3Rs: RECYCLED Issues, REUSED Arguments, REDUCED Achievement
R#1: Recycled Issues
If we are to compare the goals of Philippine
education, particularly in Science, we can say that aim of education remains to
be functional literacy geared towards strengthening manpower for national
development. The goal does not change but the way it is articulated does.
Functional literacy is defined as “extracting and processing complex meanings
from text and other printed forms of language” (OECD, 1997). But in the
Philippines, functional literacy is defined within a range of skills and
competencies that enable individuals to live and work as human persons (Magno,
2011). If functional literacy is our main goal then why did Durban and Catalan
(2012) still emphasized on the needs to addressed involved the role of
education in the national development?
In 2001, Marinas reported the major issues in
Philippine education namely, over-crowded curriculum, inadequate learning
materials and teacher’s manuals, shortage of teachers particularly who
specialized in science, and downward trends in student performance. Ten years
later in 2011, Magno would still ponder on the consistent low performance in
TIMSS, NEAT and NAT of Filipinos. Batomalaque (2009) provided the explanation: “The main factors which can be cited to
account for the low performance in science of the Filipino student include the
lack of science culture and deficiencies regarding the school curriculum, the
teaching learning process, instructional materials and teacher training. One of
the roots of the unsatisfactory achievement of our students is our congested curriculum…. The main factors which can be
cited to account for the low performance in science of the Filipino student
include the lack of science culture and deficiencies regarding the school
curriculum, the teaching learning process, instructional materials and teacher
training.”
R#2 Reused Arguments
For more than ten years
[quite a short time frame for some], the same arguments are used to magnify the
problems and concerns that we need to address: unresponsive and over-crowded
curriculum (Durban and Catalan, 2012; Magno, 2011; Marinas, 2001), improper
monitoring of programs, globalization of education and politics in education
(Durban and Catalan, 2012). The problems on inadequate facilities,
instructional materials and professional trainings for teachers (Durban and Catalan,
2012; Marinas, 2001) have also been used as alibis for not being able to
deliver the best quality education. When are we going to stop complaining about
what we do not have instead of focusing on how can we effectively use what is
readily available?
According to Magno, there is
discontinuity in the content of our science curriculum and the skills that are
given emphasis are very theoretical and content–driven particular on the
biological science concepts. These arguments therefore justifiy the
implementation of the spiral curriculum in Science and the UbD model. On the
contrary, science concepts, principles, laws, models and theories in the
primary years in the Philippines are well developed and well chosen. The
curriculum is coherent and developmental showing clear progression. However,
the curriculum lacks opportunities to use science skills and support learners
to solve problems, questions, critique, analyze, evaluate scientific claims.
Content is heavier than the other countries – another recycled argument about
the “overcrowded curriculum”. These are contrary to what Marinas has elucidated
- that the focus of our science education is on problem solving, critical
thinking, and practical work.
To reiterate, Durban and Catalan
(2012) encapsulated our educational issues into three main points: (1) role of education in national development, (2) the
curriculum that is not responsive to the basic needs of the country, (3) the
constant implementation of programs in education which are not properly
monitored.
In comparison with the
success stories of other countries, the effective transmission of scientific
literacy is not based on the content or on the language alone. The key to the
achievement of our goal and the answer to the challenges presented by the
issues that continue to haunt us is the classroom teacher. I agree with Durban
and Catalan in asserting, “ Teachers’ transformation, in terms of their
values orientation is necessary. Part of the teachers’ transformation must
include their upgrading or updating for professional and personal development”.
As teachers, we have to be personally committed
to engage ourselves in transforming our own educational institutions through
our personal practice vis-à-vis the perspective of thinking globally and
acting locally.
R#3 Reduced Achievement
The functional literacy of the Filipinos is at
its minimum reflecting the sad state of education. (Durban and Catalan,
2012). Magno
challenged us to re-think the aim of education beyond functional literary. We
cannot just provide rationalizations for our inferior performance according to
national and international standards nor can we point an accusing finger to the
government or single-out a stakeholder for our current reduced state of
achievement. Despite the many criticisms and pessimistic views, a lot of
efforts have been made to improve the quality of our education. As Batomalaque
has pointed out, efforts have never been as extensive
as in the current decade, particularly in basic science education. The various
accomplishments undertaken fall in different areas such as curriculum and
instructional materials development; provision of physical facilities and
equipment; institution building; and teacher training. So why is our state of achievement much
reduced than what we have envisioned? Some would say that it might take a
longer time to see the impact of better teacher performance in the public
schools as a result of better salary [much to the detriment of many private
schools who could not compete with the competitive compensation in the public
schools]. But does financial remuneration really improve the competence and the
commitment of a teacher? Aren’t the heart for the learner, openness to
innovations, and the urge to improve the better yardsticks?
Conclusion:
As a teacher, isn’t it time we explore the other 3Rs?
REFLECT on our personal practice, RETOOL to better our skills, RECHARGE our
commitment to serve.
The continuing professional development and pedagogical
inquiries can be considered two of the basic steps in improving science education.
Training teachers to be critical thinkers themselves is crucial in cascading
scientific process skills to the students. As Bakanak and Gokdere (2009)
concluded, teachers who have low
scientific literacy level cannot be expected to grow scientifically literate
people or to apply the curriculum effectively. Despite the difficulty of
delineating the meaning of scientific literacy (Gallagher, 1997), it is
accepted that scientifically literate teachers are essential in meeting
society’s expectations of science education (European Commission, 2002). Political
will in supporting teachers is also an indication of a country’s commitment to
improve its educational system.
We may want to explore on the
following recommendations in our respective institutions:
· Re-examine the balance between
pedagogical knowledge and science content in the pre-service curriculum
· Strengthen the internship of teacher
candidates by exposing them to diverse classroom settings to minimize the
culture shock that accompanies the transition from being a student-teacher to a
classroom teacher
· Support a comprehensive program for
collaborative professional development in order to train teachers to critically
analyze their instruction, become more open for improvement, and
· Increase the involvement of teachers
in curriculum development.
Professional development’s
effectiveness and contribution to change becomes not only about its substantive
content, but about the extent to which school and individual teacher needs are
addressed jointly, in a productive and purposive manner (Ashdown, 2002).
Sources:
Ashdown, J. (2002). Professional Development as Interference? In Sugrue,
C. and Day, Christopher (eds.). Developing Teachers and Teaching Practice:
International Research Perspectives (pp.116-129). New York, USA:
Routledge-Falmer
Bacanak, Ahmet and Gökdere,
Murat (2009). Investigating Level of the Scientific Literacy of Primary School Teacher
Candidates. Asia-Pacific Forum on
Science Learning and Teaching, Volume 10, Issue 1, Article 7, p.1 (Jun.,
2009).
Batomalaque, Antonio
E. (2009). Basic Science Development Program of the Philippines for
International Cooperation.
Durban,
Joel M., and Durban-Catalan, Ruby. 2012.
Issues and Concerns of Philippine Education
through the Years. Asian Journal of Social Sciences &
Humanities, Vol.1,No.2. May 2012.
Retrieved from http://www.ajssh.leena-luna.co.jp/ajsshpdfs/Vol.1(2)/AJSSH2012(1.2-08).pdf
Marinas, Bella (2001) Current Trends and Main Concerns as
Regards Curriculum Development
and
Implementation in Selected States in Asia - Philippines. In Muriel Poisson
(Ed.), Science Education
for Contemporary Society Problems, Issues and
Dilemmas Final report of the
International Workshop on
the Reform in the Teaching of
Science and Technology at Primary and
Secondary Level in Asia : Comparative
References to Europe.
Geneva, Switzerland: International Bureau of Education
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