceptualized to reduce the disparities between and within the different regions in the country in terms of delivery of services and allocations of resources.The primary objectives of the program were to insure overall quality and to increase the efficiency of elementary education. THANK YOU
for
Full transcript