Philippine Education System Thread 2 [Archive] - Page 2

absinthe_888

May 10th, 2008, 06:22 PM

Pinoy student wins int’l public speaking contest in London
http://philstar.com/index.php?Headlines&p=49&type=2&sec=24&aid=2008051057
Sunday, May 11, 2008

Sixteen-year-old Gian Dapul, an incoming senior at the Philippine Science High School, won the English Speaking Union’s International Public Speaking Competition held in London last Friday.

He bested 57 other contestants representing 35 countries with his delivery of a five-minute speech on the theme “New Frontiers.”

In his speech titled “Fish Mucus and Foot Fungus,” Dapul cited recent scientific finds and expressed his desire to help his country by joining the avant-garde army of science researchers discovering new ways to enhance health and extend life spans.

Dapul became the official Philippine representative by winning the local contest for 16- to 19-year-old students held at UP Diliman a few weeks ago.

As in the past several years, it was organized by the English Speaking Union-Philippines chapter currently headed by former Ambassador to the United Kingdom Cesar Bautista, Ateneo’s Humanities dean Dr. Marlu Vilches, and UP professor and Philippine STAR columnist Butch Dalisay.

The Philippine STAR Arts & Culture columnist Alfred Yuson chaired the judges’ panel composed of ESU-Phil officers and previous Philippine representatives to the competition, including Patricia Evangelista who first brought honor to the country by topping the 2004 edition of the contest.

Dapul’s trip to London was sponsored by Pilipinas Shell under its country manager Ed Chua, an ESU-Phil board member, and was facilitated by the British Council Manila.

Gian was named one of 12 finalists after the preliminary heats held at Dartmouth House, ESU International’s headquarters.

The finals were in turn conducted at the American Embassy at Grosvenor Square, with Philippine Ambassador to the Court of St. James Edgardo Espiritu in attendance, together with Loline Reed, a Filipino officer of the Overseas Women’s Club who has helped the young Filipino contestants since 2002.

As the very first speaker, Gian led off the highly competitive Heat 1 with 14 other participants from the US, UK, the Netherlands, Australia, India, Hong Kong, Pakistan and China.

In the finals held later in the day, he competed against representatives, mostly college students, from Thailand, Poland, Bulgaria, Argentina, Lebanon, and China. This time he was the last speaker.

Gian reportedly impressed the judges and audience with his relaxed and humorous delivery of a substantive speech with a clear message.

Placing second was a young lady from Thailand who spoke on the need to avoid pre-marital sex, while the third-placer, from Bulgaria, promoted the use of bicycles instead of cars.

Reed recounted that the chairman of the judges for the finals, Peter Kyle, the chief executive of the Shakespeare Globe Trust, acknowledged that Gian “impressed everyone with his speech, which from the start got the audience’s attention.”

The other judges were Dame Mary Richardson DBE, who set up the HSBC Global Education Trust, and Tony Byrne, special adviser to major cultural organizations in the UK.

Reed added: “Not only did Gian speak very well, but his replies to questions from the floor were succinct and quite scholarly. One question asked of him was, ‘What does he think of the ethics of stem cell research?’ He obviously knew what to say, which should make his school proud, as he evidently knows his Science subjects, indeed!”

In November, Gian will be presented with a certificate at the ESU Awards Ceremony at Buckingham Palace by His Royal Highness, Prince Phillip, the Duke of Edinburgh. Most likely, the Queen herself will be present as well, since the English Speaking Union marks its 90th anniversary this year.

Fundador

May 12th, 2008, 02:14 AM

DepEd to solve textbook, classroom shortage
THE Department of Education yesterday assured parents and students alike that the department will address the shortage in classrooms and textbooks in public schools in time for school year 2008-2009, a local news website reported.

Education Secretary Jesli Lapus said the increase in this year’s budget from the previous P132 billion to P149 billion will enable them to resolve these issues that have hampered government-funded schools nationwide every year.

“The Education department is prepared for the school opening and we are doing our best to address any problems that might crop up,” Lapus said.

Lapus said that the department is expecting more than 20 million students to troop to some 42,400 elementary and secondary schools nationwide when classes open next month.

He stressed that their main priority, aside from addressing the issue of classroom shortage, textbooks procurement, creation of new teacher items, is to increase enrolment at all levels nationwide.

For school year 2008-2009, the DepEd is adopting the theme “Nobody Should Be Left Behind,” Lapus said.

“Through this program we are looking at improving the participation rate of students from the present 83 percent to 100 percent,” he said, adding that his instructions to all regional and division offices were to “increase enrolment and retained those who have already enrolled.” www.journal.com.ph

Fundador

May 14th, 2008, 03:22 AM

Scientist pushes for more Climate Field Schools

By Jeehan V. Fernandez

There’s a need to establish more Climate Field Schools (CFS) in the country, said Crop Science Society of the Philippines (CSSP) president Jose Hernandez.

Hernandez was referring to the first and only CFS in the Philippines established in Dumangas, Iloilo. It is the second to Asia’s first CFS in Indramayu, Indonesia.

“There’s a need to replicate it (CFS) in other parts of the country. As what we can see in Myanmar incident, ours is also a typhoon-prone area. It’s important to continue educating not just farmers but the people in general. To save lives, we should be prepared at all times,” Hernandez told reporters yesterday.
Myanmar was recently struck by a cyclone leaving thousands dead.

Hernandez arrived in Iloilo City to lead the 38th Annual Scientific Conference which highlights latest developments in crop science research. The conference is held at the Grand Hotel which runs until May 16.

The scientific agro-meteorological station (agro-met) is a climate change and forecasting center established in June 2002 by the Dumangas municipal government in cooperation with Asian Disaster Preparedness Center (ADPC), Philippine Atmospheric Geophysical Astronomical Services Administration (Pagasa), and International Research Institute for Climate Prediction (IRICP).

The CFS conducts daily observations of weather and climate parameters. The data collected are interpreted by the Pagasa main office in Manila and are sent back to the center for dissemination to farmers, fishpond operators, government units and other stakeholders.

Farmers are also taught to develop a deeper appreciation of the impacts of climate and weather in their farming activities and to base their decisions in scientific forecasts at the CFS.

CFS coordinator Pablo Demaisip, who is also the municipal agriculturist, said farmers learn a lot of scientific farming through the use of facilities of the agro-meteorological station.

“Farmers get their daily weather advisories to guide them in their farming activities and immediately informed of impending natural disaster, thus, they can prepare and minimize the impact on fishery and agriculture industries,” he explained.

Engr. Saul Deasis, municipal planning and development chief, said Dumangas, a third class municipality situated 42.6 kilometers north of Iloilo City is prone to flood and drought.

“These two extreme conditions cause damages to infrastructures, crops, properties, deaths of human and animals and increase expenditure on the part of the municipal government,” Deasis said.

Dumangas’ disaster program is a Hall of Fame Awardee of the National Disaster Coordinating Council’s (NDCC) Gawad Kalasag, an annual search for best practices on disaster management. thedailyguardian.com

-TC-

May 15th, 2008, 08:57 PM

http://www.bworld.com.ph/BW051608/content.php?id=005
Pinoys’ English proficiency recovers
BusinessWorld
May 16, 2008

MOST FILIPINOS believe they have improved in terms of English proficiency but challenges remain, a new survey showed.

The study, commissioned by the American Chamber of Commerce in the Philippines (AmCham) and the Makati Business Club (MBC), was conducted by the Social Weather Stations (SWS) earlier this year.

The Self-Assessed English Competence and Personal Usage of the English Language survey showed improvements compared to previous studies done in 1993, 2000, and 2006.

"A decline in competence was found in previous rounds from 1993 to 2006 but substantial recovery has occurred in 2008. We hope it’s a real improvement and not just the awareness of how important English is that boosted it," SWS President Mahar Mangahas said.

The results showed that thinking in English was the most difficult for Filipinos, followed by
speaking and understanding spoken English. The scores for speaking and thinking in English, in fact, were far from previous highs.

In terms of understanding spoken English, 76% of the respondents replied in the affirmative, compared to 65% in 2006, 77% in 2000 and 74% in 1993.

Asked if they read English, 75% said yes, up from 65% in 2006. The score was 76% in 2000 and 73% in 1993.

For writing, 61% said they could do it in English, a substantial gain from 2006’s 48%. It marked a return to the 61% in 2000 and was also better than the 59% recorded in 1993.

The speaking English score, at 46%, was an improvement from 2006’s 32% but remained below the 54% in 2000 and 55% in 1993.

In terms of thinking in English, the latest score was 38%, a gain from 2006’s 27% but below 2000’s 44% and 1993’s 42%.

Only 8% said they were not competent in any way in terms of the English language, better than the 14% in 2006 and the 7% for both 2000 and 1993.

Another survey needed

Former Department of Education Secretary Edilberto de Jesus said a separate study should be
conducted to test actual English competency.

"While it’s good news, it’s also surprising. It’s quite a turnaround in just two years. While we see the results as an improvement, it’s also incumbent to ask what happened in the last two years," he said in an interview.

"We hope the results accurately reflect the real situation."

Improved self-assessed English competence could be traced to government and private sector initiatives to enhancing basic education, MBC President and Philippine Business for Education Chairman Ramon del Rosario, Jr. said.

"It could also be market-driven since people are always talking about the lack of English proficiency in the country. Market demand for English proficiency will continue to be strong and English proficiency will continue to be an important strength of the Philippines ," he said.

He stressed that both the government and private sector should not be complacent, as strong English skills will continue to be one of the country’s growth drivers.

Problems remain

"The problem of English proficiency is reflective of the problems of basic education as whole. There are also problems in Mathematics and Science, not only English. We should address this all at the same time," he said.

AmCham President Rick Santos said English proficiency was considered a significant plus when applying for jobs in emerging industries such as tourism and business process outsourcing.

He said the Philippines should continue to improve competencies in speaking, reading and writing in English to take advantage of global economic opportunities.

The 2008 assessment survey, conducted from March 30 to April 2, questioned 1,200 adults.
The SWS said 13% of the respondents were from Metro Manila, 44% from Luzon, 20% from the Visayas, and 23% from Mindanao.

Fundador

May 16th, 2008, 03:00 AM

GMA to DepEd: Encourage youth to take A&E exam
PRESIDENT Gloria Macapagal-Arroyo has directed the Department of Education (DepEd) to boost initiatives encouraging more out-of-school youth and adults learners to take the special Accreditation and Equivalency (A&E) Exam that will give them a second chance at learning.

“Education is still the best way towards a bright future,” she pointed out. “Taking, and passing the exam will enable those who have not graduated to either pursue college or work without a college diploma,” she said.

“I want DepEd to ensure that people are made aware of this second chance for them for a better life through education,” the President said.

The A & E Exam will be held in 189 testing centers nationwide on June 12, 2008 with the Department of Education as the lead agency -- through its Bureau of Alternative Learning System (DepEd-BALS).

The A&E Exam aims to assess the examinees’ basic life skills such as literacy, numeracy, and problem solving. Those who pass the exam are given an A&E diploma which is equivalent to a high school diploma.

“We want to free our learners from illiteracy through the A&E Exam,” said DepEd Secretary Jesli Lapus. “This is part of our commitment to pursue education for all which we are mandated to uphold,” he added.

It will be conducted in 189 testing centers or DepEd divisions nationwide. Registration and evaluation of accomplished A&E registration forms by ALS field personnel on the examination day itself will start from 7 to 11 a.m. The test will run from 1 to 6 p.m. www.journal.com.ph

Fundador

May 19th, 2008, 02:31 AM

Police training school to rise in Subic
By: Alfred P. Dalizon
MAMANG PULIS -- MAMANG Pulis has started building two police schools in Subic, Zambales, which will serve as a retreat house and retraining facility for officers and men, courtesy of the Presidential Anti-Graft Commission and the Subic Bay Metropolitan Authority. PNP chief Director General Avelino I. Razon Jr. said the school in Subic will be used to improve cops’ personal development, particularly when it comes to values and leadership.

“This PNP values and leadership school is not a reformatory but an institution for continuing education of men and women in the police service,” said Razon as he led the school’s groundbreaking ceremony on Tuesday last week.

The 1.7-hectare facility, expected to be completed in three months, will house an administration building, dormitories, barracks, classrooms, mess hall and sports facilities. Razon said the PNP will not spend money for the construction of the buildings worth P14 million as the money will come from the PAGC.

Last February, Razon thanked the SBMA under its chairman, retired Commodore Feliciano G. Salonga, for giving the PNP the opportunity to hasten the implementation of its Integrated Transformation Program partly through the PNP School for Values and Leadership.

“We envision the PNP School for Values and Leadership as an institution for continuing education of the men and woman in the police service. Among others, the school aims to re-orient police students on the basic principles of police leadership, Christian leadership, purpose-driven life, police ethical standards, personal financial management and team-building,” the PNP chief said.

The existing police academy in Subic had gained notoriety during the time of former PNP chief Edgar Aglipay as it was there where erring policemen were being sent for retraining. www.journal.com.ph

odyssey

May 19th, 2008, 03:35 AM

Better English skills ‘owe to government-BPO effort’
http://www.businessmirror.com.ph/05192008/headlines07.html
By Rizal Raoul Reyes
Correspondent

FILIPINOS think their competency in English improved in April 2008 compared with March 2006, according to the Social Weather Stations Inc. (SWS).

And, in the view of Cebu Rep. Eduardo Gullas, “ample government spending and strong support from the country’s booming information technology-enabled business-process outsourcing industry” had helped build up the English-language skills of many Filipinos.

Gullas, an educator, said over the weekend the survey, “2008 SWS National Survey: Tracking English Proficiency,” showed that, “at the very least, we have averted a further deterioration in our English-language proficiency.”

He is author of House Bill 305, which seeks to reinforce the language skills of Filipinos by reinstating English as a medium of instruction in all school levels. Of the 240 member of the House of Representatives, 207 endorsed the bill.

In its report, the SWS said that in April 2008, 76 percent of Filipino adults (up from 65 percent in 2006) said they understand spoken English and 75 percent (from 65 percent in 2006) said they read English. In terms of writing in English, 61 percent said they write in the language, up from 48 percent in 2006.

The survey was commissioned by the American Chamber of Commerce in the Philippines (AmCham) and the Makati Business Club.

In terms of speaking the language, 46 percent said yes and about 38 percent said they think in English, up from the 2006 survey of 32 percent and 27 percent, respectively.

Meanwhile, 8 percent of the people surveyed said they are not competent in the English language, lower than the 14 percent who deemed themselves not adept in using English.

During the interaction, Makati Business Club chairman Ramon del Rosario Jr. said the problem in English proficiency is part of the overall problem of basic education in the country.

Del Rosario, also the chairman of the Philippine Business for Education, said the basic-education reform agenda (BESRA) is the most valid approach in solving the problems in basic education. He said BESRA can address the problems in English, as well math proficiency, by developing a solid foundation in basic education. Its approach is to improve overall the quality of basic education.

Developing English proficiency is a significant plus in recruitment and arming schoolchildren with the other skills will enable them to cope with the opportunities in the global arena in the future,” he said.

Amcham director Rick Santos said developing the Filipinos’ competency in English must be sustained to enable more Filipinos to avail themselves of the economic and business opportunities in the global market.

Department of Education assistant secretary Teresita Inciong said the government has allotted P285 million to develop some of the speech laboratories in public high schools to help improve English competency of public School students.

Ejames

May 20th, 2008, 11:57 AM

http://www.usc.edu.ph/news_and_announcements/images/image183.jpg

A fresh graduate from USC garnered First Place in the 2008 Civil Engineering Licensure Exam.

But this is not a surprise for those who know Engr. Jency Borromeo Lim. “Jens,” as she is fondly called by her classmates and friends, has always been an achiever.

A regular member of the CE Quiz Bowl Team, she represented USC in the national and regional CE quizzes. She placed 2nd and 3rd, respectively in two PICE (Philippine Institute of Civil Engineers) regional quiz bowls.

As a student, Engr. Lim almost always topped every exam she took, especially in Design and other major subjects. She was also a consistent “topnotcher” in the pre-board exams at the Besavilla Review Center.

Former classmates and teachers describe her as bright and humble person who devotes her time to studies and serving God.

http://usc.edu.ph/images/usc_seal.jpg

le Reine

May 20th, 2008, 08:38 PM

Use of local language in primary education sought (http://newsinfo.inquirer.net/breakingnews/nation/view/20080520-137762/Use-of-local-language-in-primary-education-sought)

INQUIRER.net
First Posted 18:48:00 05/20/2008

MANILA, Philippines -- Senator Mar Roxas wants the use of the local language in the primary school as he seeks to increase the number of years for basic education from 10 to 12.:banana:

In a bid to improve the Philippine education system, Roxas filed Tuesday Senate Bill 2249 or the Omnibus Education Reform Act.

“We need to fix our educational system to promote social justice and better opportunities for the Filipino youth,” he said.

“This is the best way to catch up with our neighbors that have long made wise and huge investments in their own educational system.” Roxas said in a statement.

The bill seeks the use of the Philippine language as a medium of instruction for Grades 1 to 3, saying studies have shown early education in the native language is more effective.

The proposed measure also mandates the increase from 10 to 12 the number of years in the basic education in consonance with international standards.

Roxas noted that at present, only 65 out of 100 Grade 1 students will be able to complete elementary education. Of these, only 43 can finish high school.

Most of those who are able to graduate from high school have no mastery in English, Science and Mathematics, he said.

Roxas attributed this to many factors, including the low appropriation for the education sector, which currently receives three percent of the gross national product.

The bill also seeks to:

• Institutionalize long-term planning through rolling five-year budget plans that are consistent with quantitative and qualitative targets;

• Implement a genuine school-feeding program for Grades 1 to 2 students in the poorest provinces and municipalities;

• Impose performance standards through diagnostic tests at the end of Grades 3 and 6 to identify pupils needing special learning assistance;

• Provide electives for high school students, to equip them with the competencies needed as they decide to pursue college education and eventually join the workforce;

• Give intensive training and upgrading programs for teachers: a training program on teaching methods using the local language for teachers in Grades 1 to 3; upgrading courses for English, Science and Math teachers who did not specialize in these subjects; and

• A compulsory pre-school education.
Marilyn Baduria, contributor

le Reine

May 20th, 2008, 08:58 PM

Lapus: Education better with more classrooms, tutors (http://newsinfo.inquirer.net/breakingnews/nation/view/20080520-137771/Lapus-Education-better-with-more-classrooms-tutors)

By Katherine Evangelista
INQUIRER.net
First Posted 19:51:00 05/20/2008

MANILA, Philippines -- Education Secretary Jesli Lapus on Tuesday said public elementary and high school students can expect more efficient learning this school year with better classroom and teacher to student ratios.

At the launch of Oplan Balik Eskwela (Operation Plan Back to School), Lapus said the classroom-to-student ratio has improved by 10 percent this year, from last year’s 1:50 to the current 1:45.

However, this remains short of the international standard that Lapus said is one classroom for every 30 students.

The improved classroom-to-student ratio, he said, is because of 2,000 new classrooms built by the Department of Public Works and Highways and another 4,000 built by the private sector last year.

Aside from this, the Department of Education (DepEd) has hired 500,000 new public school teachers for this school year, allowing some schools a 1:31 teacher-to-student ratio.

He clarified, however, that not all 43,000 schools nationwide can expect to have similar ratios since according to law, teachers cannot be deployed to far-flung areas.

Lapus also said the DepEd has ensured a 1:1 student-to-textbook ratio after procuring better textbooks at cheaper prices. Textbooks are free to public school students.

Non-government organizations and some local government units (LGUs) have also donated school supplies. Lapus added that one percent of LGUs’ real estate tax collections are allocated for education.

Lapus also foresaw an increase in the enrollment rate for public schools “since there will be no collection of fees [on enrollment day] from grades one to four,” the levels with the highest dropout rates. Collections, he said, will be done a month after classes begin.

The DepEd has also expanded public preschool education, which is a way to address the high dropout elementary rate, and a million incoming preschoolers are expected to enroll this school year, Lapus said.

kiretoce

May 20th, 2008, 09:00 PM

Fundador

May 21st, 2008, 02:04 AM

Roxas files omnibus Education Reform Act
SENATOR Mar Roxas yesterday filed the Omnibus Education Reform Act of 2008 to strengthen the Philippine education system through timely interventions on the quality of teachers, the medium of instruction used and the evaluation of students’ aptitude, among other aspects.

“We need to fix our educational system to promote social justice and better opportunities for the Filipino youth. This is the best way for us to catch up with our neighbors that have long made wise and huge investments in their own educational systems,” Roxas pointed out, in filing Senate Bill No. 2294.

The Liberal Party President noted that at present, only 65 out of 100 Grade 1 students are able to complete Grade 6, and of these, only 43 graduate from High School. With the small survival rate, most of these students do not even achieve up-to-standards mastery of English, Science and Math.

This, he said, is the result of many factors, particularly low government spending on education, which is at present only 3% of the Gross National Product, which drastically falls below the 6% global standard.

“Authentic reforms must begin at the lowest levels and work upwards. We cannot afford to take shortcuts,” he said, noting that as low as 2% of college graduates who apply in the business process outsourcing (BPO) sector are accepted.

The proposed reforms in the bill include:

1. Institutionalizing long-term planning through rolling five-year budget plans that are consistent with quantitative and qualitative targets;

2. Mandating the use of the mother tongue as medium of instruction for Grades 1 to 3, as studies have shown that early education in the local language tends to be more effective;

3. A genuine School-Feeding Program for Grade 1 and 2 students in the poorest provinces and municipalities;

4. Imposition of performance standards through diagnostic tests at the end of Grades 3 and 6 to identify individuals who will require special learning assistance as they proceed to the next grade level;

5. Mandating the increase in the number of years in basic education, from 10 years to 12 years as consistent with global standards;

6. Electives for High School students, to equip them with the competencies needed as they decide to pursue College or to join the workforce after graduation;

7. Intensive training and upgrading programs for teachers: a training program on teaching methods using the mother language for teachers in Grades 1 to 3; and upgrading courses for English, Science and Math teachers who are not majors in these subjects; and

8. A compulsory pre-school education year. www.journal.com.ph

jpdm

May 21st, 2008, 08:44 AM

^^

yes to this!!:)

kiretoce

May 27th, 2008, 11:11 PM

RP universities, R&D institutions urged to patent good ideas (http://newsinfo.inquirer.net/breakingnews/infotech/view/20080527-139084/RP-universities-RD-institutions-urged-to-patent-good-ideas)

Saying that patent applications provide a good indicator of the country's technological innovation, the Intellectual Property Office (IPO) of the Philippines urged local universities and research and development institutions to patent good ideas, and not be content in merely publishing them in academic papers.

Records of the IPO showed that about 97 percent of the patents applied for and granted by their office belonged to foreign applications, while the rest belonged to Filipinos, said Adrian Cristobal, director general of IPO, during the first National Conference on Intellectual Property and Technology Commercialization.

Cristobal said that only 21 patents were granted to universities and research and development institutions (RDIs) from 1948 to 2006. He added the total number of patent applications from universities and RDIs reached only 43 applications from 1995 to 2005.

Cristobal said the lack of knowledge and understanding of the IP system has been seen as one of the factors hindering patenting in the country.

"We discovered that, among universities and R&Ds, knowledge on IP is very limited," he said.

He stressed that the prevailing culture of "publish or perish" remained in local universities and RDIs, encouraging most scientists and researchers to publish their work in scientific and technical journals to maintain tenure rather than develop their work and obtain IP protection through patents.

Cristobal also pointed out the absence of a sound IP policy in the community as another factor hampering patenting in the local universities.

"Very few universities and RDIs have an internal IP policy that lays the parameters, rules, rights and obligations that guide the ownership, use and allocation of benefits over innovations. Moreover, there is no institutionalized mechanism, much less an office, that is equipped to assist innovators in protecting these technological innovations and promote them. In many universities abroad, these offices are called Technology Licensing Offices (or TLO)," he said.

In short, Cristobal said that the country's universities and RDIs have no institutionalized effort to patent any university researches and commercialize the same.

He said publicly funded universities also have to contend with legal questions on whether they can commercialize technological innovations and profit from these considering they were supported by public funds.

Cristobal said that IPO has been conducting conferences in local universities to reach out to them, and teach them about the value of IP.

"Universities and R&D institutions must start developing and implementing IP policies within their communities to lay down the rules of ownership, rights and obligations that will guide innovators. Only when these rules are clarified will commerce participate in technological innovation and commercialization," he said.

vince_rilian

May 27th, 2008, 11:53 PM

Use of local language in primary education sought (http://newsinfo.inquirer.net/breakingnews/nation/view/20080520-137762/Use-of-local-language-in-primary-education-sought)

• A compulsory pre-school education.
Marilyn Baduria, contributor

Roxas files omnibus Education Reform Act
8. A compulsory pre-school education year. www.journal.com.ph

hmmm, i dont agree with this... well, una based on experience... hindi ako dumaan ng pre-school pero maayos naman ang inabot ko (compared to those whom i know went to pre school and even excelled during their pre-school years....) and pangalawa.... dadagdagan mo na nga ng 2 years ang basic education (cannot argue with that kasi nga international standard yun) tapos compulsory pa na mag preschool... tatamarin talaga yung bata...later on, lalong tatamarin magaral pagtanda...... let them experience their childhood naman.... hehehe :cheers:

wynngd

May 29th, 2008, 04:48 AM

Phoenix is a robotic spacecraft on a space exploration mission on Mars under the Mars Scout Program. The scientists conducting the mission will use instruments aboard the Phoenix lander to search for environments suitable for microbial life on Mars, and to research the history of water there. The multi-agency program is headed by the Lunar and Planetary Laboratory at the University of Arizona, under the direction of NASA's Jet Propulsion Laboratory. The program is a partnership of universities in the United States, Canada, Switzerland, the Philippines, Denmark, Germany, the United Kingdom, NASA, the Canadian Space Agency, the Finnish Meteorological Institute, Lockheed Martin Space Systems, and other aerospace companies.[1]

Phoenix is a partnership of universities, NASA centers, and the aerospace industry. The science instruments and operations will be a University of Arizona responsibility. NASA's Jet Propulsion Laboratory in Pasadena, California, will manage the project and provide mission design and control. Lockheed Martin Space Systems, Denver, Colorado, built and tested the spacecraft. The Canadian Space Agency will provide a meteorological station, including an innovative Laser-based atmospheric sensor. The co-investigator institutions include Malin Space Science Systems (California), Max Planck Institute for Solar System Research (Germany), NASA Ames Research Center (California), NASA Johnson Space Center (Texas), De La Salle University (Philippines), Optech Incorporated, SETI Institute, Texas A&M University, Tufts University, University of Colorado, University of Copenhagen (Denmark), University of Michigan, University of Neuchâtel (Switzerland), University of Texas at Dallas, University of Washington, Washington University in St. Louis, and York University (Canada). Scientists from Imperial College London and Bristol University have provided hardware for the mission and will be part of the team operating the microscope station.[3]

Waldenstrom

May 29th, 2008, 05:17 AM

first was LPG powered car, then the Solar powered car.. now, part of Phoenix Lander Program.. Animo La Salle! Go Philippines! :)

Juan Pilgrim

May 30th, 2008, 05:38 PM

Roxas files omnibus Education Reform Act...

...7. Intensive training and upgrading programs for teachers: a training program on teaching methods using the mother language for teachers in Grades 1 to 3; and upgrading courses for English, Science and Math teachers who are not majors in these subjects; and.....

www.journal.com.ph
http://curatormuseo.files.wordpress.com/2006/12/rizalday1908.jpg
This is definitely a good plan. among others I hope this get's done.

I encountered a a Filipina here in my area, working as nanny/ housekeeper, she claimed she was the English language coordinator in her local public college in the PHILIPPINES.
Maniwala ka sa hindi, hindi ko siya maintindihan dahil hindi marunong mag-English o mag-Tagalog. She tried so hard pero kahit akong bobo lalong na bobo.
I really hope she was lying about her credentials.
kung totoo ang bida niya, ano na lang ang matututunan ng mga estudyante at guro under her.

:horse:
J.P.

even my Lola, who was a public school teacher in Nueva Ecija (NEHS) is embarrassed by this.

Nabartek

May 31st, 2008, 07:29 AM

I don't like how the Binibinang Pilipinas fiasco raised alarms about the people's profiency in English, yet no alarms are raised that she didn't answer in Filipino. I doubt that she would have been able to answer an articulate answer in Filipino/Tagalog.

Watching television from the Philippines, it's quite annoying to see a random sentence or two in English spoken in between Filipino. It just promotes the use of this mangled language. Now with this order to start instruction in English, I fear that our own language will start a slow spiral.

There's a good essay on this that I read in this one blog that said our own national language is dying a slow death (plus other regional dialects). Too bad it appears the blog has been deleted.

In fairness to her critics, maraming nagsasabi na nagtagalog nalang sana siya, as suggested by Paolo Bediones to her. Ewan ko, mahangin lang siguro at di man lang i-analyze yung tanong sa utak niya. Kahit galing sa malayong barrio, maiintindihan yung tanong.

crappypants

May 31st, 2008, 07:31 AM

Hmm....so there's gonna be an 11th and 12th grade in the Philippine education system soon? I've always wondered that for the longest time, why it only goes to 10th grade while most nations have 12 years of primary and secondary education combined.

sana matuloy ito. because i guess they want the students to work as soon as possible. but IMO it is shortchanging the students.

davaob4now

June 2nd, 2008, 02:08 AM

Few years ago, some known people questioned why the Philippines have too many universities. In a study conducted, the Philippines has more universities compared to the United Kingdom, Australia, France and few countries around the world. Does this means that the education system of the Philippines is at its highest standards? Does this means that the Philippines is not setting the proper guidance in converting a certain school into a university? Or it just simply means that the Philippines is just having a normal mechanism, when there's a certain/ specific demand of providing a high level of education to the people? Do the Philippines should review their education standards?

Opinions are badly needed...

kiretoce

June 2nd, 2008, 02:17 AM

^^ It all boils down to business. How much money they can rake in while churning out graduates that are ill-prepared for the workforce.

espresso1018

June 2nd, 2008, 05:30 AM

Education is a lasting legacy for the future generations. Unfortunately, business comes in. Education becomes a business because money can be easily earned from putting up a school. Howver, it's a sad fact that some of these institutions that were granted university status become diploma mill producing graduates who cannot even pass licensure examinations for various professions. These results into a big number of newly grads every year who do not qualify for the positions they apply for when looking for employment. Nevertheless, the CHED is not remiss in its job of checking these institutions and it has even ordered the closure of schools who do not produce the minimum required number of passers during licensure exams. Quality education is the policy of the State. Government agencies are working well to stop the spread of diploma mills and maintain quality education for all students.

le Reine

June 3rd, 2008, 03:42 PM

renell

June 3rd, 2008, 03:47 PM

Hmm.. I guess it's a move to have less excuses for poorer kids to go to school.

about universities... that's a really strange fact, the Philippines has a lot more universities than other countries. I guess you can't ignore that we live in 7107 islands and have a population of 82m, plus I don't think "boarding" or living in campus is a big big thing over there as it would be in the US.

I think a lot of those unis are better off serving more vocational courses. Should university standards be tightened we could see some of those unis merge.

bitoy

June 3rd, 2008, 07:11 PM

3.3 M Pinoy kids outof school (http://www.philstar.com/index.php?Headlines&p=49&type=2&sec=24&aid=20080603140)

By Rainier Allan Ronda
Wednesday, June 4, 2008

The Alliance of Concerned Teachers (ACT) yesterday raised the alarm on the ballooning population of Filipino children aged 6 to 15 years old who are not enrolled in school.

Antonio Tinio, ACT chairperson, chided Education Secretary Jesli Lapus for giving a misleading picture of the dropout rate in the country by repeatedly saying that there are some 1 million out-of-school youths in the country.

“He is giving an unclear picture of the problem,” Tinio told The STAR. “He might be referring to the population of six-year-olds who are not in school.”

Tinio said that based on the Department of Education’s data, there are already about 3.3 million out-of-school youths in the country.

“This is a big number of children, aged six to 15 years old, who should be in school but are not getting an education,” Tinio said.

Tinio said the 3.3 million is 78 percent higher than that recorded in 2002.

Tinio accused DepEd of covering up the problem by releasing bloated enrollment projections for the new school year.

“DepEd press releases routinely claim that 21.66 million public and private school students will troop back to school this June. The actual figure, based on the DepEd’s own records, is closer to 19.5 million, where it’s been hovering since 2005,” Tinio revealed.

Tinio pointed out that even the National Economic and Development Authority has quietly acknowledged the worsening state of basic education.

Tinio said the “declining trends from 2002 to 2005 suggest an increased gap between performance and targets and low probability of achieving targets for 2010.”

“There were 1.86 million out-of-school children in 2002. This grew to 3.33 million in 2007. That’s an additional 1.46 million children forced out of school in just five years,” said Tinio.

“Providing universal access to basic education is one of the government’s fundamental obligations. No administration has presided over such a decline in enrollments as we’re seeing now. This is a huge blight on the Arroyo administration’s track record in education,” said Tinio.

ACT cited worsening poverty as the main factor behind the growing number of out-of-school children.

“This belies the government’s claims that economic growth is ‘trickling down’ to the poor. Students and parents most often cite lack of food or baon, transportation fare and the burden of school fees as the main reasons why they stop going to school or fail to enroll altogether,” said Tinio.

Claiming that the situation required “immediate and drastic intervention,” ACT called on the government to adopt strong measures to encourage more poor families to enroll and keep their children in school.

Among the measures the group proposed are the implementation of a genuine school feeding program, the establishment of free school bus or jeepney service in all schools, and the removal of all school fees.

ACT explained that the current DepEd policy regarding school fees is deceptive, since it prohibits the charging of miscellaneous fees only during the enrollment period, but allows it during the rest of the school year.

____________________________

That's a big number for kids in the Philippines to be out of school.
My niece said in Malabon Tonsuya Public school, students are packed in a class of 50-70 per classroom.

red_jasper

June 9th, 2008, 07:00 AM

Legislators push English as medium of instruction

By Jesus F. Llanto
abs-cbnNews.com/Newsbreak (http://www.abs-cbnnews.com/storypage.aspx?StoryId=121122)

Despite a number of studies confirming that learning is faster using the native language, government officials are still pushing for the adoption of English as a medium on instruction (MOI) in Philippine schools.

A check on the bills filed in the 14th Congress shows that there are three bills—House Bills 230, 305, 406—seeking for either the re-instatement or enhancement of the use of English as a medium of instruction.

The three bills propose the use of English, Filipino or the regional languages as MOI in all subjects from pre-school to Grade II. They prescribe the use of English for all academic subjects from Grade III up to the secondary level.

Proponents of these bills claim that the decline in the English proficiency of the Filipinos and the deterioration of the quality of the education have eroded the competitiveness of the Filipinos.

Rep. Eduardo Gullas, author of HB 305, said in the bill’s explanatory note that the proposed legislation aims to correct the defects of the current Bilingual Education Program (BEP) of the Department of the Education, which was introduced in 1974.

The BEP mandated the teaching not only of Filipino as a subject in all levels but also the use of Filipino as MOI in Social Studies, Character Education, Values Education, Physical Education, Industrial Arts and Home Economics.

Gullas said learning of the English language suffered a setback when the BEP was introduced in 1974. "The use of Filipino as a medium of instruction in the subjects mentioned earlier has limited the exposure of the learner to English, and since exposure is basic to language learning, mastery of the language is not attained."

The policy, Gullas said, results in language interference since targeting the learning of English and Filipino is difficult especially in the lower grades.

Read on (http://www.abs-cbnnews.com/storypage.aspx?StoryId=121122)

jonno

June 9th, 2008, 07:24 AM

^^^^

many young filipina girls are now asking "why bother studying??" when I can just sell myself in Filipina heart????

many nowadays also see thir role models as the Maripaz next door who is able to support her parents through her papa from overseas

the country's problems are compounding like a negative spiral... the rest of humanity itelf are facing major challenges..with first world countries themselves unsure whether they could weather the storm, what's more for a third world country like the Philippines who can not even solve something as simple yet very serious like traffic congestion???

List of possible solutions:

1. Mass suicide - "better dead than living in hell"
2. Migrate to another country - if you can
3. Join El Shadai - well...happiness is a state of mind
4. Become a drug addict - if you can't face reality - dont face it
5. Engage in a sex congress/sessions -you might forget your problems..becoming more of a trend with college students again
6. Join the NPA - not so much for the ideology but for the fun - enjoying the forests and nature (while there is still left) - a quickie with Ka Nena (who says they don't have fun in the mountains?)
7. Start your own cult - and create your own world

What else? Write it here .........

amigo32

June 9th, 2008, 01:02 PM

start by killing yourself now:D

Animo

June 10th, 2008, 06:14 PM

By Albert F. del Rosario (http://business.inquirer.net/money/columns/view/20080608-141494/World-peace-through-higher-education)
Philippine Daily Inquirer
First Posted 18:12:00 06/08/2008

MANILA, Philippines--More than 100 years ago, the national hero of the Philippines, Dr. Jose P. Rizal, described the Filipino youth as the hope of the motherland.

Education had always been a cornerstone of Rizal's patriotism and of his vision for the Filipino nation.

Through his own research, as a graduate student in Europe, he realized how the Spanish colonial authorities had hidden the true history of the Philippines from the Filipino people in order to dominate the country.

Through his writings, Dr. Rizal tried to liberate the minds of his compatriots from such ignorance.

He did not preach armed revolution, but placed great emphasis on reform through education and national self-consciousness.

Nonetheless, because of his writings, Dr. Rizal was executed, at the age of 33, by a fearful colonial government.

Like educated Filipinos of his time, Rizal spoke and wrote in Spanish. His travels in Europe exposed him to the winds of liberal politics that were so sadly absent from his native land.

Inspired by western liberalism, Rizal and his contemporary Filipino patriots campaigned for what was anathema in Spanish colonial Philippines: that being racial equality, democratic representation, the separation of Church and State, a government open to all talents, freedom of conscience and other political liberties that every one takes for granted today.

Colonial past

After winning their Revolution against Spain, the Filipinos had to face another colonial power, namely, the United States.

The Filipinos initially welcomed the Americans as allies and liberators, against a common enemy, Spain, but due to Washington's decision to annex the Philippines, the two sides soon found themselves at war.

Though the Filipinos lost the war, their cherished idea of nationhood and independence did not die in its ashes.

The Americans, in organizing the Philippines as their new colonial possession, made public education a major priority. They saw it as a means of promoting Americanization and training Filipinos in an American model of self-government.

Toward this end, the Americans established the University of the Philippines in 1908, as the apex of their colonial public education system.

But almost from the very start, students at UP advocated for Philippine national independence, and since then, it has been a crucible of nationalism.

In addition, in the early years of the last century, bright young Filipino men and women were sent to the best American colleges and universities on government scholarships.

These scholars went home after their American sojourns to contribute to Philippine nation-building.

That was a century ago. Today, we hold to the truism that education equals empowerment.

As the former secretary general of the United Nations, Dr. Kofi Annan has said: "Education is a human right with immense power to transform. On its foundation rest the cornerstones of freedom, democracy and sustainable human development."

It is for this reason that education, including higher education, has been such an important item on the agenda for international cooperation.

Having served as the Philippine ambassador to the US, I helped, for example, to promote Philippine-American educational cooperation in conflict-torn Mindanao, in southern Philippines.

Not a panacea

Yet, we are also confronted with sad evidence that access to higher education by itself has not always been beneficial.

Education, on its own, is not a panacea.

Many of the terrorists and suicide-bombers are recruited from among the best educated in their communities.

At the same time, we see tens of thousands of the best educated young citizens leave their mother countries in the developing world for greener pastures in the developed industrialized economies.

This demographic wave is a major part of globalization.

To take one indicator: the money that migrants send every year to their home countries serves to dwarf annual global investment and foreign aid flows.

I have touched on two phenomena, global terrorism and global migration, that figure prominently in international discussions today.

Education is, without doubt, a critical dimension in both global terrorism and global development.

Education is an access portal for terrorists to gain new knowledge on how to cause injury to others, to propagate their hate and twisted ideology, and to recruit impressionable young men and women who have lost hope in themselves and their future.

For migrants, education is the road to finding a better life for themselves and for their families outside their homelands. The Philippines, for instance, is one of the major source nations for migrants.

Currently, the Filipino diaspora numbers about eight million people overseas, living or working in every region of the world and on each of the seven seas. In the US, the Philippines accounts for a very large percentage of your foreign-born doctors, nurses, healthcare workers and teachers.

Incidentally, good education and English-proficiency have made the Philippines one of the most competitive nations in global outsourcing today.

Higher education can generate many of the answers we may need to manage these 21st century challenges.

As we speak of "higher education," however, we should be including high school and college in its coverage to make the discussion more relevant to most countries and peoples of the world.

It is important for us to be convinced that education has the power to improve individuals, as well as communities and nations.

For education to live up to its full promise, however, we must approach it from a broad perspective.

We must try to understand what it means in terms of the expectations and aspirations of those who come from cultures and traditions different from our own.

We must resist the temptation to exploit education as a vehicle just to export our values rather than as an instrument to empower others to define their own.

Cultural imperialism

I am afraid that the theme of "cultural imperialism" often lurks below the surface in many discussions on education in an international context.

After all, we all carry the baggage of our own past.

Even in the US, a country that is far younger than many, Americans are still coming to terms with their history.

As Sen. Barack Obama recognized, speaking of his own community's history, in his amazing speech, "A More Perfect Union:" "...the path to a more perfect union means acknowledging that what ails the African-American community does not just exist in the minds of black people; that the legacy of discrimination--and current incidents of discrimination, while less overt than in the past--are real and must be addressed. Not just with words, but with deeds..."

We must, therefore, be equally sensitive to the perceptions of the developing world, if higher education is to become a builder of bridges rather than a barrier between peoples.

And, as current events would suggest, it is more urgent than ever that we do build bridges to unite nations and civilizations.

Nonetheless, we are not hostages of all that has gone before, unless we chose to hold ourselves prisoners of the past forever.

Higher education provides a path away from the errors of history.

Perspective

Education can put the past in perspective. It can address the present in terms of its most pressing realities. And it can place a reasonable, and hopefully more humane, future within the reach of more people in more nations.

Let me, as an amateur in the field of education, submit some thoughts as a humble contribution to enhance higher education.

First, there is no international cooperation agenda item more important than helping people to improve their lives through education.

If people can access what they need to equip themselves with the right moral and intellectual tools, they are more empowered to define and to secure their own destiny.

But this must be done in a spirit of openness and genuine partnership. We may not agree with everything that goes on in another country, but if it is not our country, and we seek to live together, we have to come to grips with our differences.

We can work to bridge cultural gaps to achieve what are, after all, the common goals of mutual understanding, trust and shared endeavor.

Second, to bring individuals and communities closer together, education has to be a two-way street.

On practical grounds, consider this: there are many more foreign students studying in the US than there are Americans studying overseas.

So who will understand who better 20 years down the road?

The resolve to share starts by being together, not just here, but over there.

Only with that effort can we hope to travel the crowded roads of this world together as friends and not as strangers, or worse, as enemies.

Third, this commitment to move forward side-by-side is too important to be left to governments alone.

Official development assistance, of course, is essential and most governments, both donor and recipient, usually mean well.

Large-scale governmental funding would be difficult, in any case, for the private sector to duplicate.

The key point, however, is that the private sector need not engage in duplication.

Private concerns, academe and civil society can bring their own specialist skills, experience and insights to the table.

We should, therefore, urge private and NGO educators, and even state and local government units, in the developed countries to forge their own links with potential partners in the developing world.

It may not always be easy to find qualified and capable partners right away. Capacity-building may be required before the real work can start.

However, this will not be a problem in the Philippines, which has a long tradition of civil society involvement in many fields, including education.

Philippine civil society groups can, as a whole, manage cooperation programs with foreign partners.

Fourth, I would like to draw your attention to a nongovernment partner whose potential remains largely untapped.

I refer here to the growing global diaspora communities. Every year, the widespread Filipino community in the US sends to the Philippines, on its own, donations for local schools, educational scholarships and other civic causes. American colleges and universities can explore innovative measures for linking up with these communities.

Immigrant experience

The immigrants can help in the twinning of institutions and in creating links between community efforts.

The immigrant experience, itself, has valuable stories of its own that educators might also wish to research and teach.

Immigration is a sensitive issue fraught with misunderstanding. I feel we need to do more than to just promote the material benefits of immigration.

There are human rights, cultural and social aspects that deserve attention, I think educators have vital role to play here as well.

Fifth, and with special reference to terrorism, international cooperation for higher cooperation must be sustained.

There is no quick fix to solving the root causes of terrorism, which do include poverty, marginalization and ignorance. We have to be persistent if we really want to overcome the age-old problems that feed so many of our global tensions.

Extremism will not be bombed out of existence. We can only defeat extremism in the long-run through better understanding and education, one child at a time, especially in communities challenged by the hateful ideology of the terrorists.

This entails a commitment of resources, of expertise, of technology and of personnel far beyond quarterly reports, annual budgets and four-year administration cycles.

I mentioned earlier the educational cooperation between the Philippines and the US for strife-torn Mindanao.

Local education

The US began a $33-million five-year program in 2003 to mainly assist Filipino Muslims. The objective was to strengthen local education, so that girls and boys could study modern practical subjects in Islamic community schools.

This is the kind of cooperation, I respectfully submit, that may be the best investment by all concerned parties for tomorrow's peace.

Boots on the ground may be needed, but books in the classrooms would even be better in the long run.

Build the foundations for progress at an early age and, if there is sufficient overall development throughout the rest of the country, the future might well take care of itself.

Now to the sixth and final point: the central importance of development. We look to development to generate a better standard of living in greater human freedom that is the answer to many of our problems today. The lack of development, and the oppression and injustice it often breeds, is clearly linked to the motivations for extremism and the causes of migration.

There seems to be insurmountable challenges in the way.

An end to the Cold War, instead of bringing us a peace dividend, produced a new generation of problems in the form of failing and failed states.

Frustrations

The frustration of under development, already pervasive in many countries, is further aggravated by mounting population pressures, worsening climate change, widespread environmental degradation, and, for some nations, endemic corruption.

Yet there is hope.

Higher education can help us overcome these challenges. It can help mobilize international attention, cooperation and commitment in pressing global problems whose solution requires our concerted, sustained and collective action.

(The article reflects the personal opinion of the author and does not reflect the official stand of the Management Association of the Philippines. This was lifted from the author's speech at the 41st anniversary of the International Graduate University in Washington, DC. The author is chair of Gotuaco del Rosario & Associates. Feedback at map@globelines.com.ph. For previous articles, please visit map.org.ph)

Juan Pilgrim

June 11th, 2008, 10:17 PM

MABUHAY ANG PILIPINAS!!!

http://anton.blogs.com/flag/large.jpg

MABUHAY ANG PILIPINO!!

MABUHAY ANG ARAW NG KALAYAAN!!

:horse:

J.P.

jpdm

June 12th, 2008, 03:35 AM

Philippine Star

Opinion
For love of country
FROM THE STANDS By Domini M. Torrevillas
Thursday, June 12, 2008

Happy Independence Day dear readers! While today may be a day of remembering for most, a time for retracing where we’ve been as a nation, I prefer to reflect on our current state of affairs and consider where we could be headed. Does the future look as bright and promising as it did when General Emilio Aguinaldo proclaimed sovereignty of the Philippine Islands from colonial Spain 110 years ago? With young men and women like Jerome Patungan, Auralyn Baliton, Chona Nisperos, Ma. Theresa Nolledo and Jie Ann Bandong in our midst, my answer is a resounding yes.

Jerome is a magna cum laude, while the four young ladies are all cum laude graduates of Bachelor of Science in Education (BSE) from Pangasinan State University (PSU). These five exemplary alumni recently paid a courtesy call on Department of Education (DepEd) Secretary Jesli Lapus with the sole purpose of expressing their desire to teach in public schools. At a time when the widespread migration of teachers to foreign shores threatens the ranks of our teaching force, it is both encouraging and exciting to know that there exist these five beacons of hope.

“I want to teach in a public school as a sense of duty to my country rather than go abroad,” said Baliton. For her part, Nolledo shared that she is looking forward to teaching in a public school because DepEd is taking good care of teachers. “Besides,” she added, “I want to have a part in molding our young into becoming good citizens.”

While Mr. Patungan, Ms. Baliton, Ms. Nisperos, Ms. Nolledo and Ms. Bandong serve as models to other students (and the rest of the Filipino population) because of their desire to give back to the country, I believe the teachers of these young people, and ultimately the DepEd, also deserve recognition for shaping these commendable individuals.

Allow me to share some of the DepEd’s recent accomplishments for which, in my opinion, the agency has not been given due credit.

First, there has been an increase in the allocation of resources for improving the quality of education. This means that the ratio of salary to non-salary expenses improved in favor of the latter with a greater share of resources dedicated to upgrading public education.

Second, private sector involvement in the advancement of DepEd initiatives also picked up remarkably. While the private sector contributed an already hefty P300 million in 2004, the figures skyrocketed to P4 billion in 2007.

Third, the reading and comprehension skills of Grade 3 students improved from a composite of 49.21 percent in 2006 to 60.23 percent in 2007, which is equivalent to a net gain of 11.02 percent. This marked improvement can be attributed to DepEd’s investing resources in such classes as Every Child a Reader Program (ECARP), which ensures that every student becomes an effective reader with comprehension at their level before they move to the next grade. The achievement level of Grade 6 students also improved significantly from 51.49 percent in 2006 to 57.55 percent in 2007 or an increment of 11.77 percent for English, Science and Math.

Fourth, the construction of new classrooms accelerated to an unprecedented pace from 12,490 classrooms in 2004; 9,407 in 2005; 14,887 in 2006; and 14,665 in 2007.

Fifth, in the area of promoting teachers’ and DepEd personnel welfare, the Department now has a panel and Internal Task Force on GSIS Issues and Concerns to, among other tasks, update long neglected service records. To date, 32.77 percent have already been uploaded to the GSIS database.

These are just five random, shining examples of the DepEd’s accomplishments under the leadership and guidance of Secretary Lapus. Keep up the good work! Hopefully, the values of service and excellence displayed by this agency and the 5 PSU graduates, serve as inspiration to every Filipino.

A bit of Good news!

Mabuhay ang Pilipinas!

Juan Pilgrim

June 12th, 2008, 02:08 PM

A bit of Good news!

Mabuhay ang Pilipinas!

Good News Indeed!

Mabuhay ang Pilipinas!!

:horse:

J.P.

kiretoce

June 12th, 2008, 06:45 PM

What’s right with UP (http://www.inquirer.net/specialfeatures/education/view.php?db=1&article=20080611-142080)

Schools sell education over the counter. Even the University of the Philippines (UP) is like that. It’s an appropriate metaphor despite much rhetoric flying about on the issue of commercialized education. It’s a capitalist country. Some of us would add “unfortunately,” but there, no matter our most idealistic wishes, money does move everything.

Somebody said the fact that UP is state-subsidized puts it inside artificial conditions, an unreal world. And this is precisely what’s wrong with it. I have mixed reactions to this. I agree that UP operates inside artificial conditions but it is precisely the sort of artificiality this country needs if it wants to close the gap between rich and poor in this country. It is (was?) an institution known to be a viable way for poor people to get an education that is equitable with the best private or religious schools in the country.

You just need to pass the UP College Admissions Tests (UPCAT); otherwise, be talented enough to pass the Talent Determination Tests of their various art and music programs. After that, education can be yours for tuition fees very much lower than other universities. And if you are really poor, you can get it for free and even collect a modest allowance to boot. Everybody here is a scholar of the state.

Recently, however, the institution raised tuition by 300 percent (currently, P600 per unit). This resulted in a dramatic reduction of the number of enrollees (meaning: an increase in the number of people who passed UPCAT but did not enroll because they could not afford to). If this trend continues, the institution will have to consider lowering the UPCAT passing percentage. It’s a simple mathematical solution. But it will not come without cost. Such a solution (along with other factors) can only increase the number of well-to-do and lower the number of poor entering the school. UP had always bred a critical balance of rich and poor; albeit, inside an artificial environment. This balance of social diversity was what made possible the environment of intellectual ferment that had always been UP’s mark, its polish and sheen. This ferment did not stop at the university gates. It had something to do with shaping the country’s history. Thus, it is not a simple issue but a complex one, which calls into the discussion the very soul of UP. What does it stand for?

Months ago, the state finally passed the new UP Charter. The promise is that this will allow UP to be more flexible in meeting the challenges it faces, especially after it celebrates its first 100 years this July (for UP Cebu). The talk, immediately, was promotions for the faculty; perhaps also, items for many employees currently still working without its benefit. Most people here work very hard for pay smaller by comparison to other institutions of learning. And so, the air of hopefulness and expectancy is easy to understand. My only worry is the conditionality set with this promise: UP will now have to make more money to fund all its dreams.

I wonder if it will eventually redound to taking away the last vestiges of “artificiality,” which makes UP what it is. I can easily countenance UP competing with private counterparts neck and neck, the way it does now. But what if it becomes, as most other universities, a place accessible only by the children of the upper classes of our society? What if its biggest problem becomes the lack of parking space for private vehicles? And what happens to the diversity of social and political views?

These are necessary views for the UP constituency to now contemplate as it celebrates its first centennial and its post-original-charter era. We would feel safer if there was even a modicum of intellectual ferment resulting from the dramatic changes these events portend, but so far not. We revert back to the metaphor of over-the-counter education. Behind the counter there will certainly be much change. But what changes will come in front of the counter? Serving better education is easy enough. UP has always been good at that despite its problems. The main question is really: To whom? On that issue will pivot the question of whether UP retains its soul or simply become just another “excellent” commercial university inside a capitalist economy. Your guess is as good as mine.

kiretoce

June 12th, 2008, 07:11 PM

DepEd: No more uniforms for public school students (http://newsinfo.inquirer.net/breakingnews/nation/view/20080603-140499/DepEd-No-more-uniforms-for-public-school-students)

By Lira Dalangin-Fernandez
INQUIRER.net
First Posted 14:51:00 06/03/2008

MANILA, Philippines -- All public elementary and high school students will no longer be required to wear uniforms, Education Secretary Jesli Lapus announced on Tuesday.

Lapus’ announcement expanded the coverage of an earlier order by President Gloria Macapagal-Arroyo, in a speech Monday, exempting six-year-olds entering Grade One from the uniform requirement to lessen the expenses of their families.

The education secretary also reminded public school officials to strictly observe the no-fee collection policy to ensure schoolchildren, particularly, those enrolling in the first elementary grades, are prevented from attending classes because of poverty.

"These are all in line with our policy that public education must have no cost," he told reporters in an interview before Tuesday’s Cabinet meeting.

Still, Lapus stressed that, even without uniforms, public school students should observe the proper dress code, adding the department would come out with guidelines soon.

He added that students must wear their identification cards at all times while inside the campus.

Responding to criticisms that not requiring uniforms would be more costly since students would have to buy different sets of clothes every so often, Lapus said those who choose to continue wearing uniforms may do so.

He said government is hoping the public school enrollment rate increases now that the uniform requirement has been removed.

Meanwhile, the Presidential Task Force on Education has given assurances the opening of classes next week will be smooth.

The task force briefed Arroyo on preparations for the new school year during Tuesday's Cabinet meeting.

Fr. Bienvenido Nebres, task force chairman, said 2,000 teachers are being trained for English proficiency and classrooms are being readied.

Technical Education and Skills Development Authority (TESDA) chief Augusto Syjuco Jr. said Arroyo has approved another P1 billion for scholarships for his agency and the Commission on Higher Education.

No mini skirts, hip-hop pants in DepEd's new school attire guideline (http://www.newsflash.org/2004/02/hl/hl107577.htm)

The Department of Education (DepEd) has issued guidelines on the prescribed school attire after the removal of the school uniform requirement in public schools.

Education Secretary Jesli Lapus said the prescribed proper attire merely directed students to respect the school as an institution for learning and should not cause discrimination particularly on students belonging to a lower socio-economic status.

Lapus stressed that promoting hygiene and proper school decorum is part of the teaching-learning process in schools.

“Thus, a student’s attire and physical appearance should manifest the learning from this process,” Lapus said.

The DepEd recently issued an order making school uniforms optional in compliance with the directive of President Arroyo to remove all financial obstacles for public school students.

“A student’s basic right to study and learn is of paramount importance and should be respected and promoted at all times,” Lapus said.

For boys, DepEd prescribes the wearing of polo shirt/t-shirts with sleeves of any plain color or with minimum prints. Pants can be long or short of any color, it said.

For girls, DepEd said they are prescribed to wear a dress, skirt and blouse, blouse and pants of any color and any print.

“Boys and girls can wear any footwear,” DepEd said.

The directive also reiterates that students with existing uniforms can still wear them if they so desire.

“Students are discouraged from wearing expensive (signature or designer brands) or flashy clothes, tight-fitting pants/blouses/dresses, mini skirts, short shorts, blouses with plunging necklines, hip-hop pants for boys and sleepwear,” it ordered.

Christendom

June 14th, 2008, 09:45 AM

May 22, 2008
Another nursing school opens in Bacolod (http://www.sunstar.com.ph/static/bac/2008/05/22/feat/another.nursing.school.opens.in.bacolod.html)

TO further make use of their hospital facilities, the Bacolod Our Lady of Mercy Hospital (BOLMH) management has decided to open a college for nursing this school year.

To be called Bacolod Our Lady of Mercy College (BOLMC), the newest nursing school is the sixth in Bacolod, a sought-after course for those who plans to go abroad.

Vicky Angodung, the hospital's marketing director and executive assistant to the chief executive officer, said Grace Barbas will be the school dean while Shirley Ledesma will act as registrar and consultant.

Angodung said aside from nursing, the newly-opened college also offers a one-year certificate in nursing and six-month certificate in care giving. "We have to make use of our hospital facilities, including the state-of-the art medical equipment that we have here at BOLMH."

Asked on the tuition rate, Angodung said: "We're still finalizing. However, those who want to enroll may visit us and we're ready to give them full information."

As to the requirement, Angodung said: "We'll be lenient first at this time because this is the first year that we're gonna open the school of nursing. But next year or in the succeeding years, we will have exact guidelines and requirements or whatsoever."

BOLMC will be the second hospital-based school in Bacolod next to Riverside College, she added. (EAD)

3D-CAD

June 14th, 2008, 09:32 PM

We are Part of Phoenix Lander Program.Thanks to De La Salle University
.....Phoenix is a partnership of universities, NASA centers, and the aerospace industry. The science instruments and operations will be a University of Arizona responsibility. NASA's Jet Propulsion Laboratory in Pasadena, California, will manage the project and provide mission design and control. Lockheed Martin Space Systems, Denver, Colorado, built and tested the spacecraft. The Canadian Space Agency will provide a meteorological station, including an innovative Laser-based atmospheric sensor. The co-investigator institutions include Malin Space Science Systems (California), Max Planck Institute for Solar System Research (Germany), NASA Ames Research Center (California), NASA Johnson Space Center (Texas), De La Salle University (Philippines), Optech Incorporated, SETI Institute, Texas A&M University, Tufts University, University of Colorado, University of Copenhagen (Denmark), University of Michigan, University of Neuchâtel (Switzerland), University of Texas at Dallas, University of Washington, Washington University in St. Louis, and York University (Canada). Scientists from Imperial College London and Bristol University have provided hardware for the mission and will be part of the team operating the microscope station.[3]

NO we are not part of the Phoenix Mars Lander. This is another erroneous Wikipedia article that has been edited by the public to suit self-interest other than the truth.
De La Salle University is NOT among the international contributors of the Phoenix Mars lander. Anyone can go to the Wikipedia website and edit the contents.
It now has Mababang Paaralan ng Maynila (Philippines) as among the contributors of the Phoenix Mars Lander Program :nuts:

The truth is :

The Phoenix Mars lander is headed and collaborated by the ffg:
The Phoenix Mission is led by Principal Investigator Peter H. Smith of The University of Arizona, supported by a science team of CO-Is, with project management at NASA's Jet Propulsion Laboratory and development partnership with Lockheed Martin Space Systems.

International contributions are provided by the Canadian Space Agency; the University of Neuchatel, Switzerland; the universities of Copenhagen and Aarhus Denmark; the Max Planck Institute, Germany; and the Finnish Meteorological Institute.

source : http://phoenix.lpl.arizona.edu/

to view the science team and the corresponding universities : http://phoenix.lpl.arizona.edu/team01.php

BEWARE of WIKIPEDIA

crappypants

June 14th, 2008, 11:02 PM

start by killing yourself now:D
:lol:
baka seryosohen ni Jonno yang payo mo.
hinay hinay lang :lol:

crappypants

June 14th, 2008, 11:04 PM

3D-CAD

June 14th, 2008, 11:36 PM

b'z2;21545137"]Legislators push English as medium of instruction

By Jesus F. Llanto
abs-cbnNews.com/Newsbreak (http://www.abs-cbnnews.com/storypage.aspx?StoryId=121122)

Despite a number of studies confirming that learning is faster using the native language, government officials are still pushing for the adoption of English as a medium on instruction (MOI) in Philippine schools.

Read on (http://www.abs-cbnnews.com/storypage.aspx?StoryId=121122)

I can't seem to get a good grasp on this statement. I have encountered it in numerous times and form. Do we need to discard the language of the world economy and start from scratch by translating everything in Filipino? With which probably the only result of such action is the continued disadvantage of our society in its effort of joining the group of globally progressive countries.

3D-CAD

June 14th, 2008, 11:46 PM

crappypants

June 15th, 2008, 12:24 AM

Mass suicide beginning with Congress sounds like a brilliant idea.
if they refuse we can just sell their kidneys

jpdm

June 15th, 2008, 02:47 AM

Put more budget to DEp Ed..

Teach students the value of studying and work.

These values must be taught forcefully and must be ingrained (no ifs or buts...if they dont follow..kick the students' butts) in the minds of students.. :)

jpdm

June 15th, 2008, 04:30 AM

Manila Times
Sunday, June 15, 2008

Increasing dropout rate destines
more millions to endless poverty

IF there is one set of statistics to show that the Philippines is largely dirt poor—despite the life of luxury and conspicuous consumption exhibited by the 2 percent of the population that sustains the elite department stores and expensive restaurants—it is the annual decline of basic-education enrollment and the annual increase of dropouts.

From 1995 to 2002, school enrollment grew at an average rate of 1.98 percent yearly. Since 2003 to the last enrollment week, enrollment has been declining by almost 1 percent—even if you count the new batch of 6-year-olds that have been allowed to enter Grade 1.

The national dropout rate average is staggering. Of every 100 children who enter Grade 1, only 65 reach Grade 6, only 43 finish high school and only 2 enter college.

The dropout rate is much higher in the poorest provinces. About one-fourth of the students enrolled in Grades 1 and 2 drop out. This results in one-fourth of the population of our poorest provinces not getting any formal education whatsoever.

Perpetuating poverty

The social and political analyst Juan T. Gatbonton writes:

“School ‘dropouts’ make up our biggest social problem because they perpetuate poverty. Dropouts make poverty a generational problem, because they cannot function in the modern economy. They cannot fill the jobs the modern economy creates. For instance, the voguish ‘call centers’ apparently hire at most 5 percent of all the people they interview.

“Parents who drop out of school raise children who drop out in their turn, and children who drop out raise grandchildren who drop out, too. Despite our enduring myth of the school dropout who makes good, only 3 percent of farmers’ children ever become modern professionals, according to the sociologist Gelia Castillo.

“In 1999, the Jesuit educator Bienvenido Nebres called our inability to provide adequate elementary education to the great majority of our people ‘our immense and largely invisible failure.’ The term is appropriate. The economist Cielito Habito in August 2006 noted that education’s share of the budget had continued to fall continuously, since the financial crisis of 1997.

Brain drain complication

“And now our dropout problem is being complicated by a ‘brain drain.’ The composition of our OFWs is changing in educational terms. While only 9 percent of Filipinos are college graduates, 51 percent of all those leaving for foreign jobs are college graduates.”

This means we have only a few college graduates left with us now, because more than 60 percent of them have left to work abroad. No wonder, not only call centers and other business process outsourcing companies here (most of them foreign companies) are finding it hard to hire young, better-than-average accountants and computer technicians.

With the inflation and the crisis of surging food and commodity prices, the dropout rate is sure to increase even more.

The statistical 35 percent of the population who are supposed to be poor will no longer be able to afford having children at school—even if President Gloria Arroyo has ordered public schools to make school uniforms voluntary.

Paying parents

The departments of Education and Social Welfare have a collaborative project to “pay” parents to keep their children enrolled. Rice for the family and some cash are given to the poor. How long will they be able to maintain this program considering that inflation, corruption and mismanagement make government projects run out of money fast and inexplicably, like the billions lost in the fertilizer scam and by the Department of Agrarian Reform?

Gatbonton also writes: “We must accept that education in the poor country is not a mechanically moving staircase that effortlessly conveys children between floors of schooling until they all get to the top floor. There are also those who get no further than the mezzanine.

“Certainly we should try to keep pupils in their classrooms—through school-feeding programs and ‘wages for learning’ schemes, just as the Latin-American states do and the DepEd-DSWD are trying to.

“But we must accept that public education in the poor country should in fact be geared primarily to the needs of those who have only a minimum number of years to spend in school. Our iron circumstances suggest that we return early public education to the basics—to reading, writing and arithmetic—to making the experience of book-learning, no matter how brief, as nearly complete and as useful as possible.”

Work hard, Pinoys!

espresso1018

June 15th, 2008, 10:10 AM

Education is one of the important possessions that cannot be taken away from a person. It is so important, a child must have it no matter what. The government has various educational programs especially for the poor children. Scholarship programs and financial assistance are extended to students who have the abilities but do not have the means to attend formal schooling. The Ahon Pamilya Program and the proceeds of the EVAT are just some of the sources of schooling aid. For those in the tertiary level, students are assisted by SUCs to finish their college degree on agriculture so that they can be of help to the country's agriculture industry.

venntro

June 17th, 2008, 08:58 AM

DepEd promise: New toilets in 2009 (http://http://www.abs-cbnnews.com/storypage.aspx?StoryId=121979)

Millions of public school students sharing a few stinking toilets among themselves would have to wait until the next school year for better facilities.

This came as the Department of Education's promise amid concerns on the lack of toilets in public schools.

"I assure [students] that in 2009 we will prioritize this (the construction of more comfort rooms in public schools)," DepEd Secretary Jesli Lapus told ABS-CBN's morning show, "Umagang Kay Ganda."

Lapus said the DepEd will include in its proposed budget for 2009 a provision for toilet construction, as he said the department is not turning its back from the shortage of sanitary facilities in public schools.

The education chief admitted that the construction of toliets was not prioritized since the government focused more on building additional classrooms nationwide.

He said the construction of toilets is also not included in the 2008 budget for the education department. "We prioritized the construction of classrooms because of damage brought by typhoons Milenyo and Reming."

Lapus, however, clarified that some schools have been given new toilets with the construction of new buildings. He said the government is gradually addressing the toilet bowl problem.

The education chief made the assurance after the Alliance of Concerned Teachers (ACT) made public the DepEd's 2006-2007 statistics that shows the country's low toilet to pupil ratio (TPR).

50 to 102 students share 1 toilet bowl

ACT said that based on DepEd's records, 51 elementary pupils share one toilet bowl. In high school, it's even worse -- 102 students share one toilet bowl.

Group president Antonio Tinio said the statistics showed that the Philippine government has been failing to subscribe to international standard TPR of 1:25 for girls and 1:30 for boys.

Most unsanitary school comfort rooms in the country are found in Metro Manila and in the Autonomous Region in Muslim Mindanao (ARMM).

Based on the same study, the TPR in Metro Manila is 1:143 and 1:114 in high school and elementary, respectively. In the ARMM, the TPR is 1:171 in elementary and 1:250 in high schools.

The worst case of low TPR was in Silangan Elementary School Annex in Taguig. In 2007, it had only one toilet bowl for 2,031 pupils.

Benjo Basas, chairman of the Teachers' Dignity Coalition (TDC), said that at the Baesa High School in Caloocan City where he teaches, one toilet facility with three cubicles are being used by more than 3,000 students.

Basas said the TDC has recorded several cases of urinary diseases among teachers and students who have poor comfort room facilities.

"We have so many sample cases. Teachers suffer from urinary tract infection and students got urinary diseases," Basas added.

“The government has an obligation to provide the country’s 19 million public school students with a safe and healthy learning environment. This includes the obligation to provide adequate toilets and hand-washing facilities," ACT President Antonio Tinio said in a statement.

Tinio said stinking and dirty toilets are a "national shame" that have been neglected by the government. "The toilet shortage is yet another symptom of the government's failure to adequately address the people's demand for education."

The ACT head said "millions of Filipino children are forced to use toilets that are grossly unsanitary and degrading" because of government neglect.

Christendom

June 17th, 2008, 09:38 AM

June 17, 2008
Guv Lauded for NSCA Inauguration (http://www.visayandailystar.com/2008/June/17/people.htm)

Officials of Moises Padilla led by Mayor Francisco Nazareno passed a resolution thanking the Negros Occidental government, through Gov. Isidro Zayco, for helping in the establishment of the Negros State College of Agriculture in the municipality, a press release from the Sangguniang Bayan said.

The resolution sponsored by Councilor Dolly Yasa recognized the P3 million assistance from the province, with counterpart fund from the Nazareno family through the mayor and his wife, Judith, who donated four hectares of their land as site of the school.

The NSCA Moises Padilla campus, consisting eight classrooms, was recently inaugurated with Zayco and NSCA president, Dr. Fred Maningo, as guests, with provincial board member Melvin Ibanez, benefactor, and attended by Enrique Miguel Lacson, mayors Renato Malabor, Alejandro Mirasol and Alberto Nicor of Isabela, Binalbagan and La Castellana, respectively, the press release said.

The NSCA Moises Padilla campus is the first state college in the fifdth district, and has 200 enrollees for the first semester, the press release added.*

venntro

June 18th, 2008, 10:33 AM

UP turns 100 today (http://http://www.mb.com.ph/MTNN20080618127575.html)

The University of the Philippines (UP) celebrates its centennial today, Wednesday, June 18.

The UP was created on June 18, 1908 by the First Philippine Legislature through Act 1870, otherwise known as the UP Charter, to "provide advanced education in literature, philosophy, the sciences, and the arts and to give professional and technical training to every qualified student irrespective of age, sex, nationality, religious belief, or political affiliation."

To mark the historic occasion, a simple, yet eloquent program billed "Sama-samang Awitan sa Centennial" will be staged by UP Diliman (UPD), the flagship campus of the UP System (UPS), today.

A grand community sing-along will accompany the flag-raising rites at Quezon Hall, to be followed by the centennial message of UP President Emerlinda R. Roman and the launch of the UP centennial commemorative stamps.

The Vinzons Upgrade project, a joint effort of various UP organizations to renovate and preserve Vinzons Hall, the students’ center, will also be inaugurated.

"June 18 is a very important milestone for us," UPD Chancellor Sergio S. Cao said.

"The commemorative program is a simple and joyous celebration reaffirming our community spirit and a happy occasion to reflect and remember that UP has reached this age. We have remained strong and survived as an institution. As an academic institution, we have a long history of involvement and participation in the life of the nation and we are looking forward to the future."

UPD will open its doors to alumni, friends, and the general public on the university’s foundation day.

Tonight, Pamantasang Hirang, a multimedia tribute to UP, will be staged at the main theater of the Cultural Center of the Philippines (CCP) in Pasay City. The concert will run until June 20.

Except for the multimedia concert, all the events today in UPD are free and open to the public.

absinthe_888

June 19th, 2008, 09:07 AM

kawawa naman mga bata, kulang na mali pang textbooks, kulang na rooms, kulang na teachers, pati comfort rooms kulang. kung yung P312B ba yun yung subsidy aka noah's ark binuhos lahat sa edukasyon napakalaking tulong nito.

Juan Pilgrim

June 19th, 2008, 07:44 PM

promote READING, READING AND MORE READING.

jpdm

June 22nd, 2008, 01:06 AM

Philippine Star
Headlines
DPWH admits only 18 school toilets constructed due to lack of funds
By Evelyn Macairan
Sunday, June 22, 2008

Due to lack of funds, the Department of Public Works and Highways (DPWH) has only constructed 18 toilets which were identified in 2007, according to a DPWH official.

Engineer Ric Mobo, a member of the DPWH task force on school buildings, said they only follow the instructions of the Department of Education (DepEd).

He admitted that due to the shortage of funds, they often cancel the construction of toilets in schools and just focus on building classrooms.

Since mid-2007 to May 31 this year, the DPWH said it has constructed 18 toilets, or the total number of toilets identified for completion in 2007.

“Not all school buildings have toilets. (But) we only follow the specifications of the DepEd, and usually if there is only a limited budget, the toilets are the first to be cut. The priority are the classrooms,” he said.

Toilets also entail additional costs, “because before you construct these (toilets), there is a need for water supply, and this adds to the cost of the school buildings,” Mobo added.

The Alliance of Concerned Teachers (ACT) earlier expressed concern over the DepEd’s neglect of sanitation in the 43,000 public schools where there is a severe shortage of toilets and hand-washing facilities that could expose the more than 19 million public school students to diseases.

“The national toilet bowl to pupil ratio stands at 1:51 in elementary schools and 1:102 in high schools. In ARMM, it’s 1:171 in elementary and 1:250 in high schools, while in NCR, it’s 1:114 and 1:143,” ACT said.

ACT also said that DepEd could easily address the problem on toilet shortage by integrating toilet construction in its school building and classroom building activities.

Meantime, as of May 31, the DPWH still has to complete the construction of 551 school buildings.

Classes have already started but Mobo said that based on the report submitted by their 16 regional offices, as of the end of May there were still 223 ongoing construction projects while 328 have not yet started.

For 2007, the DPWH was entrusted to construct 2,106 school buildings and Mobo believes their regional offices would soon meet their respective targets.

“We are confident that we will complete the remaining facilities in the coming month because it takes only 45 days to complete one school building. One problem we have observed from our contractors though is that most of them do not construct buildings simultaneously but one after the other,” he said.

He blamed the delay to limited equipment, manpower and isolated location of the construction site.

“The usual problems that we encounter are when school sites are not accessible, like if there are no paved roads leading to the location,” he said.

Of the 16 regions, only Region 4-B or the Mimaropa provinces (Mindoro, Marinduque, Romblon and Palawan) achieved 100 percent completion.

The rest of the regional offices only attained positive slippages or their accomplishments were beyond their revised targets.

In total, the DPWH maintains an 80.18-percent accomplishment rating compared to its target, and maintains a 7.19 percent positive slippage.

Based on updated records obtained from the DPWH, as of May 31, the National Capital Region (NCR) has so far completed 76 of its 93 projects; Cordillera Administrative Region, 17 out of 33; Ilocos region, 152 out of 170; Cagayan Valley, 98 out of 110; Central Luzon, 223 of 224; Southern Tagalog (Region 4-A), 129 out of 184; Southern Tagalog (Region 4-B), 68 out of 71; Bicol region, 73 out of 77; Western Visayas, 120 out of 252; Central Visayas, 86 out of 169; Eastern Visayas, 141 out of 163; Western Mindanao, 39 out of 77; Northern Mindanao, 96 out of 126; Southern Mindanao, 109 out of 117; Central Mindanao, 46 out of 88; Caraga Region, 72 out of 105 ; and Autonomous Region in Muslim Mindanao, 10 out of 37.

Walang pondo o napunta sa kurakot at bulsa ng mga contractor at opisyal ng DPWH...buwiset!

Wala kayong awa sa mga bata!!!:bash::bash::bash:
:bash:

Juan Pilgrim

June 23rd, 2008, 03:12 PM

^^ :speech:
Let us prosecute all thieves and criminals in the PHILIPPINE GOVERNMENT.

So others (in the PHILIPPINES and around the WORLD) will know
that there is JUSTICE, LAW & ORDER in the PHILIPPINES
and no one above the law.

:horse:

J.P.

Porknight

June 23rd, 2008, 08:32 PM

^^ :speech:
Let us prosecute all thieves and criminals in the PHILIPPINE GOVERNMENT.

Mate we don't have enough courts for that and it will take ages and nobody will be left to govern the country !

Juan Pilgrim

June 23rd, 2008, 10:22 PM

^^:lol::lol::lol:

Tama ka!

Maxxclip

June 26th, 2008, 06:11 AM

Mate we don't have enough courts for that and it will take ages and nobody will be left to govern the country !

i have an idea...what if we just summary execute them at the back of Court of Appeals OR better hang them in Luneta...

im also thinking of beheading but its an inhumane...so Im just considering to
mutilate them to death

praetorian^8

July 5th, 2008, 04:56 AM

Ateneo team, winner of ASEAN DuPont Green Vision Case Challenge, off to Singapore
date posted: 2008-07-03 16:47:50

AEMC ASEAN DuPont Green Vision winnerThe Ateneo Environmental Management Coalition team was proclaimed national winner (first place) at the ASEAN DuPont Green Vision Case Challenge held at the DuPont Far East Office in Makati City on July 2, 2008. It will represent the Philippines at the ASEAN Green Vision Sustainability Forum to be held at the Singapore Management University on July16, 2008.

The team is composed of Herwin Jerome P. Unidad (V BS Physics with Material Science Engineering), David T. So (V, BS Physics with Material Science Engineering), Vivienne Erica M. Zerrudo (IV, BS Environmental Science), and Abigail Favis (coach and faculty of the ES Department).

The team's winning entry, "Waste to resource conversion at the Loyola Schools, Ateneo de Manila University," aims to construct an accurate baseline data on the LS waste profile.

According to Loyola Schools Special Projects Coordinator Lourdes C. Sumpaico, the AEMC was formed recently to promote environmental advocacy aided by scientific research and analysis. It is made up of administrators, appointed officers from the Sanggunian as well as undergraduate majors and faculty members from the School of Science and Engineering.

Fundador

July 6th, 2008, 05:12 PM

CHED to implement P1-B student aid program
By: Jeffrey C. Tiangco
THE implementation of the P1-billion Student Assistance for Education (SAFE) program will start next week, the Commission on Higher Education (CHED) said yesterday.

Atty. Julito Vitriolo, CHED deputy executive director, in a text message said, “State Universities and Colleges as well as the private higher institutions will receive at least P1 million each to give as loans to poor but deserving students who are 3rd year level or about to graduate.”

“Also grants will be given to those enrolled in courses like agriculture, fishing, engineering, maritime, teachers education, science and math (courses)” Vitriolo’s text massage read.

Vitriolo however ever did not say what documents or credentials the students or intended beneficiaries of the program should present to avail such benefits or subsidies from the government.

Earlier, CHED acting chair, Romulo Neri claimed that the Commission has started the implementation of student loan assistance under SAFE and the granting of scholarship program for children of families affected by Typhoon Frank.

Neri claimed that funds were already sent to the regions.

“There will be special consideration for areas affected by disasters including the last typhoon.” Neri said in a text message stressing that CHED has already started the distribution funds to its regional offices for the said program.

Neri even asked this reporter to check to CHED Executive Director William Medrano the details of the distribution of funds and the requirement for the implementation of the program. www.journal.com.ph

Porknight

July 7th, 2008, 01:39 PM

Probably was been asked before but do we have sexual education in our schools ?

kiretoce

July 10th, 2008, 12:42 AM

Bringing Fil-Ams closer to home (http://www.manilatimes.net/national/2008/july/06/yehey/weekend/20080706week1.html)

"I have always been interested in understanding the culture of my parents and where they came from," says Michael Gonzales, 29, a second-year PhD student from the University of California-Berkeley.

With this program, Gonzales believes he would be able to uncover not only the culture of his parents who both hails from Lucban and Infanta, Quezon, but also know his self more. "I need to master the Filipino language to be able to discover more of my roots," he adds.

Gonzales and 11 other Filipino-American students arrived in the country in June 14 for an intensive seven-week advanced Filipino language-training as scholars of the Advanced Filipino Abroad Program (AFAP).

Now on its 19th year, AFAP is annual program of the Fulbright-Hays Group Abroad Project funded by the US Department of Education and administered by the University of Hawaii Center for Southeast Asian Studies.

Challenging curriculum

This immersion program, now being held in De La Salle University, Dasmarinas, Cavite, focuses on advanced-level language acquisition and consists of a structured academic program of four hours of language instruction every morning and two to three hours of task-based activities in the afternoons. The program includes discussions on history, literature and performing arts, economics and globalization, politics and government, all taught in the Filipino language.

"For this year’s program, we included history and religion (Islam) and a one-week immersion in the culture of the Bicol region," explains Ruth Elynia S. Mabanglo, director of AFAP in the US and professor and coordinator of the Filipino and Philippine Literature Program of the University of Hawaii-Manoa.

The program aims to provide third year level students a one-of-a-kind opportunity to acquire the linguistic foundation necessary to engage in academic research, professional discourse, and cultural interaction with all segments of Philippine society.

Allan Lumba, a History student from the University of Washington, finds the curriculum very challenging. "It’s a great opportunity to come to the Philippines and be immersed in its language and culture. Though I find it really hard to speak in Tagalog, I considered it a momentous event in my life. I realized that everything is different from what I read in the textbook. Everything is like a surprise to me. The program is helping me a lot in terms of forcing me to feel and express in a different way that I used to. I’m pretty comfortable in speaking in English but not in Tagalog. It makes you think differently," explains Lumba.

Filipino foster families

One of the interesting parts of this immersion program is the part that requires a participant to stay with a Filipino foster family. In that environment, he is encouraged to speak in Filipino, and experience the dynamics of a regular Filipino family.

"We’re on our third week and I’ve grown to appreciate the way of life here. The weather didn’t bother me at all," says Edwin Cruz, 19, an Economics student from University of California-Los Angeles.

Cruz, who was born in California, has visited the country seven times since he was a child. His mother is from La Union and his father is from Bulacan.

"I used to sing Ruben Tagalog songs before while watching him on videos but eventually we forgot to speak in Filipino," he quips.

When asked why he is determined to learn how to speak in Filipino, Cruz says, "I love the Philippines and I want to go back here."

Matthew Nicdao, 26, a second-year PhD student from the University of Washington, shares the same realization with Cruz. "I love the way of life here. Tita Ibay (his foster parent) just makes me feel I’m home," relates Nicdao, who wants to be a good professor.

Though having difficulty in speaking in Filipino, Nicdao would love to master the language in the future and be able to read more books written in Filipino by Filipino authors.

But he’s quick to clarify that he also enjoys reading books written in English by Filipino writer like Nick Joaquin.

Language barrier

Every college student in the US is required to learn other languages and it is commendable that these students opted to learn Filipino 303 (Advanced Filipino).

"Most of the students are having difficulty in speaking in Filipino because it’s not their first language that’s why we’re applying the second language approach method," explains Mabanglo.

She further narrates that these students may have a basic grasp of the Filipino language because their parents are speaking in Filipino or they have friends who just came from the Philippines who taught them the language though they can’t put them together.

The AFAP program, she says, will help them with whatever difficulty they’re having. "Then, we included culture because you can’t teach the language without the culture. Nakatanim sa lengwahe and kultura nito. [Culture is embedded in the language], she stresses.

Jodel Lanzaderas, an accounting student, minor in Filipino, from the University of Hawaii-Manoa realized that her knowledge of the language is still limited.

"In Hawaii, I thought I’m really doing good but now I find it really hard to speak in Tagalog because I can’t really say what I want to say because of my limited knowledge of the language," she bemoans, adding, "Besides, I have to juggle with three languages—Cebuano, Tagalog and English—but I enjoy every moment of the program. It makes me feel proud of my race."

She reveals that when she studied in the University of Hawaii at Manoa and met the staff of the Filipino department, he became proud of being a Filipino. "Now coming here, I kind of rediscover the richness of the Filipino culture and language and it inspired me to help in propagating the language especially to the Filipino-Americans abroad.

Proud to be Filipino

Her parents brought Roderica Tuyay, 21, to Hawaii when she was 10 years old. She admits that her knowledge about the Philippines is limited.

"The program is slowly revising my misconceptions about the ways of the Filipinos and its culture. Before, I was shy to be called Filipino. Now I realized that we have a beautiful culture and we should be proud of our practices like Christmas celebration, fiesta, and other traditions, says Tuyay, a third-year International Business and Finance student from the University of Hawaii-Manoa.

Janelle Mendiola, 27, Psychology student from City College of San Francisco, is also thankful that she was able to learn more about the Philippines. Commenting on the program, she states, "It made me more proud of our culture."

Charity Ramilo, Bilingual Education student from San Francisco State University, can’t believe of what she’s slowly learning about the Philippines.

"Hindi ako makapaniwala [I can’t believe] of what I’m discovering about the Filipinos and the Philippines. We have a rich culture and literature," she exclaims.

A daughter of Filipino teachers from Tanauan, Batangas and Marikina, Ramilo is also a teacher in the US. With the program she intends to perfect her craft and be able to help her "kababayan" in the US to learn their native tongue.

Giving back

Mabanglo is hopeful that these scholars will share their expertise to their kababayan in the future.

"I consider AFAP scholars the hope of the Philippines. Whatever things they learned and enjoyed abroad should be shared to their mother country," says Mabanglo who is also considering going back to the Philippines to teach whatever expertise she acquired overseas.

This is what Jason Agar, 38, from City College of San Francisco, has been doing. Agar was in Lipa City in 2003 as member of Pusod, a non-government organization that advocates environmental protection.

"If there’s a way to help the Filipinos, I would," assures Agar who is a transportation and education consultant.

Agar finds the program an excellent opportunity, especially academically, in learning more about Philippine culture.

Jensine Isip, 21, a fourth-year Economics and International Studies student from the University of Washington, has been in the country five times and every visit makes her long to go back in the Philippines.

Isip admits that her parents are not comfortable with the idea of joining AFAP but she insists, "I want to go to the Philippines to learn more about the culture."

"For me, it would be a privilege to be able to help the Philippines in whatever way I can," says Isip.

Michaela Mae Angeles, a third-year nursing student from the University of Wisconsin-Madison, is hopeful she would be able to transfer to her future family whatever she will learn from the program.

"I want my future children to learn how to speak Filipino and be able to appreciate the Philippine way of life and culture the way I did," Angeles says.

For Mary Rose dela Cruz, a nursing student from the University of Hawaii at Manoa, coming back to the Philippines is tantamount to a reunion with her mother who died in an accident in the US.

"I joined this program because this will help me know more about the culture of my parents especially my mother with whom I want to pay homage for giving me a rich culture," explains dela Cruz.

The seven-week program will be capped by a written and oral presentation of each participant’s mini research project. Other major activities are novel reading, reporting about it and a formal debate on Philippine issues.

tigidig14

July 10th, 2008, 07:14 PM

^ginawa yan ni charitorae, pero sa UP diliman yata sya nagstay

Animo

July 17th, 2008, 03:14 AM

By Tarra Quismundo (http://newsinfo.inquirer.net/inquirerheadlines/nation/view/20080716-148722/Ramos-on-RP-education-Its-going-to-get-worse)
Philippine Daily Inquirer
First Posted 04:49:00 07/16/2008

MANILA, Philippines—Access to basic education among the country’s children is bound to get worse with household incomes shrinking amid surging oil and food prices, former President Fidel Ramos said Tuesday.

On the sidelines of an international media conference in Manila, Ramos said the drop in primary and secondary school enrollment cited by the National Statistical Coordination Board (NSCB) did not take into account the current economic crunch.

According to the NSCB report released over the weekend, the percentage of children enrolled in primary school dropped to 83 percent in the last schoolyear from 90 percent five years ago. The high school enrollment rate has been fixed at 59 percent for the last five years, the agency reported.

“The figures shown by the NSCB did not yet input the oil and food crisis. And these statistics are maybe six months late in catching up. So it’s going to be worse,” Ramos said.

He said the increase in population and other factors could make the picture even grimmer.

“We’re talking here of access to facilities—teachers, classrooms, schoolbooks, computers. That has been exacerbated by the oil and food crisis which is happening around the world,” he said in an interview after his keynote speech at the 17th Annual Asian Media Information and Communication Center conference.

The NSCB said that the country’s failure to send more of its children to school had derailed the Arroyo administration’s target under the Millennium Development Goals that all Filipino children will have access to education by 2015.

Augusto Santos, director general of the National Economic and Development Authority, earlier said the rise in the number of out-of-school youths was a result of rising prices of goods and services.

He said that although public schools, which account for some 17 million of the 20 million student population, offer free tuition, some families still could not afford to send their children to school because of other necessary expenses, including transportation, food, books and other materials.

Future in jeopardy

In a statement Tuesday, Sen. Manuel Roxas II warned that the increasing number of children deprived of education placed the country’s “competitiveness and long-term future in jeopardy.”

“If we want to improve our youth’s education outcomes and give them a better chance to progress, we can’t be in a business as usual mode anymore,” he said.

Education Secretary Jesli Lapus said Monday that his department was well aware of the problem and was focusing on pre-school and nutrition assistance programs to prepare and keep children in school.

Population policy criticized

Ramos also reiterated his criticism of the Arroyo administration’s population policy, calling it yet again deferential to the Roman Catholic Church.

“As I’ve said very clearly, the population policy of this government is flip-flopping because of the undue subservience of President Gloria Macapagal-Arroyo to the Catholic bishops,” Ramos said.

Instead of toeing the Church’s line, Ramos believed the national population policy should be pro-choice, where couples could decide on the number of their children based on their capacity to raise them.

Other Catholic countries

“They (Church leaders) seem to equate natural or artificial means of family planning as pro-abortion, which is completely wrong with due respect to all of them. Because what we are really trying to protect is the quality of life of the Filipino family and of the entire bigger Filipino family of 89 million since that must be necessarily moderated in terms of number,” he said.

Such reality poses urgency as the Philippine population, with all the Church-bred reservations on birth control, has been rising 2.3 percent per year, twice that of the world average. He cited a United Nations study citing population growth in Catholic countries at less than 1 percent.

“So why is that? Well, it’s just that the Catholic populations in the likes of Italy, Spain, Portugal, France, Austria, Ireland, Mexico are smarter than the Catholics in the Philippines because they listen to themselves. The couples make up their own minds about the quality and therefore the family that they would like to have,” Ramos said.

“They don’t have to be guided by priests and bishops,” he added.

Quality of life

When he was the President, Ramos implemented a pro-choice population policy compliant with international commitments at managing population increase.

“Population must be on the basis of the exercise of the freedom of conscience of the couple in regard to the quality of life they want for their family. So the quality is what determines the quantity, in the choice to be made by the couple. They must not be dictated upon by any outside influences,” he said.

Animo

July 17th, 2008, 03:21 AM

By Lawrence Casiraya (http://newsinfo.inquirer.net/breakingnews/infotech/view/20080717-148936/Intel-DepEd-launch-e-learning-site-for-public-schools)
INQUIRER.net
First Posted 08:28:00 07/17/2008

MANILA, Philippines -- Intel and the Department of Education (DepEd) have launched an e-learning website designed to enhance learning of Math and Science for high school students.

Skoool.ph, which can be accessed for free, makes extensive use of multimedia in presenting key math and science concepts. Each topic consists of lessons and exercises presented in the form of interactive animated graphics and video.

The website's content was derived from skoool.com, originally developed in 2002 by Intel Ireland -- "skoool" is a Celtic word for school -- and has since been localized in several countries including the UK, Sweden, Turkey, Spain, Saudi Arabia and Thailand.

Intel collaborated with DepEd in choosing which content is most relevant to the existing high school curriculum. The site was piloted in June and DepEd has since been training public school teachers on using it as an instructional tool.

Unlike those in other countries, skoool.ph did not undergo language localization since the medium of instruction here is in English.

John Macasio, who headed content localization and teacher training in behalf of DepEd, said using English instead of Filipino exposes students to the native articulation of key concepts in Algebra and Physics, for example.

"Contextualizing these concepts will be up to the teacher. The perspective need not be dependent on the teachers," Macasio said. Or, in short, these concepts can be taught using the standard method as in other countries.

The use of multimedia is also meant to compensate for lack of resources in most public high schools, which often rely only on simple charts and do not have the necessary resources.

"There are schools, for example, which do not have the means to purchase a microscope," he noted.

Using the website then allows students to gain experience using scientific methods, although not in a real-world situation.

Macasio also started a social networking community (using Ning), wherein teachers can share experiences and lesson plans incorporating skoool.ph.

For Intel, skoool.ph provides the content piece to its ongoing collaboration with DepEd.

The company has donated more than 1,800 PCs to public high schools, according to Intel's local office. A program called Intel Teach has also trained more than 80,000 teachers on basic computer skills.

"We are slowly moving from a teacher-centric approach to digital environment that allows them more creativity," said Ricky Banaag, Intel Philippines country manager.

mygz14

July 17th, 2008, 01:55 PM

07/17/2008 | 07:27 PM

MANILA, Philippines - A Philippine university and the local unit of a US technology company forged an alliance allowing the school to offer computer science subjects relevant to industry needs.

The local office of Massachusetts-based EMC Corporation has picked De La Salle University’s (DLSU) College of Computer Science to be its first domestic alliance partner for its global EMC Academic Alliance program.

In a Makati City briefing on Thursday, EMC officials said DLSU joins more than 200 other academic institutions worldwide in a program that aims to address the demand gap for IT professionals in the information storage business.

EMC earlier cited an industry study which projected a six-fold annual information growth from 2006 to 2010, or from 161 exabytes in 2006 to more than 988 exabytes in 2010.

Owing to the exponential increase in information storage, EMC’s internal research has shown that one million storage professionals will be needed by 2012, EMC said in an earlier press statement.

Clients and prospective customers have said that they need more information storage IT professionals, Arnie Alvarez, EMC Philippines’ technology consultant and team leader of commercial pre-sales, said.

The EMC alliance program began in 2006 but in 2007, the number of alliance partners has jumped more than 150% to over 170.

Alvarez said the Philippine university joins other similar institutions in Singapore and Thailand to be offered the opportunity to teach EMC’s storage curriculum to college students. Only the three southeast Asian countries have so far forged partnerships with EMC.

EMC is committed to train DLSU computer science faculty in storage technologies such as Storage Technology Foundations, Networked Storage Design and Management, and Information Availability Design and Management.

Alvarez clarified that these courses are “generic" and are not EMC product-specific courses. These courses cover basics such as disk storage, hard disk storage, to name a few. Advances courses such as storage area networks and network-attached storage are also available.

In return for the training, DLSU is committed to offer storage technologies as electives to their students.

Alvarez said the training of DLSU faculty will begin this year so that DLSU can hopefully start offering the electives to their students by early 2009. - Veronica C. Silva, GMANews.TV (http://www.gmanews.tv/story/107570/RP-university-US-firm-in-partnership-to-address-IT-skills-gap)

mygz14

July 17th, 2008, 02:06 PM

http://i24.photobucket.com/albums/c3/mygz14/DLSU-1.jpg
Source: http://www.dlsu.edu.ph/offices/mco/publications/2401/20080714.pdf

allan_dude

July 20th, 2008, 12:51 PM

UP-School of Health Sciences up in Aurora

Sen. Edgardo J. Angara will host the inauguration of the University of the Philippines-School of Health Sciences (UP-SHS) in Baler, Aurora starting today until Tuesday.

Gracing the event are Aurora Gov. Bellaflor A. Castillo, Department of Agrarian Reform Secretary Nasser C. Pangandaman, Department of Health Secretary Francisco T. Duque III, UP President Emerlinda R. Roman, and UP Manila Chancellor Ramon L. Arcadio.

The UP-SHS was established to provide able health professionals for health and community development services not only in Aurora, but also in Nueva Vizcaya, Quirino, and Isabela.

Through the SHS system, those who want to take up medicine, Nursing, and midwifery courses need not go to Manila.

Students who do not have financial means to pursue these courses but are willing to serve their communities will not only be able to study for free, but also benefit from an excellent UP education.

Scholars are nominated by their communities, and are required to render return service for a specific number of years after completion of their studies.

http://www.mb.com.ph/MTNN20080720130236.html

kevinb

July 20th, 2008, 01:36 PM

^^ So will this be a new UP campus -- UP Baler?

Fundador

July 22nd, 2008, 02:20 AM

DepEd backs cellphone ban
By: Alvin Murcia
EDUCATION Secretary Jesli Lapus has expressed full support to the proposal of Cagayan de Oro Rep. Rufus Rodriguez for a nationwide ban on mobile telephones in schools to put an end to class mischief, including test cheating with the use these hi-tech gadgets.

The education chief lauded HB 4246, authored by Rodriguez who claimed that aside from cheating during examinations, cellular phones are also being used by students in making prank calls such as reporting false bomb threats to achieve early dismissal of classes.

He said that some features of cellular phones, particularly games compete with the student’s attention.

“We favor the total ban of cellular phone in schools. It distracts from their school lessons especially play hi-tech games,” Lapus said.

He said that some schools, particularly in private and exclusive schools, have banned cellular phones inside school premises.

Rodriguez noted that police have expressed alarm over the upsurge in cell phone-related crime incidents victimizing many students. www.journal.com.ph

Lord_Cedric

July 22nd, 2008, 09:34 AM

pwede namang ipaiwan na lang sa locker yong celfons. masyadong OA ang DEPeD... natural bawal sa classrooms pero after class kunin na lang ulit sa locker.

Another thing sa prank calls at bomb threat, kahit naman ala sa school ang estudyante pwede pa rin naman silang magprank calls...

Waldenstrom

July 23rd, 2008, 03:07 AM

http://i24.photobucket.com/albums/c3/mygz14/DLSU-1.jpg
Source: http://www.dlsu.edu.ph/offices/mco/publications/2401/20080714.pdf
Great one for DLSU! :)

ritche

July 26th, 2008, 08:59 AM

The top performing schools in the June 2008 Nurse Licensure Examination are the following:

A. WITH 100 AND MORE EXAMINEES
TOTAL NO. TOTAL NO. PERCENTAGE RANK SCHOOL

OF EXAM. PASSED PASSED

1 TRINITY UNIVERSITY OF ASIA (TRINITY-Q.C.) 339 338 99.00 %
UNIVERSITY OF THE EAST RAMON MAGSAYSAY MEM. MEDICAL CTR. 271 269 99.00 %
2 UNIVERSITY OF SANTO TOMAS 466 458 98.00 %
SAINT LOUIS UNIVERSITY 418 409 98.00 %
CEBU NORMAL UNIVERSITY (CEBU STATE COLLEGE) 203 199 98.00 %
CHINESE GENERAL HOSPITAL COLLEGE OF NURSING & LIBERAL ARTS 176 173 98.00 %
WEST VISAYAS STATE UNIVERSITY – LA PAZ 169 166 98.00 %
SAINT PAUL UNIVERSITY – DUMAGUETE 129 126 98.00 %
3 DE LA SALLE UNIVERSITY – DASMARIÑAS HEALTH SCIENCE CAMPUS 309 296 96.00 %

NOTHING FOLLOWS---------------------

B. WITH 30-99 EXAMINEES RANK SCHOOL TOTAL NO. OF EXAM. TOTAL NO. PASSED PERCENTAGE PASSED

1 SAINT PAUL UNIVERSITY – ILOILO 86 86 100.00 %
UNIVERSITY OF THE PHILIPPINES MANILA 73 73 100.00 %
UNIVERSITY OF SAN JOSE RECOLETOS 46 46 100.00 %
P.C.U.–MARY JOHNSTON COLLEGE OF NURSING 36 36 100.00 %
2 MINDANAO STATE UNIVERSITY – MARAWI CITY 90 87 97.00 %
3 SAINT PAUL UNIVERSITY -MANILA 80 76 95.00 %

NOTHING FOLLOWS---------------------

Source (http://philippineboardexamresults.blogspot.com/2008/07/june-2008-nursing-board-exam-top.html)

eonynx

July 27th, 2008, 02:34 PM

congratulations to siliman university by the way for posting a 98% passing rate in the recent nurses licensure exam!

red_jasper

July 30th, 2008, 01:42 AM

State of Philippine higher education (http://www.manilatimes.net/national/2008/july/30/yehey/opinion/20080730opi4.html)

The rich have been quietly acquiring trophy acquisitions on top of their already diversified portfolio—universities. Whether or not this augurs well for Philippine higher education, we do not know. What is established is this: there is no let up in the takeover of universities by families of immense wealth.

The most recent was the takeover by the Sy family of the National University, the engineering/architectural school just off the main University Belt area. The school identified with the Paguias changed management with nary a public announcement. The presence of one of the sons of mall magnate Henry Sy during the opening of the UAAP basketball games (just behind the NU Bulldogs’ bench) was the public announcement that the NU has new owners.

Those of us old enough to remember the UAAP tournaments of the past had no recollection of a UAAP season without the irrepressible “Mommy Paguia” behind the bench of the NU Bulldogs. For decades, “Mommy Paguia” had been an iconic presence at the UAAP games and at the UAAP governing board.

On the acquisition of schools, the Sy family, ranked as the country’s wealthiest by US business magazines, is actually a Johnny-come-lately. The second wealthiest Filipino on the list, Lucio Tan, has been in control of the University of the East, which during its peak had as much as 60,000 students on its several campuses, for a number of years.

In a familiar story, the Dalu*pan family, with which the UE had been identified for half a century, relinquished control of UE to the Tan family.

The takeover that was done publicly and in a high-profile way was the changing of owners at the Mapua Institute of Technology, the well-known engineering school, which for decades was owned by the Mapua family.

Several years back, Ambassador Alfonso Yuchengco made an offer to the heirs of school founder Oscar Mapua Sr. It was an offer the members of the family did not refuse. Yuchengco shook hands with the heirs of the founder, signed a check and the school was his.

It was a decision that the ambassador did not regret. The school has been reportedly generating profits that are higher than what the other Yuchengco businesses generate. And, in this area of school acquisition, Yu*chengco was the pioneer. The other wealthy families took the cue from him.

After the takeover by Yuchengco of Mapua, newspaper publisher Emilio Yap, gained majority control of Centro Escolar University. The former majority owners, the Echauz family, are still among the minority owners, though.

Not long after that, the del Rosario family, which used to control the cement industry in the country, acquired the Cabana*tuan City-based Araullo University. It is a major university in Central Luzon.

What schools are safe from the taipans and the other wealthy families? Where will the next acquisition be?

The other established schools that have not been placed on the market are undergoing dramatic changes in orientation. FEATI University, which at its peak took in as many as 20,000 students in its aeronautical and engineering courses, is more of a mall and commercial building now than a regular university. Enrollment has dropped to below 4,000 and the owners, the daughters of the late Don. Vicente Araneta, decided that renting out commercial spaces is a better option than working to recapture the glory of the FEATI.

The La Salle brothers have also taken over another university identified with the Aranetas—the Gregorio Araneta University Foundation or GAUF. The agriculture and animal science school in Malabon, is now known as La Salle–GAUF.

With the more-bark-than-bite efforts to endow the University of the Philippines (UP) with massive funding, physical facilities and training programs for its faculty, the big news in higher education remains the acquisition by the wealthy families of well-known universities.

Whether the wealthy families intend to transform these schools into regional Harvards or Princetons, or just make them profitable cash cows, we do not know. What we know for sure is that the acquisition binge has yet to peak.

We are also sure that after a while the old names will be gone so the new owners will get the full and unquestioned imprint over their prized acquisitions. Mapua may soon be renamed Malayan University and no one will make a fuzz over the fact that the new name has the ring of an insurance agency. (:lol:)

Note: emphasis and emoticon mine :)

portune

July 30th, 2008, 02:29 AM

red_jasper

July 30th, 2008, 02:43 AM

^^ glad to know that :)
thanks for the info, @portune :cheers2:

***

School officials seek removal of PE, Rizal courses (http://www.inquirer.net/specialfeatures/education/view.php?db=1&article=20080730-151510)
July 30, 2008 02:52:00
Vincent Cabreza
Northern Luzon Bureau

BAGUIO CITY – Officials of colleges and universities in northern Luzon have asked the Commission on Higher Education (CHEd) to finally drop general subjects like physical education (PE) and courses on national hero Dr. Jose Rizal from their curriculum to make way for specialized subjects.

Veronica Garcia, vice president for academic affairs of the University of Baguio, raised the proposal during a consultation on Friday.

She said this rationalizes college education by removing subjects that students have taken in grade school and high school.

Garcia said keeping university curricula lean during times of economic crisis would reduce a student’s course load as well as his or her tuition expenses.

But Dr. William Medrano, CHEd executive secretary, said changing the curriculum would take too much effort because it will require new legislation.

“These are GE [general education] courses that are legislated… It would be difficult to ignore them. We have to include Rizal [subjects] as mandated by the Constitution… (If we remove them from the curriculum, that would take a tedious process because) we will have to go to Congress,” he said.

Medrano said CHEd still believes there is value to these GE subjects because these serve to “cultivate the value of patriotism.”

The conference was hosted by the University of the Cordilleras, which is now led by former Education Secretary Edilberto de Jesus.

De Jesus, UC president, did not attend the forum.

But he told the Inquirer in an earlier interview that the cost of college education continues to grow because of the need to add basic remedial courses for freshmen who have inadequate basic education backgrounds.

Waldenstrom

July 30th, 2008, 09:00 AM

orangejuice

July 30th, 2008, 11:20 AM

icarusrising

July 30th, 2008, 01:17 PM

UP medical campus opens in Aurora (http://www.philstar.com/index.php?Nation&p=49&type=2&sec=28&aid=20080729122)

By Manny Galvez
Wednesday, July 30, 2008

BALER, Aurora – A medical school of the University of the Philippines has opened in this province, only the second such school of the university’s School of Health Sciences outside Metro Manila.

The UPSHS-Baler campus was inaugurated here last week and will offer medical courses intended to produce graduates in midwifery, nursing and medicine to solve the dearth of health professionals in the countryside caused by the mass exodus of doctors, nurses and midwives for greener pastures abroad.

Gov. Bellaflor Angara-Castillo said the newly opened campus is a dream come true for the people of the province. She said it has long been her dream to be able to establish a branch of the best university in the country.

Angara-Castillo said the UP branch was initiated by her elder brother, Sen. Edgardo Angara, a former UP president and UP president Emerlinda Roman. She said the UPSHS-Baler campus, will be the first UP specialized school on health in Luzon which will serve the health needs of people in the host province and also the provinces of Isabela, Nueva Vizcaya, Quirino and Nueva Ecija.

The newly opened school will temporarily hold office in the campus of the Aurora State College of Technology Zabali campus while the UPSHS building is under construction. A memorandum of agreement has been signed between the UP administration and ASCOT represented by its president, Dr. Eusebio Angara.

Senator Angara said that the UPSHS-Baler campus will be put up at a five-hectare lot in Barangay Reserva at a cost of P154 million to be financed jointly by the Department of Health and the local government.

Construction of the satellite campus, which is expected to be completed in a year, will be in three phases, involving two to three-story schoolbuildings to house the administration building, academic rooms, laboratory, social hall and staffhouse with identical floor areas of 1,200 square meters each.

An initial 59 students had been enrolled in the ladderized education curriculum, including 35 from the province. The curriculum is unique in that it is community sponsored and the people in the impact zone have a stake in the selection of scholars.

The student scholar is bound by a social contract wherein he is required to go back to his community and render health service, thus applying the knowledge he gained from the program.

Roman for his part, said the UPSHS in Baler is a Centennial Project, referring to the Centennial Celebration of the university. She said she is looking forward to an academic partnership with ASCOT through faculty exchange and enrolment.

She said that UP will also open its extension programs in South Cotabato to service North and South Cotabato, Sarangani, Sultan Kudarat and Shariff Kabunsuan.

Julia Elisa Puertollano, director of the UPSHS-Baler said each student will avail of free tuition fees which would be shouldered by the local government units (LGUs) in the beneficiary areas and the community.

Aside from free tuition, the student will be provided with living subsidy, books and transportation allowance and uniforms worth P24,000 annually.

kiretoce

July 31st, 2008, 11:33 PM

Let’s reinvent education (http://www.abs-cbnnews.com/storypage.aspx?StoryId=126943)

The theme, "Teacher education reform: Access, participation and quality" captures the very essence of what we confront today in the field of education.

I’ve been in educational reform practically all of my professional life so this topic is very close to my heart.

Unfortunately, today, access of Filipino children to schooling has been progressively declining over the past five years.

If we look at access to primary education, the percentage now is so ridiculously low at 83 percent. That means 17 percent are out of school to start with. Imagine having such handicap in life for not having attended school from the very start.

But even more frightening and scandalous is the participation rate in the secondary school, 59 percent. That means 41 percent of our kids don’t even get basic high school knowledge or education.

And when we add up all this lack of access and the rate of drop-outs, then we’ll have an out-of-school youth population that’s even bigger than children in school. Our out-of-school population, I suspect, is even bigger than in our in-school population.

That means that we have twenty million in-school youth and we also have about 20 million out-of-school youth, more or less the same number.

So, should we not be frightened that we are raising a huge number of youth who have no access at all to learning. Of course we have to worry.

And that’s why the challenge for us to face, for us politicians, educators and leaders, is how to confront this educational disaster.

Review reforms

The last reform we made was in 1992, when I created the EDCOM, the Educational Commission, to survey the whole educational system. And we came up with a far-ranging set of recommendations including the reformed organization of the education bureaucracy. That’s why we have now the DepEd, concentrating single-mindedly, we hope, on basic education – primary and secondary. We have the vocational and technical under TESDA, for those who have attended secondary education but are simply unable to go to university or college. And we created the CHED to supervise and oversee the higher education sector.

I think, it is time now to fully review those things that we have done 16 years ago. Before, our education system had to be reviewed every five years –- that’s the life span of curriculum, teacher-training.

But now, I think, the need to review education should be even shorter. Because ICT and technology, changes in curriculum, in learning methods, in teaching methods have drastically changed the whole educational system. Children learn probably much more outside, rather than inside classrooms because of the variety of media from which they get information and knowledge.

Is our educational system preparing our people for work? Or are we still teaching our kids simply about the past?

Yes, the past is very important but you have to tell them about the future more and more, because you are going to live in the future and now you are like a cocoon – supported by your family, supported by your school, but after 16 years, you have to be pushed out in the world. Do you have the skills to cope with the demand of a highly technological world? Or a highly demanding work?

Exodus of teachers

The sciences are going to be the job creators of the world. However, more than half of our math, science and physics teachers are non-math and non-physics, non-chemistry, non-biology majors.

So, how are we raising our kids? Are we raising them in the past? Are we not preparing them to look to the future as the world becomes smaller and one must have an upward, even global outlook because we need a global pool of talents today?

We claim to produce nurses and teachers who are easily hired everywhere. And this one of my saddest experiences in the past, meeting more than a hundred of our teachers in math and science and special education in Washington DC, because one county in Baltimore recruited them en masse. And I understand, they recruited almost 200 of the science, math and special education teachers for this one county. Our teachers are being recruited practically by every other state in America. They are recruiting our scarce talents in teaching -- the math teachers, the science teachers, the special education teachers.

So, is our present educational system capable of coping with this exodus? This is a great challenge to educators and politicians alike. That we must shake up our people to this realization that we are not training our youth to cope with these drastically changing work terms and conditions. Today, work is 24/7.

And therefore, I think, we need to turn education on its head. We must reinvent education now and we must first of all start with the curriculum.

We have to have a national curriculum that will train our future work force. We have to do it now.

In 2025, there will be 125 million Filipinos fighting with each other for space, for access so we have to train now the creative, the imaginative, the visionary one who will provide us the leadership for the future.

And second, we have to look at how to keep and how we recruit teachers.

Mass education

Where else can you find, outside China and India, a system that can educate in a mass way, 20 million children in a single year? Only in the Philippines.

So, the system is there. But we have to improve it. We have to improve the curriculum, we have to improve the recruitment, we have to improve training of teachers.

But first of all, we have to bring back the teachers to their teaching profession. That is a mission. This profession is really a vow, but we should not make it more miserable and I think that’s where our government is failing. The pay is not commensurate with sacrifice, the working conditions are not the most ideal, but most important – apart from poor working conditions--they do not know their career path, where they may be three, five, ten years from now.

And in many cases in this country, because of the distance and the lack of communication and roads and transport, rural kids have only three school days. We must now learn how to deliver education on a mass state.

So, teachers must be paid well, must be trained better and must be recruited very carefully. But you cannot pull young people to go to teaching unless you give them incentives. I will put scholarship and massive assistance into recruitment of bright students into teaching.

But most important is our leadership – political leaders as well as our educational leaders – who must confront the educational problems, to reinvent the educational system. To come up with a national curriculum that will build our future workforce that in the end will be the best leaders, politicians and educators of our country.

sandman.ink

August 6th, 2008, 12:53 PM

guys...tingin nyo...ano ang best university sa Philippines....next to DLSU?

hahaha

sandman.ink

August 6th, 2008, 01:02 PM

^ I agree. Some PE subjects aren't really that important like ballroom dancing. (arrgh) Why not just strengthen PE subjects in highschool? That Rizal subject should be taken in 3rd year high school. And in 4th yr, 1st half should be dealt with Noli Me Tangere and the other half with El Filibusterismo.

di naman, important din ang ballroom dancing sa social dev't ng isang tao. if the goal of the school is total dev't ng isang student then these subjects need to be taken, kahit na it seems they're not related to your courses.

in fact, I must say, that schools need to integrate proper etiquette sa curriculum (like proper dining, dress, etc.)...important din yan, especially when dealing with people from other countries or big time clients. sometimes kasi, the little things break the biggest of deals. just my 0.2 cents.

kyle@1008

August 6th, 2008, 01:35 PM

maybe physical fitness, focusing on proper diet and exercise that you could use,.. I remember we had etiquette classes in highschool, we were given handbooks on titanic-type of dining, those with different kind of spoons and forks, we even had a few pages dedicated on insulting people with grace ( I'm not kidding on that one)....now I love eating with my hands especially with chicken inasal

richard24

August 6th, 2008, 01:56 PM

Fundador

August 7th, 2008, 02:27 AM

DepEd sends more public school tutors to school
By: Jeffrey C. Tiangco
THE Department of Education continues to send elementary and high school teachers to the country’s top universities on scholarships to improve and boost their teaching skills so they can deliver quality public school education.

These selected teachers have undergone a 22-day academic studies in the University of the Philippines , Philippine Normal University, and other universities known for their expertise in key learning areas under DepEd’s Integrated Short-Term Scholarship Program.

Education Secretary Jesli Lapus said the scholarships are meant to improve their teaching skills and competencies in academics and environmental issues and concerns.

“Our teachers’ continuous education to upgrade their teaching skills has a direct impact on the kind of public school graduates we produce,” Lapus added. DISP scholars still get their salaries, free tuition for their course and a P5,000 living allowance during the scholarships term.

DepEd also provides travel expenses and per diem of the scholars.

The focus of the October 2008 DISP for elementary teachers shall be the development of higher order thinking skills in the teaching of HEKASI, Edukasyong Pantahan at Pangkalusugan and Filipino.

These topics were based on the training needs assessment conducted by Bureau of Elementary Education on the competencies of teachers vis-à-vis trainings conducted on the said subject areas.

Selection of the topics/areas for training are based on the various thrusts of the department including improvement of performance in core subjects like English, Science and Mathematics -- all if which have a bearing on the annual National Achievement Test.

DepEd also noted that teachers have a difficulty integrating topics among component subject areas of MAKABAYAN (HEKASI, EPP, MAPE). As a result, achievements in these areas are not as pronounced as areas like English, Science and Mathematics.

“The learning is not confined to a few people since teachers who benefit in DISP are expected to empower their fellow teachers as well,” Lapus added. trained teachers are expected to mentor other teachers in their schools after their training. www.journal.com.ph

sandman.ink

August 7th, 2008, 04:24 AM

sinong taipan kaya ang susunod na bibili ng school? si gokongwei? ayala? andrew tan? abangan....

hindi po taipan si Ayala.

kevinb

August 7th, 2008, 02:04 PM

^^ So will this be a new UP campus -- UP Baler?

I found the answer out. It's a satellite unit of UP Manila.

Source: http://en.wikipedia.org/wiki/University_of_the_Philippines,_Manila

Waldenstrom

August 12th, 2008, 04:13 AM

TYCOONS SEE THE FUTURE IN SCHOOLS, HOSPITALS
(http://www.newsflash.org/2004/02/si/si002558.htm)

MANILA, AUGUST 2, 2008 (STAR) BULL MARKET, BULL SHEET By Wilson Lee Flores - Why not invest your assets in the companies you really like? As Mae West said, “Too much of a good thing can be wonderful.” — World’s wealthiest man, Warren Buffett

Ignore the politicians; it’s still a great time to invest in the Philippines!

First Pacific Group and PLDT/Smart chairman Manuel “Manny” V. Pangilinan is now buying hospitals nationwide and is emerging as the “Hospital King of the Philippines,” while “shopping mall king” Henry Sy of SM Group and BDO is buying banks and also, it seems, universities.

It is no secret that one of the goals of self-made taipan Henry Sy is to be No. 1 in Philippine banking with his BDO and China Banking Corporation to eclipse leaders Metrobank Group of George S.K. Ty and Bank of Philippine Islands of his former landlord, the Zobel-Ayala clan.

SM investing in Philippine education

Will Henry Sy and his family become leaders in Philippine education, invest their funds and outstanding management skills in order to help upgrade overall standards of education and help benchmark our schools with Asia’s best? Will the Sy’s investments force other universities out of complacency and encourage them to keep up with modern times?

After establishing Asia Pacific College with IBM as partner and his wife’s younger brother Dr. Paulino Tan as administrator, after becoming a major investor in his former alma mater Far Eastern University (FEU), Henry Sy has now recently purchased the 108-year-old National University located in Sampaloc district, Manila.

Sources told this writer that a new eight-story NU building project will have its groundbreaking rites on July 31. The designer of this new building is top architect Jose Siao Ling and the contractor is New Golden City Builders.

NU is the oldest privately-owned non-sectarian university in the Philippines, and its alumni include ex-President Fidel V. Ramos, the late President Carlos P. Garcia and the late writer N.V.M. Gonzalez.

Once, at a dinner with Henry Sy, this writer told him that perhaps 100 or 200 years from now people may not remember him for his malls and banks, but his investments in schools may yet be his most lasting legacy. When he asked why, I mentioned the example of Singapore’s patriotic overseas Chinese taipan and the world’s “Rubber King” of the early 20th century, Tan Kah Kee, also known in Mandarin as Chen Jiageng. He is revered all over East Asia for having built and endowed the first privately-financed university in China in 1921, the beautiful seaside Xiamen University.

Apart from galvanizing overseas Chinese in Southeast Asia to support China’s war against Japanese military invasion during World War II, Tan Kah Kee also built pioneering schools in 1913 in his hometown of Jimei in Fujian province, China, which became the modern-day Jimei University. A grandson of Tan Kah Kee is today one of Singapore’a wealthiest taipans, Oversea-Chinese Banking Corp. (OCBC) and Great Eastern Life Insurance boss Lee Seng Wee.

Another patriotic overseas Chinese taipan is Hong Kong multi-billionaire Li Ka-Shing, who donated HK$2 billion for the founding of the 1.26-square-kilometer Shantou University in his ancestral hometown of Shantou in south China. Today, Shantou University has endowments worth HK$20 billion.

Manny Pangilinan once told me that the world’s top entrepreneur he admires the most is Li Ka Shing, who used to have the same office building as he did in Hong Kong years ago, and MVP saw the workaholic and simple-living Li often going to office even on Sundays.

:cheers:

sandman.ink

August 12th, 2008, 08:38 PM

maybe physical fitness, focusing on proper diet and exercise that you could use

well, I agree sa physical fitness, actually meron kami nyan nung 1st year sa college, PE one. basic exercises, and proper way to do these things.

,.. I remember we had etiquette classes in highschool, we were given handbooks on titanic-type of dining, those with different kind of spoons and forks, we even had a few pages dedicated on insulting people with grace ( I'm not kidding on that one)....

ok yang insulting with grace, that's a nice one...it's like fighting back with style...I think that would serve well with those people whose work are political in nature, especially ung mga politiko who always go on TV debates...it's like slapping back with a silk glove.

now I love eating with my hands especially with chicken inasal

turo sa amin dati, pag chicken, wash your hands then use them when eating chicken. hehehe...ang mga sobrang sosyalin naman, meron tagahimay ng pagkain un...di na kelangan ng kamay, fillet na pagdating sa plato nila..

red_jasper

August 14th, 2008, 06:40 AM

Bill seeks to mandate CPR training in high schools
JOHANNA CAMILLE SISANTE, GMANews.TV
08/14/2008 | 12:04 PM

MANILA, Philippines — To combat the high incidence of death by cardiac arrest in the country, a lawmaker has filed a bill seeking the mandatory teaching of cardiopulmonary resuscitation (CPR) in public and private secondary schools.

In a statement on Thursday, Alliance for Rural Concerns partylist representative Narciso Santiago III said he filed House Bill 4422 because there is a need to teach young people CPR as most cases of cardiac arrests happen at home.

The CPR is an emergency medical procedure for people whose hearts have stopped due to cardiac arrest caused by heart attack, gas poisoning, drug overdose, head injury, drowning, suffocation, and electric shock, among others.

Both the World Health Organization (WHO) and the Department of Health (DOH) have tagged heart disease as one of the leading causes of death in the Philippines. A WHO study showed that heart disease and strokes kill about 17 million people a year, while the DOH said nine Filipinos die of heart disease every hour.

“By 2020, heart disease and stroke will become the leading causes of both death and disability worldwide, with the number of fatalities projected to increase over 20 million a year and by 2030 to over 24 million a year," Santiago said.

Santiago’s bill seeks to incorporate CPR training in the physical education curriculum of all high schools, as well as provide funding for two-year programs that will establish the project.

A large chunk of the grant will be allotted for the first year to fund initial teacher training, instruction materials, training mannequins, and other equipment, while the rest of the funding will go to maintenance, continued or additional teacher training, and other expenses, said Santiago. - GMANews.TV (http://www.gmanews.tv/story/113638/Bill-seeks-to-mandate-CPR-training-in-high-schools)

red_jasper

August 15th, 2008, 10:20 AM

Body urges overall reform of RP's educational system
08/15/2008 | 02:44 PM

MANILA, Philippines - Reforms in the Philippines’ education system across all levels are being pushed to improve the country’s competitiveness.

This was one of the recommendations by participants in a conference which tried to thresh out issues in science, math, and engineering education with the hope of coming up with a legislative agenda to improve the country’s competitiveness.

The whole-day conference was held on Thursday at the Ateneo de Manila University in Quezon City. It was organized by the Congressional Commission on Science & Technology, and Engineering (COMSTE), a joint congressional group co-chaired by Senator Edgardo J. Angara and Cavite First District Representative Joseph Emilio A. Abaya.

At the conference, the legislators echoed some of the recommendations of stakeholders in science, math and engineering education, including reforms in the education system.

Angara, a former president of state-run University of the Philippines, suggested a holistic review of the educational system, similar to what he initiated in the 1990s through the now defunct Congressional Commission on Education (Edcom), which he co-chaired with Representative Carlos Padilla.

The research and recommendations of Edcom resulted in the creation of the Commission on Higher Education, and the Technical Education and Skill Development Authority, which enabled the Department of Education to focus on basic education.

Angara said science, math and engineering education “undergirds the whole technology world. Without science and math literacy, we cannot expect to move in this modern society."

For his part, Abaya has authored House Bill 4368, or the Omnibus Education Reform Act of 2008" which is pending at the House Commission on Basic Education and Culture. Abaya said the bill “seeks to reform the educational system at the basic level in order that we can achieve globally competitive education outcomes."

One of the key concerns of COMSTE is that while the country’s ranking in a latest competitiveness study has improved, we are still way behind in terms of S&T.

The Philippines ranked 40 out of 55 participating countries in the 2008 World Competitiveness Yearbook by the International Institute for Management Development.

In the World Economic Forum 2007-2008 Global Competitiveness Report, the Philippines ranks 71^st out of 131 countries. The country’s overall competitiveness is dragged down by its position in four key “pillars" identified by the WEF, one of which is health and primary education.

COMSTE believes that for the Philippines to remain competitive, it should continue to invest in its educational system, which produce the country’s pride—its human resources.

Angara expressed concern that based on studies, 79% of science and math teachers in basic education are not science and math majors. Angara said there is a need to study the process of qualifying these teachers to teach science and math subjects.

Abaya said the inputs of the science, math and engineering educators could complement pending measures in the House. – Veronica C. Silva, GMANews.TV (http://www.gmanews.tv/story/113945/Body-urges-overall-reform-of-RPs-educational-system)

red_jasper

August 18th, 2008, 03:14 AM

VVV i know about the NCAE (successor of the NCEE?). what i didn't know about (up until the article below) was that we also have the PEPT and A&E VVV :):

Testing, testing … 1,2,3 … even 4

By Jerry E. Esplanada
Philippine Daily Inquirer (http://newsinfo.inquirer.net/inquirerheadlines/learning/view/20080818-155303/Testing-testing--123--even-4)
First Posted 07:50:00 08/18/2008

MANILA, Philippines—Over 1.4 million high school seniors will take the National Career Assessment Examination (NCAE) on Aug. 27.

To be administered by the Department of Education’s National Educational Testing and Research Center (NETRC), it is one of four tests conducted annually by the department.

The other examinations are the National Achievement Test (NAT) for Grades 3 and 6 and second year high school students, Philippine Educational Placement Test (PEPT) for out-of-school youth, and the Accreditation and Equivalency (A&E) test for primary and secondary school dropouts.

Education Secretary Jesli A. Lapus said the NCAE aimed to “enable students to better assess their career options based on their own skills and fields of interest.”

The test “evaluates not only the students’ academic aptitude but also their technical and vocational capabilities, as well as entrepreneurial skills.”

But unlike the old National College Entrance Examination (NCEE), the NCAE was designed solely to give students career guidance and was not a requirement for admission to college, Lapus said.

Placement test

He said DepEd wanted to minimize the mismatch in career choices and students’ skills and inclinations. The NCAE, the secretary said, would hopefully serve as the students’ guide in choosing suitable career.

The test includes general scholastic aptitude (GSA), technical-vocational aptitude, entrepreneurial skills and occupational interests.

Before the end of the year, the DepEd will conduct the PEPT that aims to “put school dropouts in their proper elementary grade or high school year placement,” said NETRC head Nelia Benito.

About 40,000 dropouts took last year’s PEPT. The test is administered by DepEd’s Bureau of Alternative Learning System (BALS).

Held every November, the test is open to learners who have been out of school for at least two years. It is designed for those whose ages do not correspond to the grade or year when they dropped out.

The PEPT covers English, Filipino, Science, Mathematics and Hekasi (or Araling Panlipunan). Examinees are charged a registration fee of P50.

Equivalency test

In February, some 90,000 school dropouts took the A&E test, which “measures life skills and determines if one is functionally literate.”

According to BALS Director Carolina Guerrero, a functionally literate person is “one who can communicate effectively; solve problems scientifically, creatively and think critically; use resources sustainably, be productive, develop oneself, and expand his or her world view.”

The test is also intended to “validate and accredit knowledge and skills in academic areas gained through non-formal means for re-entry into formal schools, entry to job training or employment,” said Guerrero.

A&E test takers should at least be 11 years old for the elementary level and 15 years old for the secondary level.

The 250 multiple choice-item test is written in English and Filipino “in line with the bilingual policy of the DepEd,” said Guerrero.

The test subjects are Kasanayang Pangkomunikasyon, Kasanayan sa English, Numerasi at Pang-agham, Kabuhayan at Likas na Yaman, and Pagpapalawak ng Pananaw.

Achievement test

The NAT, administered every March, covers five subjects: English, Filipino, Mathematics, Science and Hekasi, short for Heograpiya, Kasaysayan at Sibika.

According to DepEd figures, some 1.9 million third grade and 1.7 million sixth grade students from over 37,000 public schools nationwide took the NAT this year. Another 1.3 million high school seniors also took the test.

According to Benito, the top-ranking schools this year are Molino Elementary School, Cavite in Cluster 1 (schools with 400 and above examinees); Gov. P.F. Espiritu Elementary School, Cavite in Cluster 2 (schools with 200-399 examinees); Likha Molino IV Elementary School, Cavite in Cluster 3 (schools with 100-199 examinees); Marasbaras Community Elementary School, Tacloban, in Cluster 4 (schools with 55-99 examinees); Inicbulan Elementary School, Batangas, in Cluster 5 (schools with 20-54 examinees) and Milagroso Elementary School, Southern Leyte, in Cluster 6 (with 19 or below examinees).

The NAT aims to “determine the students’ achievement level, strengths and weaknesses, and identify those who require remedial classes,” said Benito.

Porknight

August 21st, 2008, 06:31 AM

Porknight

August 21st, 2008, 06:36 AM

bartstrife99

August 25th, 2008, 04:06 PM

Philippines now a Hitachi R&D center

By Ike Suarez, Correspondent

Hitachi Global Storage Technologies has announced the launching of its Integrated University Program to spur R&D in Philippine universities, as part of its strategy as well as positioning the country as a center where the Japanese tech giant could further refine breakthrough concepts in slider technology developed in their laboratories in San Jose, California and Okinawa, Japan.

A slider is a tiny magnetic head playing critical roles in hard disk drive performance as they read and write the data stored in these drives. The slider is a highly complex component of a computer’s hard drive and can be considered a form of nanotechnology.

Hitachi Global Storage Technologies revealed the program at a press briefing late last week at the Shangri-La Hotel in Makati City.

An initial donation totaling $3 million worth of equipment to the University of the Philippines and the Ateneo de Manila University for use in their laboratories kicked off the program. The equipment donation consisted of multi-axes robots, precision states, and servo motor control and vision systems, and interferometry, microscopy, and nano measurement tools.

Hitachi Global Storage Technologies Philippines President Dr. Tuan Tran in his address at the launch said that besides R&D projects on slider technology, these institutions would be free to use the instruments for whatever R&D projects they wished to undertake.

In March 2007, Hitachi GST had shifted the focus of its Philippine operations in Biñan, Laguna, from the manufacturing hard disk drives for all kinds of computers to the production of sliders. A total of 276 million of these sliders were locally produced in 2007; 20 percent of Hitachi’s global production. By 2010, sliders output in the country will reach 85 percent of global production according to Hitachi.

To remain competitive, Hitachi has done continuous R&D on slider technology , particularly to improve their energy efficiency, shock tolerance and shock capacity. Such R&D done initially in their Silicon Valley and Okinawa laboratories would now be done in Philippine universities.

Tran said the Integrated University Program would also furnish research grants in various engineering disciplines, chemistry, physics, computer science, statistics and new materials. Among the beneficiaries would be UP Ateneo, De la Salle University, Mapua Institute of Technology, Polytechnic University of the Philippines, and University of Santo Tomas.

Tran did not give out financial details. He added that their Laguna operations would also give on the job training to students, in the fields of robotics, meterology or the science of precision measurements, and design.

Hitachi, along with UP and Ateneo, are now drawing up an intellectual property agreement with regard to revenue sharing earned from R&D projects done with the donated equipment, according to a company spokesman.

In the Philippine, Hitachi GST has grown to 5000 employees in the Philippines since 1994.

http://www.manilatimes.net/national/2008/aug/25/yehey/techtimes/20080825tech1.html

icarusrising

August 26th, 2008, 01:14 PM

About 70,000 poor to continue basic education (http://www.businessmirror.com.ph/08262008/economy01.html)

By Cai U. Ordinario
Reporter

SOME 70,000 out-of-school youths and adults living in poor and isolated communities will be given a chance to catch up on their basic education this year, according to the National Antipoverty Commission (NAPC).

In a statement, NAPC Secretary Domingo Panganiban said this is due to the decision of the Department of Education (DepEd) to field 1,381 mobile teachers in far-flung barangays as part of a nationwide effort to expand educational opportunities for the Filipino poor.

Panganiban said the Arroyo administration is targeting 69,050 beneficiaries this year under the DepEd Alternative Learning System (ALS) Mobile Teacher Program.

“This DepEd program is in step with President Arroyo’s vision for national unity through education and is implemented under the leadership of Secretary Jesli Lapus,” Panganiban said.

The NAPC chief said the ALS program allows out-of-school youths and undereducated adults access to alternative learning systems through mobile teachers who go from one remote community to another to provide free teaching services for poor and deprived folk.

Dr. Edel Carag of the DepEd, meanwhile, said ALS mobile teachers are accorded regular items in the public-school system. These include regular salaries and allowances such as those accorded for transportation and teaching aids.

A memorandum issued by the DepEd in July 2008 indicates that ALS mobile teachers and district coordinators receive an annual allowance of P5,000 each for teaching aids. The same memo indicated that the government affords each mobile teacher transport allowances worth P2,000 per month.

“Classes under the ALS Mobile Teacher Program are undertaken in remote barangays. As such, they are sometimes held in chapels and barangay halls or in the homes of the beneficiaries, depending on the resources available to the community,” Carag said in a statement.

The report forwarded by the DepEd Bureau of Alternative Learning Systems to NAPC says some 20,291 Filipinos had completed learning courses under the program between September 2007 and January 2008.

The NAPC is the lead monitoring and coordinating agency for the government’s antipoverty programs.

icarusrising

August 26th, 2008, 01:15 PM

STI sets expansion plan,
buys 2 hospitals, 1 school
(http://www.businessmirror.com.ph/08262008/companies02.html)

By Honey Madrilejos-Reyes
Reporter

EDUCATION and healthcare company STI is planning to acquire two more hospitals and a school as part of its P1.5-billion expansion program.

In an interview, company president Monico Jacob said they are now in talks to buy hospitals located in Davao and the Calabarzon (Cavite-Laguna-Batangas-Rizal-Quezon) area. Without mentioning the names of the hospitals, he said the two will add an additional170 beds to its system.

“Discussions are ongoing. Hopefully, we can finalize something and complete the acquisition by 2009,” he said.

The company currently maintains 257 hospital beds via Delos Santos-STI Medical Center and Dr. Fe del Mundo Medical Center—both located in Metro Manila.

STI has also initiated negotiations to purchase a Manila-based college that specializes in engineering courses. Jacob said their target is complete the deal within the year.

“We are going for a 100-percent acquisition,” he said, adding that engineering is a good addition to the courses that STI currently offers, which include education, information technology, nursing and hotel and restaurant management.

Jacob also noted the rising demand for engineers in countries like the Middle East, the US and Europe. STI graduates are honed and given the opportunity to work abroad through the company’s Philippine Overseas Employment Administration -accredited placement agencies, GROW and Parman.

STI is also completing this year its P250-million academic center in the Bonifacio Global City in Taguig.

The 2,632-square-meter property is leased from the Bases Conversion Development Authority for 25 years. The eight-story STI Academic Center will house a research and development center, amphitheater, state-of-the-art gymnasium, and highly advanced information technology, healthcare, business and hotel and restaurant management facilities for students.

The facility will form part of STI’s expansion program, which also includes the recent establishment of the Delos Santos-STI Megaclinic in SM Megamall, investments in Delos Santos-STI Medical center and the ongoing expansion of STI campuses through acquisition of properties in various areas all over the country.

technoblaze

September 4th, 2008, 04:52 AM

have u heard the news?.. gov't is planning to change from a 10 year Basic education course to a 12 year Basic education course standard.

technoblaze

September 4th, 2008, 04:56 AM

12-year basic education program in public schools pushed (http://www.eskwelahan.net/news/?p=2696)
03aug08

MANILA, Philippines — A mandatory implementation of a 12-year basic education program for public schools has been revived by the Department of Education to improve the “level of learning” in the country.

During the hearing Tuesday of the oversight committee by the House of Representatives, Education director Milagros Talino revealed that the Philippines was now the only country with basic education of 10 years — six years in elementary and four in high school.

She claimed that this was one reason why the country has a low level of learning compared to other nations.

“A more recent information why the level of learning is a bit low in the Philippines compared to other countries, has been found out that it’s only the Philippines now that has 10 years for basic education,” Talino told the committee.

“All others have either 12 or 13 [years of basic education] so it’s one of the agenda items that we want to push under our ‘education-for-all’ [program],” she said, responding to Parañaque Representative Roilo Golez’s query.

Golez inquired as to why, based on previous surveys, the Philippines out of 45 countries, ranked 41st and 42nd only in Math and Science, respectively.

Speaking to INQUIRER.net at the sideline of the hearing, Talino said the agency would push for a mandatory 11 or 12-year basic education for public schools either by adding another year in elementary — pre-school level or grade 7 — or another year in the secondary level.

“Oo naman, matagal na naming agenda na mag-recommend ng 12 years basic education [Yes, it’s been on our agenda to recommend 12 years of basic education],” she said.

“Kulang na kulang yung learning na nangyayari sa mga bata ngayon [What the children are learning are inadequate] if we compare to other countries kaya pagka sa mga [that’s why in] international tests, napag-iiwanan tayo [we are left behind],” she said.

In fact, she said, the Department of Education had initiated an optional high school bridge program before but was immediately turned down by parents because this would entail additional expenses for their children.

“Kasi it means dagdag na baon, dagdag na uniform, pasahe so politically naging optional yung implementation kaya, nawala ng nawala [Because this means additional provision, additional uniform and fare so politically, the implementation became optional until it gradually disappeared],” she said.

“So ngayon, gusto naming maging [So now, we want it to be] mandatory for everybody to go to 11 or 12 years of basic education,” she further said.

Talino said even President Gloria Macapagal-Arroyo was supportive of this proposal that she even wanted the pre-school level to be included in the country’s basic education program.

But while everyone might agree to this proposal, she said it would be “politically” difficult to pursue it at this point.

She said the proposal would need congressional approval first before it could be implemented.

nostalgicbabe

September 4th, 2008, 10:41 AM

The government proposes to increase the salary of public school teachers to P18,000+ from P12,000 in order to attract more teachers to stay with the government rather than work abroad. I saw this on the news last night.

President Arroyo also has a program wherein teachers are given scholarships for continuing education in Math, Science and English, as a way of solving the crisis in the quality of education in those subjects in our schools.

nostalgicbabe

September 4th, 2008, 10:47 AM

have u heard the news?.. gov't is planning to change from a 10 year Basic education course to a 12 year Basic education course standard.

That should be pushed because it will make our education system at par with international standards. Halos tayo na lang kasi ang mayroong 10 years of basic education instead of 12 years.

marchitecto

September 4th, 2008, 03:29 PM

^^ I agree. Hindi sapat ang 10 years of education to make a student ready for college.

michael_ray

September 4th, 2008, 06:00 PM

renell

September 5th, 2008, 03:40 AM

^^ I agree. Hindi sapat ang 10 years of education to make a student ready for college.

The international standard is 12 isn't it. The 10 years in Philippine schools also impacts on our universities, I know a lot of older Filipinos who have had to go back to tertiary institutions here in Australia.

But then again 2 years more will be worthless without quality teachers. Here in Australia it's hard enough to get teachers with a lot of them retiring, I can only imagine what it would be like in the Philippines, there's almost no encouragement for high school graduates to enter education.

nostalgicbabe

September 5th, 2008, 12:29 PM

Kahit gawin pa nilang 20 years ang basic education ng pinas kung ang scenario sa mga public schools won't change, then it would still be the same... Tipong si ma'am instead na nagtuturo ay busy sa kanyang avon, natasha, and lumpia business. Isang aklat para sa walong istudyante. Isang buwan na walang klase dahil buwan ng wika. Kailangan munang mag gardening buong araw dahil darating ang mga taga DepEd. At ang principal na nagpapayaman, nangongolekta ng pambayad ng PE uniform at ID tapos Marso na nagagamit ng istudyante. Yun lang, bow.

It is already a given that the move should be complemented by an improvement in the "scenario" of the public schools. The topic was about making the basic education course into 12 years because the international standard is 12 years.

In regard to improving that "scenario", there is already a proposal in Congress to increase the salary of teachers. Kasama na yan sa proposed budget for 2009. Sana imbes na puro kritiko ang mga senador natin, gawan nila ng paraan para mapasa sa oras ang budget. Kapag sapat ang suweldo ni ma'am, baka kumonti ang mga gurong busy sa Avon, Natasha at lumpia business.

There are also programs to improve the capabilities of teachers such as the scholarships I mentioned above. Page back and you'll also find more about the initiatives of the government to improve the situation of our public schools. Don't be so negative.

Isang aklat para sa walong istudyante

Where did you get that data? I got the impression from the DepEd that the national ratio is much better than that. Even critics of the government are only complaining that many schools still had a textbook-to-pupil ratio of 1:3 to 1:5 on certain subjects. When the DepEd completes its textbook procurement this year, it expects to attain a 1:1 textbook-to-pupil ratio in the five core subjects of English, Filipino, Math, Science and Social Studies, from elementary to high school.

The World Bank has also commended the DepEd for completing the bidding and awarding of elementary English textbooks worth $25 million in less than two weeks and for getting the record lowest textbook prices.

At least there are those parents, students, teachers and other Filipinos who are not contented with just complaining. Many have become involved in the so-called "textbook walk" to ensure that the textbooks reach the public schools. This is an instance of bayanihan and initiative that should be emulated by others.

nostalgicbabe

September 5th, 2008, 12:38 PM

The international standard is 12 isn't it. The 10 years in Philippine schools also impacts on our universities, I know a lot of older Filipinos who have had to go back to tertiary institutions here in Australia.

But then again 2 years more will be worthless without quality teachers. Here in Australia it's hard enough to get teachers with a lot of them retiring, I can only imagine what it would be like in the Philippines, there's almost no encouragement for high school graduates to enter education.

That's why our senators and congressmen should work to pass the budget on time. Salary increases of teachers are incorporated into that budget, as well as increased funding for the building of classrooms, etc. Sana imbes na walang katapusang imbestigasyon ay atupagin ng mga mambabatas natin ang pagpapabuti ng kalidad ng edukasyon sa bansa.

michael_ray

September 5th, 2008, 05:55 PM

[QUOTE=nostalgicbabe;24942394]It is already a given that the move should be complemented by an improvement in the "scenario" of the public schools. The topic was about making the basic education course into 12 years because the international standard is 12 years.

In regard to improving that "scenario", there is already a proposal in Congress to increase the salary of teachers. Kasama na yan sa proposed budget for 2009. Sana imbes na puro kritiko ang mga senador natin, gawan nila ng paraan para mapasa sa oras ang budget. Kapag sapat ang suweldo ni ma'am, baka kumonti ang mga gurong busy sa Avon, Natasha at lumpia business.

There are also programs to improve the capabilities of teachers such as the scholarships I mentioned above. Page back and you'll also find more about the initiatives of the government to improve the situation of our public schools. Don't be so negative.

Hindi po ako negatibo sa mga ganitong bagay. I am just being real. Of course, I would embrace changes especially if it's for the good of our country. I have been dreaming of a better Philippines with better educational system. Ang sa akin lang, before we can proceed on our plans of extending our basic education to twelve years, mas maganda at mas epektibo siguro na alisin muna natin ang mga di kanais nais na scenario sa ating mga paaralan gaya ng mga nabanggit ko sa first post ko. Yes, adding salary to teachers is a good idea para hindi na po mag sideline si ma'am. A 12 year basic education is a big leap and it requires many things: more teachers, more classrooms, more books, more school facilities, and a change in the curriculum. Kaya ba 'to ng gobyerno natin? Of course, students and their parents are required to add patience, perseverance, and to tighten more their budgets since 12 years is a longer journey. Kaya pa ba ng mga istudyante at magulang? I am just one of the 65 million Filipinos who have high hopes of our motherland. And if the government is serious on its move of bringing the best in our country then I would always go for them.

red_jasper

September 6th, 2008, 04:47 PM

- it's that time of year again... :)

Peace and quiet assured for bar exam takers

By Tina Santos
Philippine Daily Inquirer (http://newsinfo.inquirer.net/topstories/topstories/view/20080906-159109/Peace-and-quiet-assured-for-bar-exam-takers)
First Posted 21:31:00 09/06/2008

MANILA, Philippines -- Bar exam takers can now look forward to a more conducive examination area.

In the past, members of the different law schools' bar exam operations, composed of law students and alumni, cheered and clapped loudly as graduates of their schools walked by. They put up tents in front of the school, released balloons, threw confetti, brought along "Ati-Atihan" dancers, and hired marching bands to lend moral support and pump up the spirits of the examinees.

But this time, the Manila government prohibits such festivities.

Mayor Alfredo Lim directed his secretary, lawyer Rafaelito Garayblas, to ensure that necessary measures were taken for the smooth implementation of the request made by Supreme Court Justice Dante Tinga, this year's chair of the committee on bar examinations.

Garayblas directed permits bureau chief Nelson Alivio to coordinate with owners of restaurants, fast-food chains, and establishments fronting the Dela Salle University to refrain from allowing school groups and fraternities from using their facades or parking spaces as sites for bar operations.

"These parking spaces are often used as venues for partying, playing loud music, and drinking sprees which distract bar examinees and sometimes lead to untoward incidents," the letter said.

Lim also directed the traffic bureau to make sure that the stretch of Taft Avenue, particularly from Quirino Avenue to P. Ocampo (formerly Vito Cruz), remains open to traffic and that no permits are issued to occupy the area.

Earlier, the Manila District Traffic Enforcement Office advised motorists to avoid the southbound lane of Taft Avenue from Quirino to P. Ocampo Street as it will be closed to vehicular traffic from 5 a.m. to 6 p.m. during the exam period.

The southbound area of the said portion of Taft Avenue has always been utilized by fraternities and school organizations as send-off sites for bar examinees and as such, tents are put up in the area, said Ma. Cristina Layusa, deputy clerk of court and bar confidant.

"This practice obstructs the gates of the university and causes delay in the entry of examinees as well as court and bar personnel," she added.

The prohibitions ordered by Lim will take effect during the four consecutive Sundays of the month beginning September 7, or the entire examination period.

nostalgicbabe

September 8th, 2008, 08:37 AM

Hindi po ako negatibo sa mga ganitong bagay. I am just being real. Of course, I would embrace changes especially if it's for the good of our country. I have been dreaming of a better Philippines with better educational system. Ang sa akin lang, before we can proceed on our plans of extending our basic education to twelve years, mas maganda at mas epektibo siguro na alisin muna natin ang mga di kanais nais na scenario sa ating mga paaralan gaya ng mga nabanggit ko sa first post ko. Yes, adding salary to teachers is a good idea para hindi na po mag sideline si ma'am. A 12 year basic education is a big leap and it requires many things: more teachers, more classrooms, more books, more school facilities, and a change in the curriculum. Kaya ba 'to ng gobyerno natin? Of course, students and their parents are required to add patience, perseverance, and to tighten more their budgets since 12 years is a longer journey. Kaya pa ba ng mga istudyante at magulang? I am just one of the 65 million Filipinos who have high hopes of our motherland. And if the government is serious on its move of bringing the best in our country then I would always go for them.

Making the 10-year basic education course into 12 years will be a step in the right direction for education in our country. "Tightening their budgets more" is such an overused excuse by critics of the government. The same excuse also goes for poor families in many other countries but that is no reason for the government not to do what is necessary for us to come up to par with international standards.

"Kaya ba 'to ng gobyerno natin?" Why don't we leave that with the government. Since the concerned agencies have seen fit to make such a proposal, I presume they will also complement that proposal with another proposal as to where to get the funding for the additional resources that will be needed.

icarusrising

September 9th, 2008, 03:15 AM

PCCI think tank to assess how CHED,
Tesda are addressing job-skills mismatch (http://www.businessmirror.com.ph/09092008/economy05.html)

By Max de Leon
Reporter

THE think tank of the Philippine Chamber of Commerce and Industry will be assessing the policies of the Commission on Higher Education (Ched) and the Technical Education and Skills Development Authority (Tesda) to determine how effective they are in addressing the job-skills mismatch in the country.

Ryan Patrick Evangelista, executive director of Universal Access to Competitiveness and Trade (UACT), said the private think tank received a P500,000 funding from the International Labor Organization for the conduct of the study that will run for two months.

“We will have an assessment report on how the Ched and Tesda policies are addressing the mismatch and then come up with our own policy recommendations,” Evangelista told the BusinessMirror.

Also as part of the study, Evangelista said UACT will interview industry experts and concerned government officials and ask their comments on specific regulations that are meant to promote employment across sectors through more thorough strategies.

These include the ladderized education system, vocation and technical programs, apprenticeship, dual-tech and on-the-job training.

“We are hoping to assist the Presidential Task Force on Education in coming up with better policies,” he said.

The project also aims to strengthen institutional linkages and cooperation between Ched, Tesda and industry, thus, providing a feedback mechanism for matching and training of graduates with industry demands.

Ambassador Donald Dee, UACT’s chairman and chief executive officer, said there is an urgent need to review certain policies to address the loopholes in the employment program of the government, and determine, as well, the demand of these industries.

“We need to strengthen linkages between the academic community and the private sector to determine whether there is enough supply of graduates to fill in the demand, or vice versa,” Dee said.

In a report, the Department of Labor and Employment estimated that between 2006 and 2010, more than 3 million students will be graduating all over the Philippines and will be ready to join the country’s labor force. It is also projected that some 4 million jobs will be created by different industries on the same period.

The International Association of Outsourcing Professionals, in a survey done in 2006, stated that “access to qualified personnel” is one of the major factors of influence when making the decision about establishing a business offshore.

Dee expects the project to create a long-term impact on public-private partnerships in the educational and labor supply/demand sector and on the employability of the country’s labor force in specific industries and sectors.

icarusrising

September 9th, 2008, 03:36 AM

http://www.businessmirror.com.ph/09092008/images/pers-pic01.jpg

By Tito Genova Valiente (http://www.businessmirror.com.ph/09092008/perspective01.html)
titovaliente@yahoo.com

CAN one ever be hopeful about education in this country? A position of hope about education is difficult in this country that is, to borrow the words of Walden Bello, seeing the world through the political economy of permanent crisis. In July, Fr. Bienvenido F. Nebres, SJ, president of the Ateneo de Manila, delivered just that, a lecture of hope for the UP Centennial Lecture Series. The lecture—billed as a rare occasion for an Ateneo president to address the premier state university, but then, this is UP’s centennial—took place in the Science Hall of the Philippine General Hospital, a premier training ground for our medical practitioners and a fitting symbol of the contradictions in our educational system: for that which should serve the population ends up serving the few and the elite because, again, good education is expensive.

http://www.businessmirror.com.ph/09092008/images/pers-pic02.jpg

Rare it is not to hear speeches about education and the reforms that one can bring upon it. To newspapers and television, Philippine education and its failings has been a favorite whipping boy. Through the media, the image of a system that is a victim of vicious cycle is played out over and over. These presentations usually are strong on condemnation but low on suggestions. The result is a discourse of hopelessness.

What is a priest doing in a forum on education? Is the state of education in the Philippines so pathetic that it needs no less a person identified with a particular sense of spirituality to guide back its lost soul to logical and practical paradise? Fr. Nebres, however, is also a mathematician and comes with a long experience of managing the Ateneo de Manila system and a composite of schools scattered in major sites in the country. The schools under it are highly competitive and do not, at first sight, participate in the underdevelopment crisis experienced by the public schools and other educational institutions with less social and economic capital.

In his talk, “Building Internationally Competitive Institutions and Overcoming Poverty,” Nebres primarily focused on his strength: his academic knowledge about science and technology. That strength happens to be also the weakness ascribed to the format of educating that this country favors and its concomitant effect on the country’s economy. Like our economic managers who look to the neighbors for lessons on underdevelopment and development, Nebres in his talk saw the wisdom of indeed learning from our neighbors.

http://www.businessmirror.com.ph/09092008/images/pers-pic03.jpg

The true wisdom of India and others

“In our pursuit of S&T-based industries and technological competitiveness, we often speak of India as a model,” Nebres said. He continued: “What we academics tend to see are the Indian Institutes of Technology and the Tata Industries. They are indeed important and we have to strive to reach their levels. But what we fail to see is equally important.” For him, we fail to see the small beginnings of S&T-based industries decades ago. India’s competitive advantage is not a miracle or a case of an overnight sensation, but a series of events and activities that saw US-based Indian scientists and engineers realizing the opportunity in the software development needs of the US companies. Nebres described these pioneers, in the sense, as “integrators and entrepreneurs linking technology capability in India to markets with growing needs in the US.

A seamless structure was how Nebres described the needed dynamics to push the trajectory of science and technology in the country. He was citing an article really about the “seamless structure between the technology innovators, the venture capitalists and the legal and regulatory framework that distributed both power and risk.”

False nostalgia

When we talk about the status of math and science education in the country, there is always this tendency to go back and recall a golden age of education. The subjects of Math and Science are not the only victims of this false memory; English is almost always painted as better taught and better learned and, ipso facto, better spoken. This is at best an impression and anecdotal. Be that as it may, it came as a shock to those in the audience at UP Manila that in the early ’70s, Nebres recalled, there were only two who had PhDs in mathematics. These were Dr. Favila of UP and him, in Ateneo. He described the situation as no better in physics, and a little better in chemistry.

Responding to the situation, a group of Filipino scientists came together to analyze the situation. For Nebres, this was always the pattern in making changes that matter: people gathered and formed networks. The network then included not only local institutions but institutions—good friends, as Nebres put it—abroad. Singapore, Japan, Australia were the base of the scientists who extended assistance and support.

The euphoria that followed the Edsa Revolution brought the group to table again, where the individuals saw the need to raise the level of engagement in programs of science and technology. Thus was born the Engineering and Science Education Project (Esep), a network composed of science educators, all “colleagues,” according to Nebres.

It was not easy sailing for this project. It had difficulties with the fiscal and educational policy of Neda. The policy held on to the position that the State should not borrow funds to help higher education because higher education only has a private return. Basic education, following this policy, was acknowledged to be the one with the public return and it thus merited the privilege of being the recipient of borrowings, or official development assistance.

Digging the educational past

History is not kind to what this policy has wrought upon our educational system. If there were borrowings, we have not seen the funds translated to structural reforms and changes. If the public educational system was mandated by the Neda policy as the favored sector, the present product speaks truly about what the State has neglected more than what it has favored.

The paper “Measuring Poverty in Education” written by Edita A. Tan and appearing in the book, Causes of Poverty, reveals what was happening in the post-Marcos regime. The paper actually validates the response of Nebres to the question from the audience about when this crisis of education began: it started in the past and continued on unattended.

Tan situates the problem of education—and shelter and health care—in the context of poverty. Tan states in her book that “Food and shelter are essential to its [family as the basic unit of analysis] immediate survival, while education and preventive health care enhance capacity for future survival. Tan sees the poor as having to face prohibitively high credit cost in order for them to internally finance their investments. The result, Tan says, is this: “allocation for capital accumulation, including education, will have to be foregone if income accumulation, including education, will have to be income if income is just enough for food and shelter required for immediate survival.”

The images presented by Tan in her paper are dismal. She describes an educational system that was market-driven and populist, and this was bringing about inequality and inefficiency. She talks about how the elective government favored quantitative expansion at every school level instead of assuring the spread of quality. The economist notes a very common observation: that the poor are segregated from the rich in terms of the better schools being more expensive, while the government is unable to open better schools that can serve the poor. Even the competitive cognitive tests are marked for their socioeconomic bias.

The Promised Land 2003

Indeed, the past was never rosier and yet this was not the cause for Nebres to be grim in his opinion. But, how could one hope for the impossible, of achieving what Nebres quoted from Amartya Sen, about building a country by building a schoolhouse? In his mind, Nebres told the audience, the path of educational reforms followed the road to closing the poverty gap.

In this land, to build universities and higher seats of learning and make such activity work in tandem with the solution for poverty seems much too ideal. And difficult to accomplish. The logic and the elegance of Nebres’s position lay that afternoon in proving that his goal and the goal of many well-meaning intellectuals were realistic, grounded trajectories. That, at the end of the day, his use of journey in the search for good education was not metaphorical but material and historical and applied.

There are statistics and realities about education in this country that threaten any move to engender reforms. In the paper of Tan, it is mentioned that back in 1995, the percentage of pupils not completing Grade 6 was 21.0 percent nationwide. Before functional literacy in fact is achieved, pupils begin to drop at Grades 2, 3 and 4.

Where would Nebres find hope or goal in this situation? Apparently, there is, if one believes the idea that one should not be thinking so long about helping but rather proceed to help, to engage in action. The journey was initiated by the case of a school in Payatas, an urban poor area demarcated by garbage deposit and squalor that challenges modifiers. The elementary school challenged the notion of carrying capacity, with classes of more than 60 pupils, the walls separating the classrooms mere dividers. The noise from one class—for how could lessons be taught in that environment—floated and disturbed the other pupils in the other classes, who could not hear anyway the teachers. There was no clinic, no canteen. The principal stereotypically portrayed as the most favored of individuals in even the most materially deprived schools did not have his own office. His table was at the hallway. There were many shifts, too many to consider the ability of students to grasp what was taught them.

This was the school of Lupang Pangako, literally the Promised Land. In 2003, it offered no redemption.

Nebres narrated how Ateneo decided one day to help a school directly. The university through its Department of Education had been giving trainings and seminars to selected teachers from various high school and colleges. The program recognized the multiplier effect of the teachers in the school system, but the university wanted to something more direct. They embarked on a program to work directly with four of the poorest grade schools in Quezon City. This number would grow to eight later. Lupang Pangako was initially part of the outreach.

Nebres recalled that for a year, they did not give out any material assistance. They organized the schools first. With Lupang Pangako, they worked first on the principal. The network did not end there; the program brought in the local government.

When the program started, the overall scores of the schools in NAT or National Achievement Test were in the 40-percent or 50-percent bracket. The schools were also ranked number 80 or 90 out of the some 96 schools in Quezon City.

Today, Lupang Pangako ranks number 13, Payatas B number 6, and Payatas C number 5. Lupang Pangako now has its own clinic and a canteen in a four-story building. Classes have been trimmed. The principal has his own office. It is living up to its name and aim.

A year ago, Ateneo de Manila University made a commitment to help improve all the public elementary and high schools in Quezon City.

Nebres credited the efforts of all sectors of society in order to effect change. He called the participation of the Department of Education and the local government essential. He said the principal and the community, “above all, are essential.”

That the universities can make a difference is the position that is overwhelming in the talk of Fr. Bienvenido Nebres, S.J. Making a difference, however, comes with a realization about the mindset of the academe. For Nebres, his realization is in “the serious disconnect between my concerns and those of my scientific colleagues.” He admitted that as a mathematician, the concerns of mathematics education as a scientific discipline and those of improving children’s mathematics performance on a nationwide proportion diverged. In trying to achieve competitiveness, the task of combating poverty is not done.

There are many ways of understanding these divergent paths. Borrowing from Howard Gardner’s “Five Minds for the Future,” Nebres zeroed in on the difference between the analytical mind and the synthetic mind. The analytical mind breaks down problems into many components; the synthetic mind gathers together different knowledge from varied disciplines in order to build something new. The former is the mind that brings about scholarship and research; the latter is the mind of the entrepreneur. The universities are built to train the analytic mind; the disciplines in the universities can constrain the synthetic mind.

The analytical mind can conduct research on the aspects of poverty but the synthetic mind is the one that can put together all the elements of poverty, which is necessary for the mind to work on the problem.

Nebres did not propose any grand solutions but underscored once more the feasibility of social transformation as only happening when individuals have the education to be part of any march to change or progress. The urgency for us to look into education cannot be compared to the urgency of present material concerns, like oil. Nebres talked about working on improving retention rates and academic achievement in public elementary and high schools. A good elementary and high-school education is the basic prerequisite. For as Nebres puts it, we can tell our people that they cannot have enough gasoline now but tomorrow they will have some supply. But we cannot tell our children, you cannot have education right now but years from now, you will have education.

By then it would be too late. Education cannot wait. People cannot be made to wait for education to happen. Not when the latest figures indicate that of every 100 pupils entering Grade 1, only 56 finish grade school and only 30 complete high school.

Quoting a Japanese colleague who said a country can march only as fast as its slower members, Nebres said our country will then march at the pace of those persons in the elementary and high-school students. It is not a promising note Only something encompassing as love for one’s country, which Nebres declared at the end of his speech, can make that statement become a rallying point for a radical and systemic change in an educational system that is slowest to change.

icarusrising

September 9th, 2008, 03:49 AM

Diwa and Gilas to open ICT doors for 300 public high schools (http://www.philstar.com/index.php?Business%20As%20Usual&p=49&type=2&sec=39&aid=2008090776)

Monday, September 8, 2008

Bato Balani Foundation, Diwa Learning Systems and Gearing Up Internet Literacy and Access for Students (Gilas) sign a partnership that will allow 300 public schools all over the country to have access to Diwa Learning System’s Genyo, a fully integrated e-learning management program.

The public high schools will soon experience firsthand the edge of ICT education when they receive their free subscriptions to Genyo version 3, which will run on the computers and internet connection that will be provided by Gilas.

Diwa will provide technical support including the initial installation of the software, as well as user training for the designated representatives of each school. The regular maintenance of the hardware and software components of the donated computers, on the other hand, will be monitored by Gilas. Aside from these, educational materials in the form of scholastic enhancement magazines and textbooks will also be donated by BBFI to enhance the physical libraries of the schools.

Genyo is an e-Learning software loaded with multimedia components such as video and audio clips, colorful graphics, charts and animations, interactive simulations and challenging exercises and quizzes that provide extensive information on virtually all subjects.

With this e-mail program, students can use Genyo to do some advanced learning or to review previously discussed topics in class. Teachers can also customize Genyo materials according to the unique style and learning pace of their class. The user-friendly and highly interactive medium of Genyo makes way for the perfect e-learning environment where students and teachers reach their maximum potential and while having fun at the same time.

red_jasper

September 9th, 2008, 04:12 PM

Study: RP schools producing wrong skills for labor market

Agence France-Presse (http://www.abs-cbnnews.com/pinoy-migration/09/09/08/study-rp-schools-producing-wrong-skills-labor-market) | 09/09/2008 9:14 PM

MANILA - Schools in the Philippines are producing the wrong kind of skills for its labour market needs, which is hurting economic growth, according to an Asian Development Bank study released Tuesday.

It said there were now too many highly educated people chasing too few jobs, the Manila-based lender's report said.

The study, written by ADB economist Hyun H. Son, found per capita labour productivity plummeted between 1997 and 2003 as "those with higher education have crowded out the less educated in terms of job opportunities."

Filipino labour productivity increased by less than seven percent between 1988 and 2000, compared with 30-50 percent in neighbouring Asian countries like Indonesia, South Korea, Malaysia and Thailand, it said.

Foreign remittances from Filipinos working abroad have become an important source of household income, representing about 10 percent as of 2003, while the share of agricultural wage income, non-agriculture wage income, and enterprise income all declined slightly compared with 1997, it added.

The report said that with higher education being an "important determinant of employment" in the Philippine market, "low-productivity jobs are taken over by the more educated labour force," which in turn has "lowered the price for skilled labour over the period."

Philippine law provides free elementary and secondary schooling for all children, but offers little support for specialisation beyond basic education.

Son said the findings show "that the current education sector does not supply the right kind of skills that are demanded by the labour market."

Accelerating economic growth would require government action in addressing the labour mismatch, he added.

"From a policy perspective, going beyond universal coverage in education is imperative because what is required is an expansion of the supply of the right kind of skills."

as of 09/09/2008 9:16 PM

icarusrising

September 10th, 2008, 03:17 AM

^^ Here's another take on the same news...

Labor mismatch hinders RP growth – ADB (http://www.philstar.com/index.php?Business&p=49&type=2&sec=27)

By Ma. Elisa P. Osorio
Wednesday, September 10, 2008

Schools in the Philippines are producing the wrong kind of skills for its labor market needs, which is hurting economic growth, according to an Asian Development Bank (ABD) study released yesterday.

It said there were now too many highly educated people chasing too few jobs, the Manila-based lender’s report said.

The study, written by ADB economist Hyun H. Son, found per capita labor productivity plummeted between 1997 and 2003 as “those with higher education have crowded out the less educated in terms of job opportunities.”

Filipino labor productivity increased by less than seven percent between 1988 and 2000, compared with 30 to 50 percent in neighboring Asian countries like Indonesia, South Korea, Malaysia and Thailand, it said.

Foreign remittances from Filipinos working abroad have become an important source of household income, representing about 10 percent as of 2003, while the share of agricultural wage income, non-agriculture wage income, and enterprise income all declined slightly compared with 1997, it added.

The report said that with higher education being an “important determinant of employment” in the Philippine market, “low-productivity jobs are taken over by the more educated labor force,” which in turn has “lowered the price for skilled labor over the period.”

Philippine law provides free elementary and secondary schooling for all children, but offers little support for specialization beyond basic education.

Son said the findings show “that the current education sector does not supply the right kind of skills that are demanded by the labor market.”

Accelerating economic growth would require government action in addressing the labor mismatch, he added.

“From a policy perspective, going beyond universal coverage in education is imperative because what is required is an expansion of the supply of the right kind of skills.”

Meanwhile, the government is looking at solving the high unemployment and underemployment rate in Region 3 by solving the job and employment gaps in Central Luzon as some companies backed out of their investment plans because of inadequate work supply.

Ruel John Kabigting, officer in charge of the Subic Bay Metropolitan Authority (SBMA) Business and Investment Group, said poor English proficiency is one factor for the growing unemployment in the region.

“Two call centers were supposed to open in Subic recently, but the companies have withdrawn their proposals because we lack English-proficient applicants in the area,” Kabigting said.

In a statement, the SBMA said the Subic-Clark growth corridor will be more competitive if the labor force will be strengthened.

Officials of the Labor sector, business groups and the academe met recently for the third Regional Congress on Job-Skills Mismatch in order to identify what knowledge, skills and work ethics are required by the different industries in the region.

Severo Pastor, manager of the SBMA Labor Department, noted at the outset recent developments in the Subic-Clark growth corridor. He cited the shipbuilding industry in Subic that generated thousands of jobs for workers from Central Luzon.

Unfortunately, Pastor said that most of the job applicants from the communities surrounding the Subic and Clark free ports do not have the necessary skills. He said there is a danger of not putting the right people for the job.

A steady supply of competent and efficient workers is one of the major considerations of potential investors before deciding to bring their business in a particular area.

According to Technical Education and Skills Development Agency (TESDA regional director Martha Hernandez, Central Luzon has one of the highest number of unemployed workers among the 17 regions in the country. “What is disturbing is that majority of the unemployed are ‘relatively educated,” Hernandez said.

“There is a very high unemployment rate in the region, doubled with significantly high underemployment rate. These are being attributed to the worsening job-skill mismatch,” Hernandez said.

She said that not all companies are looking for college graduates because most of them prefer skilled workers

Based on a survey conducted by the National Statistics Office (NSO), while there are so many job opportunities that come up, “the skills that applicants obtained in college did not match the jobs offered in the area.”

Maxxclip

September 10th, 2008, 03:44 AM

kahit ano pa ang sabihin ng mga yan na kesyo mismatched daw ang mga kursong pinagkukukuha ng mga kabataan natin...e kung yun lang ba talaga ang kaya ng mga magulang nilang tugunan e wala tayong magagawa unless of course umeksena na naman ang gobyerno para itama ang ganitong trend. Ano, subsidy na naman para kayanin ng bata na mag-aral ng pag-aabogado? hindi mo rin naman maaaring sabihin na ang ganitong mga desisyon ng mga magulang o ng mga mag-aaral ay mali dahil kung minsan may umaasenso pa dahil sa maling kursong nakuha nila gaya na lamang ng kakilala ko na sa halip na kursong engineering, napunta sya sa IT pero dun pala sya mag-e-excel.

Ang kakatwa pa dito, merong hindi nakapag-aral pero sila pa ng mabilis na yumayaman:lol::nuts: Nasa diskarte lang talaga ng mga kabataan kung paano matutugunan ang mga ganitong suliranin. Ang iba nakuha ng kursong abot-kaya tapos kapag nakapagtrabaho na at nakapag-ipon saka muli nag-aaral ng panibagong kurso. Gaya na lamang ng mga doctor natin...kung saan may pera dun nakikisiksik sa pila...biruin mo doctor tapos nag-aaral ng pagka-nurse, san ka pa:bash: sabi nga nila Onli in da Pilipins:lol:

nostalgicbabe

September 10th, 2008, 09:16 AM

Critics of the administration refused to believe that there is structural unemployment as PGMA claims. Instead they harp on about the lack of jobs in general when what is happening is that the needs of the local labor market do not match the skills of the labor force. Now even the ADB is saying that there is a job-skills mismatch. The NSO survey shows that there are indeed many job opportunities that come up but it is the skills of the applicants that do not match the jobs.

The CHED and TESDA has tried to address the mismatch through measures like ladderized education. The government has also initiated scholarships for teachers to improve their teaching skills in core subjects like English, Math and Science.

^^ Here's another take on the same news...

Labor mismatch hinders RP growth – ADB (http://www.philstar.com/index.php?Business&p=49&type=2&sec=27)

...

nostalgicbabe

September 10th, 2008, 09:34 AM

kahit ano pa ang sabihin ng mga yan na kesyo mismatched daw ang mga kursong pinagkukukuha ng mga kabataan natin...e kung yun lang ba talaga ang kaya ng mga magulang nilang tugunan e wala tayong magagawa unless of course umeksena na naman ang gobyerno para itama ang ganitong trend. Ano, subsidy na naman para kayanin ng bata na mag-aral ng pag-aabogado? hindi mo rin naman maaaring sabihin na ang ganitong mga desisyon ng mga magulang o ng mga mag-aaral ay mali dahil kung minsan may umaasenso pa dahil sa maling kursong nakuha nila gaya na lamang ng kakilala ko na sa halip na kursong engineering, napunta sya sa IT pero dun pala sya mag-e-excel.

That's precisely the problem nowadays--college entrants are conditioned to take courses that will fetch high salaries abroad, like nursing, or at least those which are considered 'respectable' occupations, while the possibility of being employed locally or the student's own inclination have become secondary considerations. We have a huge surplus of nurses but a shortage in technical-vocational skills that are considered by Filipino society as less 'respectable' occupations.

Kagaya na nga ng sinabi mo, mayroong mga hindi nakapag-aral pero mas asensado pa kaysa nakapag-aral. We need to change the mentality that we need to have a 4- or 5-year college degree to be 'respectable'. The times are changing. The needs of our economy are changing, needing more workers with vocational skills.

Maxxclip

September 10th, 2008, 09:49 AM

hindi lang naman nurses ang in-demand sa abroad..andyan ang pangangailangan sa mga welders, carpenters, accountants, at marami pang iba. meron kaseng tendency ang mga pinoy na may pagka-trendy...nakikigaya kung anong uso.

meron pa nga akong naririning na katwiran...na dahil daw ganun ang kinuhang kurso ng kanyang mga kabarkada e yun din daw ang kukunin nya.

nostalgicbabe

September 10th, 2008, 12:09 PM

^Yun pa nga, nakikigaya kung anong uso. There are a lot of reasons for choosing a particular course but the fact remains that the needs of the local labor market are changing. Hindi na katulad noon na kesyo graduate ka ng business course eh expected na makakakuha ka ng magandang trabaho at talagang mataas ang tingin sa iyo. People with business courses are now a dime a dozen (and I'm one of them :( ), ending up in jobs far different from their degree qualifications. Although many also end up happy with their jobs, the fact remains that there is a jobs-skills mismatch, and students have to carefully consider what course to take to obviate the difficulty of finding jobs in their field.

Maxxclip

September 11th, 2008, 01:36 AM

^^thats right!:okay: and they should realize the value of money they have to spend in their course.

RonnieR

September 11th, 2008, 10:07 AM

MANILA, Philippines – The Department of Education (DepEd) may have the biggest proposed budget for 2009 among government agencies but its budget still falls below international standards, Education Secretary Jesli Lapus said on Thursday.

During the House Appropriations committee briefing on the proposed DepEd budget, Lapus said the proposed P167.94 billion DepEd budget for 2009 - which includes P2 billion for school building program - remains below international standards.

"It's got the biggest budget it's still not adequate and it's still not at norm with international standards," said Lapus.

Lapus said the DepEd budget from 2001 to 2007 made up 2.07 to 2.53 percent of the country's Gross Domestic Product which is way below the standards set by the United Nations Education, Scientific, and Cultural Organization (UNESCO).

"The norm, international standards, place it at 6 percent of GDP," Lapus said.

"DepEd has the highest budget among all government agencies but if you double it, it's closer to the norm, it's closer to what is happening in other countries," he added.

The P167.94 billion allotment is a 13 percent increase from 2008's P149.25 billion, but Lapus said this is inadequate as the DepEd budget increase should be at par with the increase in the national budget.

Lapus said that while the P1.41 trillion national budget is a 15.32 percent increase from the 2008 budget, the DepEd budget only increased by 12.53 percent.

He lamented that the lower increase in the education budget has been the trend since 2001, and that it was only in 2008 when the two almost became at par with an 8.68 percent increase in the education budget compared to the 8.94 increase in the national budget.

"In fact [the DepEd budget] should be way ahead of the national budget increase in order to recover," Lapus said.

The DepEd's original budget proposal for 2009 was P259.46 billion, he said.

Lapus said a higher budget is the only way for the department to implement all of its plans such as computerization of schools and increased funding for preschool and basic education.

Under the P167.94 billion budget allotted by the Budget department, the DepEd is planning to allot P136.82 billion for personal services, a 19 percent increase from 2008's P114.77 billion.

However, the funds for maintenance and other operating expenses (MOOE) is likely to go down by 7 percent, from 2008's P21.73 billion to the proposed P20.27 for 2009.

Only P10.85 billion will be allotted for capital outlay, which includes school building constructions, a 15 percent decrease from P12.75 billion in 20O8.

The DepEd budget briefing is still ongoing as of posting time. - Johanna Camille Sisante, GMANews.TV

icarusrising

September 11th, 2008, 11:28 AM

Job-skills mismatch worsens
Central Luzon labor woes (http://www.businessmirror.com.ph/09112008/economy07.html)

By Henry Empeño
Correspondent

SUBIC BAY FREEPORT—While Central Luzon boasts of a growing industrial base that generates hundreds of thousands of employment opportunities annually, disparities between job requirements and workers’ capabilities worsen unemployment and underemployment problems in the region.

As a consequence of the job-skills mismatch, investors are shying away from high value-added but labor-intensive ventures, such as information technology-related projects, participants in the 3rd Regional Congress on Job-Skills Mismatch noted here last week.

Worse, the lopsided equation further results in an oversupply of fresh graduates barely able to meet the requirements of increasingly technical jobs.

The forum, which assessed current employment gaps to help strengthen the economic competitiveness of the region, particularly the Subic-Clark growth corridor, emphasized the need for workers to get the right skills to land the right jobs.

It also emphasized the necessity for academe, industry and government to cooperate in breaking down barriers to employment in the region.

Participants in the forum included officials from the Department of Labor and Employment, Commission on Higher Education (Ched), Technical Education and Skills Development Agency (Tesda), Public Employment Service Office, the Regional Development Council, Subic Bay Metropolitan Authority (SBMA), as well as representatives from investor firms in the Subic-Clark area.

According to Tesda regional director Martha Hernandez, Central Luzon has one of the highest number of unemployed workers among the 17 regions in the country, and the majority of the unemployed are “relatively educated.”

This “very high unemployment rate in the region, doubled with significantly high underemployment rate,” could be attributed to a worsening job-skills mismatch, she said.

Hernandez revealed that a survey by the National Statistics Office in January last year showed that fully 52 percent of Central Luzon’s employed work force are laborers and unskilled workers.

On the other hand, only 13 percent are in the services sector and 12 percent are in the government. The rest are classified as clerks, and agricultural and special workers.

The statistics, Hernandez added, only proves that the skills applicants obtained in college “did not match the jobs offered in the area.”

Ruel John Kabigting, officer in charge of the SBMA Business and Investment Group, said poor English proficiency among new graduates erodes the marketability of job applicants from the region.

He said two call centers wanted to set up business in Subic recently, but backed out in the end due to the perceived lack of English-proficient applicants.

The situation is particularly alarming, the forum participants said, because Subic and Clark are envisioned to be the region’s spearhead in attaining global economic competitiveness and have been tasked to deliver some 100,000 jobs annually under President Arroyo’s legacy program.

While Central Luzon is apparently meeting that target—having produced 191,000 jobs from April 2006 to April 2007, for example—the mismatch problem undercuts the benefits of job-creation efforts, forum participants noted.

le Reine

September 11th, 2008, 12:52 PM

In Naga, parents, pupils receive subsidized education (http://newsinfo.inquirer.net/inquirerheadlines/regions/view/20080911-159894/In-Naga-parents-pupils-receive-subsidized-education)

By Juan Escandor Jr.
Philippine Daily Inquirer
First Posted 00:25:00 09/11/2008

NAGA CITY – Anne Masapo, 35, wife of a carpenter in Barangay Clupa in Naga City, has seven children, the eldest of whom is 13 and the youngest less than a year old. Four of the children are enrolled in the city’s public elementary schools.

Evelyn Torres, 43, another mother from Barangay Calauag also in Naga, has three children. One is enrolled at the Camarines Sur National High School and another, a Grade 6 pupil at the Naga Central School. She says she wants to enroll her youngest child in Grade 1 next school year.

Like Masapo, Torres’ dream for her youngest is no longer farfetched given the encouraging figures from the Naga City school division office.

In school year 2007-2008, the percentage of enrollment in the city’s public elementary schools hit 109 percent.

Naga has 23,075 children ages 6 to 12 but enrollment reached 25,358 in the same elementary age bracket. This means that all of the children enrolled, and the rest, 20,792, came from neighboring towns.

Data from the Department of Education showed that while the national record of enrollment in public elementary schools in school year 2006-2007 was 83 percent, it was 106 percent in Naga City for the same school year.
The high percentage of enrollment is an offshoot of the city’s subsidized education program, Jaime Reblando, city social welfare and development officer, says.

In 2000, the city government started to address problems that prevented children from attending school.

Reblando says the city government tied up with the Australian Embassy through the AusAid in carrying out a subsidized education program piloted in nine villages.

Fourteen other pilot cities were covered by the AusAid in the Philippines.

Reblando says the AusAid-funded, two-year program targeted 900 poor elementary pupils and included their parents who received parenting education.

He says the program aimed to keep “vulnerable” children in school until the end of the school year by providing incentives like 300 grams of rice for every pupil who attended class. Their parents were given the same amount of rice at every parenting education session.

Reblando says the program paid for national school fees for Boy Scout, Girl Scout and Red Cross as well as collections of the parents-teachers associations for the payment of the school’s water and power bills, security, electric fans and other projects. Beneficiaries were given school supplies.

The program involving the city health office and the city nutrition council trains parents in health, hygiene and nutrition.

Children were dewormed. The undernourished went through a four-month feeding program while their parents received continuous supply of nutritional packs.

Institutionalized

Reblando says the city government has institutionalized the AusAid-funded program after its phaseout in 2002.

His office has the Sanggawadan project that gives a rice subsidy to 2,200 poor pupils every three months. Sanggawadan is a Bikol word from the root word “gawad” which means “facilitate.”

Reblando says a beneficiary gets 30 kilos of rice subsidy every quarter. He says his office provides half a kilo of rice for every pupil who attends class. This costs the city government about P6 million for rice subsidy alone.

From nine villages as pilot program, the city now covers 26 of its 27 villages. The one village not included is in the business district.
Reblando says parenting education continues to include discussions on children’s rights, responsible parenting, health and nutrition.

Heads of involved agencies make this possible through roving discussion groups.

“Our average target is to conduct this focused group discussions with the parents in all public schools in 27 villages once a year to add impetus to the subsidized education program. With the personal interaction and exchange of ideas with the parents, we strengthen the program,” he says.

Huberto Ursua, school board administrator, says the local school board subsidizes all school fees, including PTA collections.

The board finances the buying and distribution of school supplies for pupil-beneficiaries and supervises the feeding program for undernourished children from Grades 1 to 6.

Ursua says the board has set aside P9 million this year to carry out the subsidized education program, which has been expanded to include high school students.

He says they also do one-on-one verification of the beneficiaries after each school year to monitor and encourage participation in the program.

Asked how much goes to educational services, Mayor Jesse Robredo says the city’s education budget is about 15 percent of the total budget.

“We are on the right track in meeting the medium-term development goals of the United Nations which seek to provide total access to education. We serve pupils and students coming from neighboring towns in our public school system,” he says.

Copyright 2008 Philippine Daily Inquirer. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

Animo

September 12th, 2008, 10:15 PM

By Maya Baltazar Herrera (http://www.manilastandardtoday.com/?page=business6_sept12_2008)

What should we really be teaching our children? That is a question that inspires passionate debate and involves a multitude of other issues. The question, like most questions of this sort, can really only be answered with reference to criteria. What is the purpose of education?

Let us begin by saying that the purpose of education is to prepare students for leading satisfactory, productive lives.

Medium of instruction

The debate begins with something incredibly basic. What language should we teach in? On one side of this question are those who believe that the lingua franca of the classroom signals our degree of patriotism. On the other side are those who argue that maintaining English as the main language of teaching helps us become competitive.

Elsewhere in the world, governments (such as Hong Kong) are instituting programs to ensure that the entire population becomes English-speaking by bringing English into the classroom. Korean families endure the separation required when mothers bring children to other countries while the fathers stay home, simply to ensure that their child will be able to speak the language of business. This is why European companies, including those that come from passionately patriotic nations such as Germany, adopt English as the official language of the company.

It’s not really even something to argue about. English is the de facto language of business. In an increasingly global business environment, not even the emergence of China or India has changed this, or is expected to change this.

So, on the one side, we see that English language skills would certainly help Filipinos compete better in the world marketplace. The other question, I suppose, is whether keeping English as the medium of instruction is a blow to our efforts to spread the use of the national language.

A national language

Here’s my take on that.

I attended one of those schools that taught Spanish as a subject. It was a regular part of the curriculum beginning in grade 1. There are schools that teach Mandarin as a subject. Their students routinely go through tutoring simply in order to pass the course. As those of us who have suffered through this process know, the only real way to learn a language is to use it. The only students who learned Spanish were those who spoke it at home anyway. And I suspect the same is true for those who tried to learn Mandarin.

In fact, just a few decades ago, more Filipinos spoke English than spoke the official national language. Filipino, largely based on Tagalog, was adopted as the national language —to varying degrees of disenchantment and resentment by the non-Tagalog speaking citizens of the Philippines. In order to address this, the Education Department instituted a program to introduce Filipino as the medium of instruction. But it wasn’t until mainstream television began to nationally air shows in Filipino that the language became widely understood and spoken across the archipelago. We have the television studios to thank for spreading Filipino.

First language

The reality is that, for many Filipinos, English is not a second language.

This is why, for example, many American universities will exempt Filipinos from taking the Test of English as a Foreign Language (TOEFL) as a requirement for admission. This is why, in the World Debate Tournaments, the Philippine teams are not allowed to enter the debates reserved for those who speak English as a second language. This is probably part of the reason the Filipino worker is accepted all over the world; the Filipino speaks the language of international commerce.

In fact, our laws are written in English. Our contracts are written in English. Our main newspapers are written in English. Most menus, including those in fast-food stores are in English. If you are a non-English speaking Filipino, you would be at a terrible disadvantage.

Reality check

I can see how it makes sense for primary school teachers to speak the local dialect. Languages are best learned in the earliest years of childhood so the teaching of any language not used at home—whether that is English or Filipino—must start at a very early age. For that, we need first to engage the child in the language spoke at home.

But after that, what language should be used? I contend that it should be the language that best prepares the child for working in the real world. It must be a language that will open doors. The language we use to teach our children must provide them with possibilities.

The reality, of course, is that currently, every Filipino is at least bilingual. Some of us are even trilingual. That is a very good thing. It works for us. Do we really want to mess with that?

Readers can e-mail Maya at integrations_manila@yahoo.com. Or visit her site at http://www.mayaherrera.com.

RonnieR

September 14th, 2008, 05:27 AM

Making the 10-year basic education course into 12 years will be a step in the right direction for education in our country. "Tightening their budgets more" is such an overused excuse by critics of the government. The same excuse also goes for poor families in many other countries but that is no reason for the government not to do what is necessary for us to come up to par with international standards.

"Kaya ba 'to ng gobyerno natin?" Why don't we leave that with the government. Since the concerned agencies have seen fit to make such a proposal, I presume they will also complement that proposal with another proposal as to where to get the funding for the additional resources that will be needed.

Other countries have 12 year basic education program having 6 years in high school. If this is implemented, We will have junior high school for 3 years and another 3 years for senior high.

Mithril Cloud

September 24th, 2008, 03:14 PM

I'm a student and I don't even know this. As far as I am concerned, the University still uses the suffix.

Official name of the University
2401 Volume 40, No. 6
August 11, 2008
http://www.dlsu.edu.ph/offices/mco/publications/2401/20080811.pdf

The Office of the President and Chancellor announces that “De La Salle University” shall be the official and public name of the University. The DLSU Board of Trustees made the decision following discussion with stakeholders on whether or not to continue with the practice of using “De La Salle University-Manila” in both public and inter-Lasallian communications in the Philippines.

“De La Salle University-Manila,” however, may still be used for inter-Lasallian communications in the Philippines.

For global information, marketing, and branding efforts, the official name “De La Salle University” will be used, but always with the University seal or carrying (in smaller text and below it as a main logo) the descriptor “Manila, Philippines.”

philip_v

September 25th, 2008, 04:45 AM

Thank you. Yes, I think I've read that before. My bad. I guess they have to update our website then.

habagatcentral1

September 25th, 2008, 07:21 AM

Waldenstrom

September 25th, 2008, 04:52 PM

Anyway, one thing I noticed that the Jesuit-run educational institutions are slowly changing up their names to "Ateneo."

A few years ago, Santa Maria Catholic School's name has been changed to Ateneo de Iloilo - SMCS (Sta.Maria Catholic School). Just recently, the Sacred Heart School (as I've read from Sunstar Cebu last Sunday) stakeholders agreed in changing the name to "Ateneo de Cebu."
Congratulations to ATENEO! :applause:

I just noticed that La Sallian Schools on the other hand keeps on changing their names in the past 10 years. Here are some examples:

*De Salle University --> De La Salle University-Manila --> De La Salle University (again)

*De La Salle University-College of St. Benilde --> De La Salle-College of St. Benilde

*De La Salle University-Dasmariñas --> De La Salle Dasmariñas-DLSU System --> De La Salle-Dasmariñas --> De La Salle University-Dasmariñas --> accdg. to a friend, it is now being pushed to be renamed De La Salle-Dasmariñas University :nuts:

*De La Salle University-Health Sciences Campus --> De La Salle-Health Sciences Campus-DLSU System --> De La Salle Health Sciences Institute

*De La Salle University-Araneta --> De La Salle-Araneta University

*De La Salle University-Canlubang --> De La Salle-Canlubang (but it is located in Biñan-Sta. Rosa & its seal still bears the word "university")

*De La Salle University-Professional Schools Inc. --> De La Salle-Professional Schools Inc.

what's next???
USLS --> DLSU Bacolod??? --> De La Salle-Bacolod University???

So confusing!!! I'm an alumnus of the DLSU College of Medicine at di ko na alam kung anong name ng school ang ilalagay sa CV. :ohno:

Sana ganito na lang...

for the universities...
De La Salle University-Manila
De La Salle University-Dasmariñas
De La Salle University-Malabon City (Araneta)
De La Salle University-Bacolod
De La Salle University-Ozamiz

for the colleges...
De La Salle College-St. Benilde (pertaining to CSB, i can't decide which is the best name for this school bec. DLSU is just across the street! :ohno: i just want them to merge)
De La Salle College-Cebu
De La Salle College-Antipolo
De La Salle College-Canlubang
De La Salle College-Lipa
De La Salle College-Iligan
De La Salle College-Bislig City

for medical/health campuses
De La Salle Health Sciences Institute-Dasmariñas
De La Salle Health Sciences Institute-Bacolod

for primary & secondary schools...
De La Salle School-Greenhills
De La Salle School-Alabang
De La Salle School-Bataan
De La Salle School-Bacolod

sorry, i know it's impossible bec. each schools operate autonomously. it's just my wishful thinking...:cheers: Animo La Salle!

habagatcentral1

September 25th, 2008, 11:20 PM

Congratulations to Ateneo de Manila University Blue Eagles for winning the 71st UAAP Men's Basketball (Senior)

Truly, another thing to celebrate the sesquicentennial! :banana::banana:
http://farm4.static.flickr.com/3019/2553076419_ee58a01180.jpg?v=0

lemonades

September 25th, 2008, 11:47 PM

habagatcentral1

September 25th, 2008, 11:54 PM

lemonades

September 26th, 2008, 12:51 AM

^^ I don't know how the Jesuits think about it but its now the trend. Because in so far as those mentioned schools (Santa Maria Catholic School and Sacred Heart School-Jesuit), they don't have any tertiary level yet.

Look at Xavier University in Cagayan de Oro as an example. It's a Jesuit administered school that did not carry the name of "Ateneo" yet it's prestigious and the quality of their academics is still very high. It has proven that it can thrive in Philippine academia even by having a name that they think better suits its ideals and school visions and goals.

Should Ateneo de Davao follow to change its name soon, it wouldn't debase its standard a bit, or its prestige level. If anything, it would its prestige would increase as people thought it's not copy-cat; it's original; it’s very high standard; and it's a Jesuit-administered school.

habagatcentral1

September 26th, 2008, 12:59 AM

lemonades

September 26th, 2008, 01:04 AM

Sana ganito na lang...

for the universities...
De La Salle University-Manila
De La Salle University-Dasmariñas
De La Salle University-Malabon City (Araneta)
De La Salle University-Bacolod
De La Salle University-Ozamiz

for the colleges...
De La Salle College-St. Benilde (pertaining to CSB, i can't decide which is the best name for this school bec. DLSU is just across the street! :ohno: i just want them to merge)
De La Salle College-Cebu
De La Salle College-Antipolo
De La Salle College-Canlubang
De La Salle College-Lipa
De La Salle College-Iligan
De La Salle College-Bislig City

for medical/health campuses
De La Salle Health Sciences Institute-Dasmariñas
De La Salle Health Sciences Institute-Bacolod

for primary & secondary schools...
De La Salle School-Greenhills
De La Salle School-Alabang
De La Salle School-Bataan
De La Salle School-Bacolod

sorry, i know it's impossible bec. each schools operate autonomously. it's just my wishful thinking...:cheers: Animo La Salle!

It becomes a wishful thinking because many of those schools do not offer college courses. And many of those colleges that do don't offer postgrad courses. So, they do not qualify to become universities.

But like I said, having the same names has an adverse effect on some of these schools. The popular ones would lose prestige (though not by much) as it would connote its diploma is widely distributed. It lessens the exclusiveness of its degree/diploma.

Have you imagined how would a Harvard diploma become if it would have a Harvard West Coast, Harvard Midwest, Harvard South, Harvard Manila, Harvard Singapore, Harvard Pakistan, Harvard Cebu, etc.?

lemonades

September 26th, 2008, 01:09 AM

^^ I got your point though that educational standard displaces name. But I just do not know why the trend of convert names of certain schools. Maybe for marketing or for the "Ateneo" brand which is synonymous to Jesuit-run institution here in the Philippines (starting in 1859).

I would suspect that the proponents for the proposed changes come from those provincial schools as they are the ones that would benefit the most.

habagatcentral1

September 26th, 2008, 01:15 AM

^^ Most probably the alumni has to do with it actually with the agreement of the Jesuit priests.

praetorian^8

September 26th, 2008, 09:21 AM

As what i knew from my Jesuit friend, Ateneo de Manila University supposedly to be named as Loyola University-Ateneo de Manila after it became a university like Xavier University - Ateneo de Cagayan. Xavier University is the first university in Mindanao and the first Jesuit university, that's why Ateneo de Cagayan bears the name Xavier because the university seeks the help of St. Francis Xavier to gain a university status at that time. Loyola and Xavier are founders of the Society of Jesus. The Jesuits agreed before that once Ateneo de Manila gains its university status, it should be named Loyola University, but it didn't happen, maybe because of the alumni, instead, part of ADMU is the Loyola Schools.

demented_pigeon

September 26th, 2008, 02:01 PM

demented_pigeon

September 26th, 2008, 02:04 PM

One big Fight! 2008 is the year of the Blue Eagle!

iloilocitykid

September 26th, 2008, 04:11 PM

ONE BIG FIGHT ATENEO! 2008 UAAP Basketball Champions. Congratulations to the Players and to Coach Norman Black. This year was one of Ateneo's strongest, with Al-Hussaini, Tiu and Baclao in the team.

lemonades

September 26th, 2008, 09:59 PM

Speaking of UAAP championships, I'd like to congratulate UP Diliman for winning the 2008 Samsung Cheering Competition and the UP Swimming team for winning 2 golds in several swimming events.

http://farm4.static.flickr.com/3164/2627656009_3b02bb3678.jpg

http://farm4.static.flickr.com/3277/2628447780_eee06b2672.jpg

http://farm4.static.flickr.com/3081/2628464980_5318e0132a.jpg

http://farm4.static.flickr.com/3056/2627639389_52bdae8044.jpg

http://farm4.static.flickr.com/3098/2628448790_2794efb055.jpg

lemonades

September 26th, 2008, 10:09 PM

^ Correction, 7 golds from swimming have been won by UP Dilima this year, not 2. My mistake.

lemonades

September 26th, 2008, 10:19 PM

Toyota to donate building in up diliman

TOYOTA Motor Phils. (TMP) said it is donating to the University of the Philippines in Diliman a P100 million building for the proposed GT Toyota Asian Center. The announcement was made by TMP Chairman Dr. George S.K. Ty at the company’s 20th anniversary celebration where of guests included President Gloria Arroyo.

“The center will promote greater awareness and appreciation of Asian cultures and societies and the Philippines place in Asia,” Ty said. “It will also encourage dialogue and collaboration with counterpart academic and cultural Institutions in Japan, China, and other Asian countries.”

Acknowledging the donation, UP President Emerlinda Roman and UP-Diliman Chancellor Sergio Cao said the center will strengthen the academic programs that focus on Asia in terms of teaching and research.

“The center will enhance UP’s role in national and regional policy formulation with respect to the country’s Asian linkages,” explained Roman.

TMP said the center will be constructed on a one-hectare property in the university and will have an Asian library and resource center with an Asian museum. TMP added a 500-seat capacity auditorium building is also being eyed for the project.

The center will also be the headquarters of the Institute of Asia Pacific Dialogue, Research and Policy Studies and of the UP Agenda for Asian Cultural Exchange and Cooperation, TMP said.

The donation is the latest major contribution from Toyota in its efforts to help in the social development of the country, TMP bared.

“We derive our resources from the society. So we should accordingly give back to society, said Ty. “As we look forward to another 20 years of partnership with the Philippines, we will continue to strive to contribute to the country’s development, to the economy as well as to society.”

According to TMP, earlier this year it partnered with the Automotive Association Philippines in launching a P5 million Traffic Safety Model Zone project in UP.

philip_v

September 27th, 2008, 12:18 PM

But like I said, having the same names has an adverse effect on some of these schools. The popular ones would lose prestige (though not by much) as it would connote its diploma is widely distributed. It lessens the exclusiveness of its degree/diploma.

It's not about the name or the prestige. It's about education. So what if there is a standardization in the names? I still studied at this particular campus/university and I received a different kind of education. Even if the Manila campus will change its name to whatever, people would still recognize that this is the same old university. It just had a name change. I believe people are not that shallow. :)

michael_ray

September 27th, 2008, 01:07 PM

FIGHT! FIGHT! BLUE AND WHITE! GO! GO! ATENEO! RAH! RAH! RAH! CONGRATULATIONS OUR BELOVED ADMU! 2008 UAAP BASKETBALL CHAMPION!!! OH YEAH!!!

lemonades

September 28th, 2008, 12:20 AM

Profs explore UPD as heritage to the country
Arlyn VCD Romualdo

]“Writing about the heritage of UP Diliman (UPD) is to bring out those things that have made and continue to make the UP soul, which gave the nation so much, in terms of knowledge and its applications to society,” said Dr. Ferdinand Llanes, chair of UPD’s Department of History.[/B] He was referring to the department’s book project on the Diliman campus, papers from which were presented in a forum titled, “UP Diliman as Heritage to the Nation,” at the Faculty Center (FC) on August 28. The presentation was part of the History Week celebration and, according to Llanes, would help polish the publication.

Prof. Digna Apilado (History) talked about the lay of the land; Prof. Rene Mata (Architecture), foundations and structures; Prof. Paulo Alcazaren (Architecture), the campus plan; Dr. Ricardo Jose (History), monuments/memorials to people and historic events; Dr. Ma. Luisa Camagay (History), everyday life in UP; Dr. Jose Magpantay (Physics), science and technology; Prof. Gerardo Lucena (Art Studies), symbolic expressions and the times; and Prof. Herman Joseph Kraft (Political Science), leadership in the service of the nation.

Apilado narrated how the campus site went from an agricultural area that was part of Marikina during the Spanish period to its present state. President Manuel L. Quezon wanted to create a new capitol city and decided that UP be integrated into the plan. The academic oval and the main streets were the first to be constructed. Students planted acacia trees around the oval. When World War II broke out, the Japanese and American soldiers used the campus as a base. Plans for the capitol site changed and was moved farther northwest. Because of this, the construction of Commonwealth Avenue bisected the campus.

Dr. Meliton Juanico of the Department of Geography, the reactor to Apilado’s paper, asked: Does the green environment in UP also nourish intellectual curiosity? Has the physical lay-out made us more united, socially cohesive, and intellectually interactive? Has it made Thoreaus or Emersons out of us?

Mata explored the idea of UPD as a cultural landscape, where “culture is the agent and natural area is the medium.” As an example, he cited the vernacular houses in the campus. Dr. Jaime Veneracion, in his reaction, concurred with Mata’s proposal to emphasize the importance of the UPD landscape and its structures to the history of the University and the country.

Adding to what was presented by Apilado, Alcazaren said that American universities were the model for the planning of UPD. He pointed out that there were around six plans for the campus—none which were fully implemented. UPD Campus Architect Gerard Lico, Alcazaren’s reactor, said that UPD was a “test lab for architectural experimentations—the hyperbolic paraboloid [Church of the Risen Lord], the first thin-shell construction in the form of the saucer-shaped [Church of the Holy Sacrifice], the folded plate International Center, etc.”

Jose discussed the naming of buildings and streets to keep certain events and persons in the collective memory of people and instill “a sense of historical memory and national consciousness.” He lamented that the UP community has taken these memorials for granted. Prof. Ma. Mercedes Planta of the Department of History said this reflected “how we see ourselves as an institution and a community of scholars.”

Camagay spoke of how UPD was lush, serene, and in the middle of nowhere during the early years. The norm inside the campus was walking. UPD had monthly socials and the cadena de amor. Her reactor, Dr. Evelyn Miranda of the Department of History, recalled that monthly socials were a requirement to pass Euthenics 1 under Prof. Ursula Clemente. Couples were not allowed to dance too close, much less “cheek to cheek.”

Magpantay briefly talked about the various UPD units involved in science and technology. He said that in the 1960s and 1970s, research took a back seat to nationalism. Had UP developed its culture of research early, its nationalism would have been a more potent force in the development of industries. Magpantay’s reactor, Prof. Agerico de Villa of the Department of Philosophy, talked about control over one’s destiny as the foundation of scholarship.

“UPD is a repository of diverse artistic forms and expressions,” said Lucena. Prof. Clod Marlan Krister Yambao of the Department of Arts Studies added that UPD is a living museum, where students, scholars, and art interact.

The eighth and last presentation was given by Kraft, who admitted difficulty in determining how the University has led the country’s development, given that the UP Charter specified that the University’s role lies in the development of future leaders and in leadership in higher education development. Kraft’s reactor, Dr. Jorge Tigno of the Department of Political Science, noticed that there was rarely an academic who “felt at home in politics and in political leadership.”

The book on UPD’s heritage is set to be released later this year or early next year, according to Llanes.

http://www.up.edu.ph/upnewsletter.php?issue=45&i=726

habagatcentral1

September 28th, 2008, 02:47 AM

^^ Hmmm, I thought this project was released earlier this year. But, I would like to read their outputs though.

Anyway, even though the buildings of UP Diliman are not neo-classical like those in UP Manila, but there is too much history within its halls that would certainly be part of the heritage of the Filipino people. :)

icarusrising

September 29th, 2008, 09:12 AM

Four 'Faces' of teaching honored in Pasay City (http://www.gmanews.tv/story/123489/Four-Faces-of-teaching-honored-in-Pasay-City#)

MARK MERUEÑAS, GMANews.TV

Article posted September 28, 2008 - 02:02 AM

MANILA, Philippines - One is a German priest in awe of the Philippine culture and the other invites farm children into studying.

A third one devices easy-to-follow steps in Math learning, and the fourth one is a young mother yearning to nurture out-of-school youth.

Though having different backgrounds and hailing from faraway places, these four people are bound together by one passion: the art of teaching.

On Saturday, the four school teachers briefly left the four corners of their classrooms and were hurled into the spotlight as they were bestowed the top honors at the “Many Faces of the Teacher" Awards held in Pasay City.

But the stars of the event were not exactly only the four awardees but the almost 10,000 mentors from across the country who gathered at the SMX Convention Center in SM Mall of Asia.

The annual event, organized by the Bato Balani Foundation Inc (BBFI) and the Diwa, gathered the “heroes" of the classrooms for a tribute

BBFI vice president Natalie Christine Jorge said their foundation has been recognizing for the last six years outstanding teachers who have been serving as role models for their both colleagues and students.

“We want to send a message to all the teachers in the country that they are recognized as heroes. We appreciate all their work, commitment and passion for education," Jorge told GMANews.TV in an interview.

The four awardees, however, were chosen from among hundreds as the people who could best represent the varying facets of school mentors in the Philippines.

Passion and commitment are the exact same reasons why “mobile teacher" Jenelyn Baylon, the first awardee, is staying on the profession, despite having to brave rugged roads on a motorcycle in her native Mindoro just to hold house-to-house class sessions.

“Iyong mga kabataan na hindi na tinatanggap sa loob ng paaralan, iyon ang minamahal namin," said Baylon, whose “Alternative Learning System" curriculum ranges from solid waste management to the Indigenous Human Rights Act.

(Those out-of-school youths are dear to us.)

Being the youngest among this year’s awardees, Baylon, named at the event as “The Face of Patience," told GMANews.TV she was surprised she even got selected.

“Kanina, noong tinawag ako sa taas. Parang totoo ba ito? Eh maraming napakatanda na dapat sila muna (When they called me out on stage, I couldn’t believe it. I am so young and there are veteran teachers who are more deserving)," Baylon said.

However, she said she would use her recognition to encourage other “mobile teachers" to forgo plans to leave the profession.

So much is her dedication to work that even her pregnancy did not deter Baylon, a mother of one, from extending education to out-of-school youths.

“Hindi na sila tambay. Ngayon may iba sa kanila, nasa abroad na. Buhay at pagkatao ang aming naaayos (They are no longer idle. Some of them went abroad. We are helping them put their lives and well-being in order)," Baylon proudly said.

Also achieving an equally impressive task of battling the odds, Margarita Gabriel, the second awardee, said her efforts were pivotal in fueling her former school into the summit of the 2007 National Achievement Test.

Though having to cramp 197 students in just five classrooms, Gabriel and her colleagues at the Sindangan Elementary School in Southern Leyte had to haggle for a time farm boys and girls away from the fields and into the classrooms.

Gabriel, named as “The Face of Commitment," would oftentimes give up her lunch breaks, her weekends and even her own money just to make sure pupils are getting ample time and materials in school.

Meanwhile, for Mathematics teacher Leonida Bulalayao, having to lure her students into liking the most dreaded school subject ever formulated was her difficult homework.

Instead of taking on the mold of traditional Math terror teachers, Bulalayao - “The Face of Fortitude" - devised a system wherein her students can learn numbers and apply these hands on.

She even crossed over to teaching information communication technology and in no time, her school was able to produce the best pool of Math and ICT-inclined students. Her team virtually won every competition they entered.

The last recipient, though bereft of Filipino blood, was later considered Filipino by heart after spending two decades in the country, not only teaching but also empowering indigenous people like the Mangyans of Mindoro.

German-born Ewald Hauck Dinter had helped established dozens of elementary and high schools in Oriental Mindoro that not only teach the “one plus one’s" but also educate natives in preserving their culture and identity.

Dinter, being heralded as one the champions of Filipino culture, was named by the event’ organizers as “The Face of Compassion."

The four, together with the thousands of participating teachers, were not only extolled by gust speakers but were also serenaded to their ears’ delight.

Lending a couple of tunes for the “modern day heroes" were the world-renowned Madrigal Singers from the University of the Philippines singing quarter Angelos, and no less than the “Queen of Soul" Jaya.

Also, Filipino teenager Gian Carlo Dapul, who snagged top honors at the last International Speaking Competition in London, showed up at the tribute event to dedicate a message to all school mentors in the country.

Dapul attributed his victory at the international tilt in London - where he bested 60 participants from 35 countries – to the country’s educators.

“These people sacrificed their time and effort. The teachers at this event stand out in their own special way. I want to give tribute to how different teachers have changed me," Dapul said.

“I respect them because they have the strength to go on teaching even if they are overworked, underpaid, and under-appreciated. I love them because they are selfless," the public speaking champion added. - GMANews.TV

timoga_lover

October 3rd, 2008, 05:17 AM

^ Saang UP campus ka galing bro?

habagatcentral1

October 3rd, 2008, 05:27 AM

^^ Secret. :D I haven't forgotten your last PM, hehe!!! :D

beads_strawberries

October 3rd, 2008, 07:50 AM

^^ It looks like a lot of posters here are celebrating the centennial year of U.P. Way to go, iskos and iskas! :)

I hope even after another centennial celebration, UP would still serve its mission to have the best and the brightest students. We value education so much; we need to maintain it, if only to maintain the competence we can be proud of.

michael_ray

October 3rd, 2008, 10:29 AM

Grabe ang corruption sa DepEd... Kung hindi nahuli ng COA patuloy tayong bulag sa mga anomalya ng DepEd... Tsk tsk

Maxxclip

October 4th, 2008, 01:33 AM

^hindi lang sa DepEd malala ang katiwalian, andyan ang Custom, DPWH, DoA, even COA... did you know that some government agency has an intimate relationship or in short:D a connection with COA auditors to cover-up their anomalies

icarusrising

October 6th, 2008, 09:48 AM

P5.3 billion needed to hire
39,000 public-school teachers (http://www.businessmirror.com.ph/10062008/nation04.html)

By Butch Fernandez
Reporter

THE government was asked to set aside P5.3 billion to hire an additional 39,000 teachers, which Sen. Richard Gordon said is needed to balance the public school system’s teacher-to-student ratio in order to ensure that pupils are given the necessary guidance by their mentors.

In a statement, Gordon acknowledged that the existing number of public-school teachers could not keep up with the rapid growth of pupils enrolling in public schools, where the current teacher-to-student ratio is at one is to 50 (1:50), far from the ideal one teacher:35 pupils ratio.

“Because of the lack of teachers, add to that the shortage in classrooms, our pupils have poorer chances of learning due to overcrowding and class-shifting,” the senator said, noting that some public schools even have three to four shifts in a day.

According to Gordon, government statistics show that in school year 2006-07, public-school enrollment for elementary students is at 12,096,656 and for secondary students at 5,072,210; while the number of teachers is at 343,646 and 128,191, respectively.

He said one main reason for the declining teacher work force is the low remuneration. “A public-school teacher’s monthly salary is P12,000, but after standard deductions, they only take home P10,000. Some even take home nothing because of numerous loans they enter into,” he said.

Gordon, who chairs the Senate Committee on Government Corporations and Public Enterprise, earlier filed Senate Bill (SB) 2402, also known as the Health and Education Acceleration Program (HEAP), which seeks to address the problem of lack of teachers and their low compensation.

At the same time, he warned that public-school pupils would perform far below their counterparts in the private schools unless the government learns to invest a considerable amount in their education and health.

Gordon confirmed that the government spends a measly P6,354 per student, a very small amount compared with other nations, and this accounts for the dismal performance in school and the low quality of education in the country.

“The government spends so little for our children’s education. We should realize that education is the backbone of a country and we should invest on it. Without education, our people have no choices, our people would remain poor,” he complained.

In contrast to the Philippines’ per-student spending of P6,354, Thailand allots P47,700; Malaysia, P56,846; the United States, P123,200; and Japan, P293,440.

According to the United Nations Educational, Scientific and Cultural Organization (Unesco), 6 percent of the gross domestic product (GDP) should be allocated to education; the World Bank says 20 percent of the budget of developing countries should be set aside thereof.

Gordon noted that the government allocates only 2.53 percent of the GDP and only 12 percent of its national outlay to education, which is why there is a staggering shortage in school facilities and manpower in public-schools.

Given the scarce resources of the national government, he cited the need for an innovative approach through SB 2402.

Under SB 2402, touted as the “text-for-change” bill, telecommunications companies (telcos) will be required to remit part of their net profits from local text messaging to a fund that augments government resources to finance needed education and health infrastructures.

“We recognize the scarce resources of the government, but we have to improve our educational and health-care system. And so we came up with the HEAP bill where both the private sector and the public can contribute to the acceleration of education and health standards in the country,” Gordon said.

Citing statistics culled from official records, he lamented that the country suffers from an existing backlog of 9,754 classrooms at the cost of P7.31 billion; 4,121,009 school seats at P4.12 billion; 63,178,377 textbooks at P4.21 billion; 39,762 teachers at P5.28 billion and an additional P79 million for their training; and 8,499 principals at P1.66 billion.

lemonades

October 8th, 2008, 09:19 AM

Inquirer gives P2M for UP ‘newsroom’

By Kenneth del Rosario
Philippine Daily Inquirer
First Posted 03:51:00 10/05/2008

MANILA, Philippines—In the brave new world of journalism, it all starts in the classroom.

The Philippine Daily Inquirer, in partnership with the University of the Philippines (UP), is financing the P2-million renovation of two classrooms in the College of Mass Communication.

The project is part of the Inquirer’s commitment to social responsibility and aims to support the quality of higher education at the state university.

The two 24-square-meter rooms in the journalism wing of the CMC will be converted to state-of-the-art classrooms that will strengthen program offerings by giving students the knowledge and skills to practice responsible journalism.

The Inquirer will finance the reconstruction project to its completion while the state university reserves the right to use and maintain the rooms as it sees fit.

“Investing in the school’s facility will help UP develop journalists that are ready for the future,” said Inquirer president Alexandra Prieto-Romualdez during the recent signing of the memorandum of agreement (MOA) at UP Diliman in Quezon City.

The amount is the biggest monetary donation the Inquirer has made to any institution.

“It’s worth it, knowing that many journalists-in-the-making will benefit from the project,” Romualdez said.

Electronic newsroom

Renovation of the classrooms begins in March next year and will finish before June—in time for the school opening.

After the renovation, the rooms formerly known as M-211 and M-209 will be renamed “Philippine Daily Inquirer Electronic Newsroom” and the “Inquirer.net Classroom,” respectively.

The electronic newsroom will have 20 computers while the Inquirer.net classroom will be equipped with a computer, an LCD projector, a screen and other electronic equipment, all of which will be purchased by the UP.

Both classrooms will be used to teach news reporting, introduction to journalism and online journalism.

History of cooperation

UP president Emerlinda Roman said she is pleased to continue the long history of cooperation with the Inquirer, which supports college scholars, most of whom are journalism students at the CMC.

“More than the monetary help, what’s significant is the message the Inquirer is sending to the public: That investing in quality higher education is of utmost importance,” Roman said.

She added that she is “touched” that the Inquirer has chosen to support the UP, especially since the budget for facility maintenance has been reduced. Much needs to be improved, Roman noted, but credits the Inquirer for being a catalyst for a more “sophisticated” education.

“This is an indication of the Inquirer’s trust and confidence in the university, particularly in the College of Mass Communication,” Roman said.

Last look

The CMC recently celebrated its 43rd anniversary.

According to CMC Dean Elena Pernia, there is an average of 900 undergraduate students in any given school year. A third of this number major in journalism, the oldest of the four majors at CMC.

Pernia gave Romualdez and other faculty members a quick tour of the classrooms—a sort of last look before the renovation scheduled in March.

lemonades

October 8th, 2008, 09:38 AM

Here's the 3D visual design of the building that will be constructed at UP Diliman.

http://www.toyota.com.ph/news_and_events/20081010_1.asp

It's so gorgeous.

Other website links to the said donation:

http://article.wn.com/view/2008/09/08/Toyota_earmarks_P100M_for_UP_learning_center/

http://www.up.edu.ph/upnewsletter.php?issue=45&i=715

http://www.mb.com.ph/issues/2008/09/19/MAIN20080919135612.html

lemonades

October 8th, 2008, 09:44 AM

US Ambassador visits UP

In a lunch at the Executive House on August 20, 2008, UP officials met US Ambassador Kristie A. Kenney and her party to acknowledge her assistance in helping restore four murals by National Artist Carlos “Botong” Francisco located in the Philippine General Hospital (PGH) Main Lobby.

After UP President Emerlinda Roman gave a short overview of the university, a token of recognition was presented to Ambassador Kenney by Roman, PGH Director Carmelo Alfiler, and UP Manila Chancellor Ramon Arcadio.

In a brief speech, Kenney thanked Roman and expressed her admiration for UP. “This is such an impressive university,”she said, because of the unique combination of “offering the very highest level of academics and at the same time making a university education accessible to people no matter what their means, or what part of the country they come from.”

She said she was pleased at the way UP has turned out since it was founded a hundred years ago and thanked UP “for letting us continue to play a part in this extraordinary institution” through the work on the murals.

Kenney is the first female US Ambassador to the country, and this was her first visit to the university. Other guests included Quezon City Mayor Feliciano Belmonte and various UP System and Diliman officials.

Kenney began her career in 1981 and served in Jamaica, Switzerland, Argentina, and Ecuador. She was the State Department Executive Secretary in Washington, D.C. and a member of the National Security Council at the White House. Immediately prior to her appointment to the Philippines, she served as the US Ambassador to the Republic of Ecuador. Fluent in Spanish, she traveled throughout the country to meet Ecuadorians from all walks of life and oversaw a wide variety of American assistance projects. Ambassador Kenney has won several prominent awards for leadership.

http://www.up.edu.ph/upnewsletter.php?issue=45&i=710

lemonades

October 8th, 2008, 09:47 AM

UPLB begins construction of "wonder building"

Being environmentally friendly and at the same time urban is possible, as the UPLB College of Economics and Management (CEM) will soon prove with the construction of the new Rural Economic Development and Renewable Energy Center (RED REC), a “wonder building” with energy-efficient and environmentally-friendly features.

A first of its kind in Laguna, the building is a project of Senator Miguel Zubiri, who is known for advocating alternative and sustainable fuels. He will donate P15 million from his Priority Development Assistance Fund (PDAF) for its construction.

The RED REC will use solar energy provided by the solar panels for its lighting requirements, as well as maximize the use of natural light and ventilation through effective and efficient architectural design. Similarly, the bulk of the water requirements for building maintenance will be supplied by the rainwater collector system.

In a meeting on May 22, 2008, UPLB Chancellor Luis Rey Velasco, Dean Liborio Cabanilla of CEM, Dean Victor Ella of the College of Engineering and Agro-industrial Technology (CEAT), Dean Candida Adalla of the College of Agriculture (CA), and Dr. Cecilio Arboleda of UPLB Foundation Inc. (UPLBFI), were presented with the perspective of the building. The proposed site of the RED REC is the past Agricultural Credit and Cooperatives Institute (ACCI) building, which both Sen. Zubiri and an architect visited to make the plans.

Targeted for completion this 2009, the building will have a modern tropical design, and portions of the exterior walls will display works by UP artists. The RED REC will also house a library, a 300-seat auditorium, and offices.

Here's the design of the building: http://www.up.edu.ph/upnewsletter.php?issue=45&i=717

icarusrising

October 8th, 2008, 09:50 AM

lemonades

October 8th, 2008, 09:57 AM

^ Thanks. It looks gorgeous but I'd like it more if it's post-modernization to blend well with those post-war buildings in the campus.

icarusrising

October 8th, 2008, 10:39 AM

^^ Where exactly are they building it? That would look at home in the National Science Complex or the UP-Ayala Technopark.

mygz14

October 9th, 2008, 01:26 PM

vince_rilian

October 9th, 2008, 06:32 PM

^a big thumbs down, problema na nga ng UP ang pera/budget... for now, concentrate on the CU's bago mag expand...
Ano yan, kung may senador na makaisip magtayo ng UP basta nalang siya mag file ng bill, we'll end up like PhiSci high schools!

iloilocitykid

October 9th, 2008, 06:35 PM

^^ Agree.

habagatcentral1

October 10th, 2008, 01:52 AM

Based on Senate Bill 2662 authored by Senator Rodolfo Biazon, he proposes that a University of the Philippines Campus be built at Zamboanga City.

Source: http://www.senate.gov.ph/lis/bill_res.aspx?congress=14&q=SBN-2665

^a big thumbs down, problema na nga ng UP ang pera/budget... for now, concentrate on the CU's bago mag expand...
Ano yan, kung may senador na makaisip magtayo ng UP basta nalang siya mag file ng bill, we'll end up like PhiSci high schools!

They should've at least develop UP Mindanao in Bago Oshiro Tugbok District Davao City first than expansion or even transfer the campus. The facilities and even the accessibility needs improvement.

Its a good thing they have finished the other half of the Admin Building not so long ago and have the infamous "Abortion Road" paved.

You have to imagine that getting there is through habal-habal and the rest of the campus is full of coconut trees.

I hope the senators would realize that.

Animo

October 10th, 2008, 07:42 PM

Fr. Emeterio Barcelon, SJ (http://www.mb.com.ph/OPED20081010137587.html)

In order to harvest you have to plant the seed.

It is true that sometimes nature is so bountiful that you just harvest in the forest or the sea. But now we have to plant or invest and the most important investment we can make is in education. We are fortunate that our forefathers have always believed in education.

Our parents will make all sorts of sacrifices for their children to get an education. Why is it important? Because it not only gives the best returns but it also has the added bonus, of the happiness due to accomplishments. Our first concern is numbers. Only about 60 percent of our children finish 6th grade. Bill Gates, with billions at his disposal, is spending most of it in poor countries trying to conquer malaria, AIDS, and child mortality. The money he is spending at home in the US is concentrated in making American children finish High School. The great divide in our times is not the color of skin, or lineage, or beauty. Rather it is between those who have an education and those who did not get an education. In the time of St. Ignatius in the 15th century there were few high schools in Europe. When the Jesuits opened up schools in preparation for university, European cities jumped at establishing these schools. In about a hundred years there were about a thousand new Preparatory High Schools established and run by Jesuits. Our concern is elementary education. Our second concern is quality. The Americans left us with a good school system with good quality. As we expanded our public school system, which runs 95 percent of our elementary schools, we did not keep up with the quality. Once the roots are defective it becomes a series of remedial efforts in the upper grades. One of the more recent successes is the establishment of the pre-schools or kindergartens. A few years ago the rule was (it is still in the books) that a child had to be seven years of age regardless of when he was ready for schooling. But children’s readiness varies. Many are ready at five while a few are ready only at seven or eight. It was really a pity to see children wasting their time because they were not yet seven as the bureaucratic rule demanded. There are ages when it is best to teach certain things to maximize the quality of our education. Languages should be taught if possible before the age of 12 since memory is most acute at that period. Since we do not have extensive material in our local languages, we have to learn a second language. English happens to be the most economical for us because we have a jumpstart in it. We should therefore learn English as early as possible, which means at home and in the early schooling years. There is no reason why we cannot learn two languages at home. Many countries speak two or more languages at home. Our big hurdle is psychological. Speaking in English at home for many is pretentious. But, where it is spoken at home, as in some homes in Metro Manila and the Mountain Province, there are considerable advantages. But in other areas there is "shame" or fear of appearing pretentious in speaking English at home. This puts an unnecessary hurdle. We lost Spanish that way. We did not speak it at home and therefore we lost it. Peru, Puerto Rico, and most of South America speak Spanish or Portuguese at home so they did not lose the language although they also had local languages which they used. If we have to have quality education we have to speak English at home as Singapore and many regions in India have done. <emeterio_barcelon@yahoo.com>

diehardbisdak

October 12th, 2008, 03:23 PM

Benilde student tops interior design exam; 78 pass (http://www.abs-cbnnews.com/public-service/10/10/08/benilde-student-tops-interior-design-exam-78-pass)
Abs-cbnNEWS.com | 10/10/2008 10:28 PM

A graduate of De La Salle University-College of St. Benilde (DLSU-CSB) topped the Interior Designer Licensure Exam held this October.

Seventy-eight out of 184 takers passed, the Professional Regulation Commission (PRC) disclosed Friday.

Rossette Oliquiano Yabut of DLSC-CSB topped the exam with a rating of 86.7%.

She was followed by Bernadette Tan Uy of University of San Carlos with a rating of 86.2%.

Two graduates of the Philippine School of Interior Design were next: Geraldine Javier Verga (85.1%) and Anne Marie Christine Kuo Lim (84.65%)

Fifth highest scorer was Heidi Lucindo Salvador of the Polytechnic University of the Philippines-Main-Sta. Mesa. She got a rating of 84.1%.

Two graduates of the University of the Philippines followed: Anne Astrid Nadal Sangil (83.85%) and Childy Ramos Elamparo (83.15%).

Anla Tamanu Li of the University of Santo Tomas was ninth with 82.10% rating.

In tenth place was Joseph Carl Albert Garin Evidente of La Consolacion College-Bacolod City. He got a rating of 81.95%.

The PRC said the top performing schools in the October 2008 Interior Design Licensure Examination were:

1-University of the East-Caloocan (75% passed)
2-University of the Philippines-Diliman (70% passed)
3-University of San Carlos (55% passed)

The members of the Board of Interior Design are: Jose Ma. G. Hubilla, chairman; Sonia S. Olivares and Antonio S. Adriano, members.

The oathtaking ceremony for successful examinees will be held on November 9 at the Visayas Ballroom of Sofitel Philippine Plaza, Roxas Blvd., Pasay City.

Registration for membership in the Philippine Institute of Interior Designers (PIID) will start on November 5.

wynngd

October 14th, 2008, 10:55 AM

Two local universities, the Ateneo de Manila University (ADMU) and the University of the Philippines (UP), saw their rankings rise in The Times Higher Education - QS (THE-QS) World University Rankings 2008, a leading global ranking of higher education institutions.

In the overall rankings released Monday, Ateneo rose from number 451 in 2007 to number 254 this year, while UP rose from 398 last year to 276.

The THE-QS World University Rankings are based on data gathered in the following categories: peer academic review, recruiter review, international faculty ratio, international student ratio, student-faculty ratio, and research citations per faculty.

Ateneo had an overall score of 48.0 out of 100, up from 30.8 last year, while UP posted a 45.9 overall score, up from 34.7 last year.

Ateneo was tied with Spain's Universidad Autonoma de Madrid, while UP was tied with Germany's Universitat Ulm and Universitat Wurzburg, and the United States' Virginia Polytechnic Institute.

The two universities also figured in the subject-specific rankings for the first time.

Ateneo and UP were both ranked in the top 100 Arts and Humanities institutions worldwide: ADMU was ranked number 79, while UP was at number 82, along with the University of Notre Dame in the US.

ADMU, UP, and another local university, De La Salle University, were also part of the 100 institutions with the highest employer review scores.

Ateneo was rank 76 in employer review, tied with the University of Western Australia, with a score of 88; UP was tied with the University of North Carolina at rank 82, with a score of 87; and DLSU was at rank 92, with a score of 84.

In the overall rankings, universities in the United States and the United Kingdom, led by Harvard University at rank 1, continue to dominate the rankings. The highest-ranked Asian university was the University of Tokyo in Japan (19), while the National University of Singapore (30) was the highest-ranked for Southeast Asia.

Meanwhile, two other Philippine institutions - the University of Santo Tomas and the De La Salle University - were part of the group ranked 401-500.

"Further down the rankings, fewer data are available to evaluate each university and the statistical appropriateness of discerning one university from the next begins to decay. Responses for institutions in our survey drop off exponentially from the top of the table, by the time it gets past 400 the results become highly sensitive to error. As a result, precise positions beyond 400, are not published," QS explained in its rankings tally in topuniversities.com.

Now in its fifth year, the research is conducted and compiled by QS Quacquarelli Symonds and features in print in Times Higher Education on 9th October and online on the QS web site www.topuniversities.com on 10th October.

Related links
THE-QS World University Rankings home (with methodology explanations)
Complete rankings 1 to 400 (with scores)
QS-SAFE National System Strength Rankings
Ateneo de Manila University
University of the Philippines System
Philippines' HE system 33rd

Meanwhile, the country ranked 33rd out of 40 countries included in the preliminary version of the QS SAFE National System Strength Rankings.

The QS SAFE National System Strength evaluation is "the first attempt to use rankings results, in concert with other indicators, not to evaluate the relative strength of individual institutions but of countries' higher education system strengths as a whole."

The rankings are based on four key indicators combined with equal weighting using standard statistical methods also used for the main THE-QS WOrld University Rankings - overall strength of the system, access, flagship institutions, and economic factors.

The rankings for the top 100 universities were released Thursday, while the rest (101-400) were released Monday.

"These rankings use an unprecedented amount of data to deliver the most accurate measure available of the world’s best universities, and of the strength of different nations’ university systems. They are important for governments wanting to gauge the progress of their education systems, and are used in planning by universities across the world," THE editor Ann Mroz said in a statement.

"In just five years, the THE-QS World University Rankings have become the primary benchmark for comparing universities across borders – recognised for their accuracy and insight. The rankings allow prospective students, parents, academics, employers and journalists to gain an insight into international university education, helping them to make the right choices, whether it is in selecting a university for study or for partnership," Nunzio Quacquarelli, Managing Director of QS Quacquarelli Symonds and co-editor of the Top Universities Guide, was also quoted as saying.

The data was based on survey responses from 6,354 academics and 2,339 employers from around the world.

The overall rankings and the full explanation of the ratings system can be found at the website www.topuniversities.com.

lemonades

October 15th, 2008, 09:41 AM

UPCAT the movie -- watch the preview: http://www.youtube.com/watch?v=iY-njz7nEAY

systematica

October 17th, 2008, 01:41 AM

What's the typical cost of university tuition these days? Someone was asking me about setting up a scholarship program.

praetorian^8

October 17th, 2008, 06:05 AM

hi guys, hope you read the Inquirer yesterday.

manila_eye

October 17th, 2008, 06:07 AM

^^ what's with the article of inquirer yesterday?

praetorian^8

October 17th, 2008, 06:11 AM

here's the link,

http://newsinfo.inquirer.net/inquirerheadlines/nation/view/20081016-166650/Ateneo-tops-UP-in-world-list

sorry guys, na post na pala yung article.

manila_eye

October 17th, 2008, 06:47 AM

Oh, yeah I've read it already. Twa's good news for the tertiary level education but it would be better if more Philippine collegiate schools will be on the list. I hope to see Mapua, Silliman (spelling), San Carlos et al in the near future not just UP, UST, Ateneo and La Salle.

Animo

October 17th, 2008, 05:21 PM

By Kristine L. Alave (http://globalnation.inquirer.net/news/breakingnews/view/20081016-166814/CHEd-hails-rankings-of-4-RP-universities)
Philippine Daily Inquirer
First Posted 23:40:00 10/16/2008

MANILA, Philippines—Commission on Higher Education (CHEd) Chair Emmanuel Angeles on Thursday congratulated the four Philippine universities who made it to the The Times Higher Education-Quacquarelli Symonds (THE-QS) World University Rankings 2008, saying the institutions should do better next year.

Angeles said he was happy that the Ateneo de Manila University (ADMU), University of the Philippines (UP), De La Salle University (DLSU) and the University of Sto. Tomas (UST) made it to the world’s top 500 universities in the survey conducted by The Times Higher Education-Quacquarelli Symonds.

“I commend them for their achievement,” he said.

According to the survey released this week, Ateneo ranked 254th, leaping from its 400th and 500th position in the previous two years. Ateneo was sandwiched between London’s School of Oriental and African Studies and the Universidad Autonoma de Madrid, Spain.

UP, the country’s premier state university, was ranked 274th, up from its 398th place last year, getting a slot between two German universities, the University of Hamburg and Ülm University.

DLSU and UST, both Catholic and private universities along with Ateneo, were ranked 415th and 470th, respectively. In the past year, the two schools were out of the Top 500.

Angeles said that Philippine schools would get better rankings if they chose to advertise in the THE-QS’ publications. “I think if we can participate, the ranking would move forward,” he said.

Angeles, who also chairs the UP Board of Regents, rued UP’s second-place position behind the Jesuit-run Ateneo. This year was the first time that Ateneo overtook UP in the rankings.

UP did not join the THE-QS 2008 survey nor did it respond to the 2007 survey, contrary to an earlier report.

UP has questioned the validity of the 2008 rankings, saying the methodology was “problematic.” The university said the THE-QS refused to divulged where and how it got its data.

Angeles said UP could have ranked higher, had it not been for its budget problems. He said the survey took note of the institution’s budget, tuition, and the salaries it gave to its faculty and researchers.

“UP charges a small tuition, it has a smaller budget, and the salary scale of teachers is low,” Angeles said.

“Now that UP has a charter, the teachers will not be included in the Salary Standardization Law. They can have better salaries and possibly in the next year, we will be doing better,” he added.

“We are going to appeal to Congress to give UP a higher budget. We will work on it,” he said.

The UP system, which has its flagship campus in Diliman, Quezon City, is composed of seven constituent universities, with 12 campuses nationwide.

lemonades

October 22nd, 2008, 12:14 PM

Intercollegiate Programming Competition - Asia
Held in Jakarta, October 20-21, 2008

Rank Team Name Solved Time
1 Shanghai Jiaotong University 8 646
2 Shanghai Jiaotong University 7 601
3 Zhongshan (Sun Yat-sen) University 7 707
4 Nanyang Technological University 6 491
5 National Taiwan University 6 679
6 University of Hong Kong 6 701
7 Bina Nusantara University 5 496
8 University of the Philippines - Diliman 5 728
9 University of the Philippines - Diliman 5 768
10 The University of Hong Kong 5 826
11 The University of Hong Kong 4 388
12 Parahyangan University 4 450
13 Universitas Pelita Harapan 4 512
14 Bina Nusantara University 4 523
15 Institut Teknologi Telkom 4 526
16 Bina Nusantara University 4 632
17 University of Indonesia 3 214
18 Ateneo de Manila University 3 287
19 University of Indonesia 3 289
20 Parahyangan University 3 318
21 University of Indonesia 3 324
22 University of Surabaya 2 141
23 Maranatha Christian University 2 174
24 University of Indonesia 2 191
25 Bina Nusantara University 2 191
26 University of Indonesia 2 198
27 Bina Nusantara University 2 246
28 Parahyangan University 2 267
29 Satya Wacana Christian University 2 268
30 University of Indonesia 2 273
31 State Islamic University Jakarta 2 275
32 Institut Teknologi Sepuluh Nopember 2 279
33 Bina Nusantara University 2 323
34 Bina Nusantara University 2 329
35 University of Indonesia 2 429
36 Duta Wacana Christian University 2 439
37 Institut Teknologi Telkom 1 117
38 Institut Teknologi Sepuluh Nopember 1 182
39 Bina Nusantara University 1 305
40 Bina Nusantara University 1 337
41 State Islamic University Jakarta 0 0
41 Polytechnic State Of Samarinda 0 0
41 EEPIS - ITS 0 0
41 Widyatama University 0 0
41 Universitas Gunadarma 0 0
41 Universitas Gunadarma 0 0
41 State Islamic University Jakarta 0 0
41 Bina Nusantara University 0 0
41 Widyatama University 0 0

animasola

October 22nd, 2008, 02:14 PM

^^Whoah, Ateneo went down this year.

icarusrising

October 30th, 2008, 02:02 PM

eSkwela jazzes up learning with ICT (http://technology.inquirer.net/infotech/infotech/view/20081030-169300/eSkwela-jazzes-up-learning-with-ICT)
By Anna Valmero
INQUIRER.net
First Posted 15:01:00 10/30/2008

MANILA, Philippines -- Information communication technologies (ICT) coupled with alternative learning systems (ALS) are vital in enhancing education and learning in the country, according to educators and policymakers attending the eSkwela Content Development conference in Balanga, Bataan.

“The use of ICT in ALS is very appropriate. The ALS is already at the doorstep of the 21st century learning—there are no walls, and life is content. There are no demarcations on subjects. The syllabus isn’t based on subjects but ‘learning strands’ like problem solving, critical thinking and productivity. We focus not on subjects per se, but skills,” Department of Education Bureau of Alternative Learning System director Carolina Guerrero said.

The eSkwela project hopes to bridge education gaps through eLearning for about 5.78 million out of school youth and adults (OSYAs) in the country, a 2003 study under the Department of Education (DepEd) noted.

“eLearning in inevitable and it is a very big experimental in this nascent stage,” added project consultant Lloyd Espiritu of the De La Salle University.

“The ‘e’ in eLearning spans a lot of meaning -- electronic, engaging, edutainment and emerging. It can also mean ubiquitous in the sense that it involves everything, every time and everywhere learning,” Espiritu said.

To help produce competitive and knowledgeable individuals, eSkwela's Content Development component has digitized 180 modules of the Bureau of Alternative Learning System (BALS) modules and four Technical Education and Skills Development Authority courses for the use of the out-of-school youths.

A multimedia content development initiative of this scale calls for rethinking of teaching paradigms, said Guerrero.

“Two words come to mind: collaboration and content,” said Idea Corp. chief executive officer Emmanuel Lallana. Idea Corp. is a non-government organization advocating ICT for Development.

Lallana said quality content is needed to further drive the eSkwela initiative.

He suggested that to spur content creation, available online resources, such as Wikipedia, must be tapped to provide collaborative learning among target clients.

According to Lallana, Wikipedia is proof how ICT enables content development and community empowerment.

About 563 learners have graduated from eSkwela on its first year and 356 of them have taken and passed an accreditation and equivalency exams given by DepEd.

“This project means hope -- in that it reaches out to young people, bringing them back to education,” said Delfin Magpantay, president of Bataan Peninsula State Universtiy.

The eSkwela Project was initiated three years ago by the Commission on Information and Communications Technology, Human Capital Development Group (CICT-HCDG).

ritche

November 5th, 2008, 11:26 AM

wUW-XBHmt-I

Christendom

November 5th, 2008, 12:22 PM

November 5, 2008
USLS Pep Squad wins Cebu cheerdance tilt (http://www.visayandailystar.com/2008/November/05/people.htm)

The University of St. La Salle Pep Squad in Bacolod City landed the top three spots in the regional qualifiers held in Cebu to qualify for the National Cheerleading Competition in Manila in March 2009, a press release from SM City Bacolod said.

The USLS contingent was champion in SM City Bacolod’s SuperMoves Cheerdance Showdown Finals. It will represent Western Visayas in the national event set Saturday and Nov. 15, at 7 p.m.

At the Bacolod contest, the USLS Pep Squad bested five other groups and won P30,000 in cash and gift certificates and trophy. First runner-up was Hervias National High School that also won Best in SM Branding Execution, followed by the all-male group of John B. Lacson College – second runner-up, the press release said.

Other finalists were Rafael Lacson National High School, La Consolacion College-Gardenville High School Cheering Squad and La Consolacion College-Main College Cheering Squad, the press release added.*

lancetrn

November 6th, 2008, 08:27 AM

Wide reforms eyed for RP education

By James Konstantin Galvez, Reporter

Commission on Higher Education (CHED) Chairman Emmanuel Angeles on Wednesday unveiled the initial recommendations of the Presidential Task Force on Education Reforms, which he claimed would recommended wide-ranging reforms covering the country’s basic to tertiary level of education to make it more competitive globally.

The recommendations, which include a month-long study and discussion among various higher education stakeholders, are part of the strategic plan that the task force would submit to Malacañang next month, Angeles said in an interview.

As part of the finishing touches of the plan, the task force is set to meet starting Friday with university and college heads nationwide, to get their reactions and opinions on the initial assessment.

“We are planning to consult with our stakeholders and get their reactions about our concerns and proposals which are all geared towards making Philippine education, both at the basic and tertiary level, competitive with the rest of the world,” Angeles said.

The commission would start the national consultation this month. It hopes to submit the final report and recommendations to President Gloria Arroyo by December.

Angeles said the plan has four major concerns: faculty development; facilities development; scholarship for poor students; and strengthening the research capability of higher educational institutions.

He said priority would be given to teacher’s pre-service training, licensure examination and reserving some courses only for those with a master’s degree.

Numerous recommendations

The four major concerns are part and parcel of the recommendations that would be discussed during the nationwide summit. These are:

1. Establishment of a National Coordinating Council for education;
2. Rationalization within a moratorium period of the creation and conversion of state universities and colleges;
3. Reorienting the premises of financing public higher education;
4. Establishment of a one-year pre-baccalaureate system;
5. Typologies for post-secondary institutions;
6. Faculty development at the tertiary level;
7. Strengthening teacher’s competencies at the basic education level;
8. Expanding options for the medium of instruction in Grade I through the use of the regional languages;
9. Establishment of the National Educational Evaluation and Testing System;
10. Establishing a common standard for accreditation per discipline; and
11. Curricular reform in higher education.

Angeles said if all things go on as planned, the reforms would be in place by 2010.

“There’s no other way for us but to institute the necessary reforms if we want our education system to be at par with our neighbors and the rest of the world,” he said.

Angeles expressed optimism the plan would gain further support during the nationwide summit.

Aside from the higher education body, the other members of the task force are the Department of Education, Department of Labor and Employment, Technological Skills and Development Authority and private sector groups like the Philippine Chamber of Commerce and Industry.

It was created by President Arroyo through an Executive Order issued August and was tasked to formulate reforms and other measures needed to improve the quality of education in the country.

http://www.manilatimes.net/national/2008/nov/06/yehey/metro/20081106met1.html

Animo

November 7th, 2008, 03:55 AM

BY MARITES S. VILLAMOR, Visayas Bureau Chief (http://www.bworldonline.com/BW110708/content.php?id=058)

CEBU — Spain aims to improve economic, development and cultural cooperation with the Philippines, a Spanish colony for over three centuries, as it sets its sights again on Asia.

"The Philippines is a country that has always been a priority [of Spain] in cooperation. It is a good platform for us in a continent that holds half of the global population. We probably entered the market late, but this Tribuna [event] offers unique opportunities for Spain and the Philippines to improve bilateral relations," said Gustavo Suarez Pertierra, head of the 24-member Spanish delegation that is visiting Cebu for the 4th Tribuna España Filipinas that opened on Wednesday afternoon.

The Tribuna, which was organized by Casa Asia, gathers together civil society members of Spain and the Philippines in a bid to strengthen bilateral relations between the two countries in the areas of business, tourism, culture and the arts.

Casa Asia is a public consortium that was formed to implement Spain’s policy to reinforce its presence in Asia and the Pacific.

Philippine Ambassador to Spain Antonio M. Lagdameo said representatives of several Spanish financial institutions have expressed interest in financing more development projects in the Philippines.

"They feel they have not done enough [for the Philippines]. They feel they can assist us, considering the lengthy relations we’ve have. Inspite of the crisis, there are still sources of development financing for us because the big financial institutions in Spain are not affected," Mr. Lagdameo explained.

He added that they still have to identify the priority sectors that could benefit from development cooperation.

Groundwork

Franklin M. Ebdalin, acting Foreign Affairs secretary, said the Philippine government had laid the groundwork to strengthen trade relations with Spain by reopening in 2006 the Philippine Trade and Investment Center in Madrid. The center has been receiving inquiries on business and investment opportunities in the Philippines, he added.

Total trade between the Philippines and Spain grew by average 10% for the last five years, but Mr. Lagdameo said this could still increase.

Filipino speakers during the forum encouraged the Spanish delegation to invest in biofuels manufacturing and infrastructure projects in the country.

Rolando T. Dy, executive director for the Center for Food and Agribusiness, as well as Sebastian R. Lacson, vice-president for administration of the Visayan Electric Co., Inc., noted the growing demand for biofuels as the Philippines implements Republic Act No. 9367, or the Biofuels Act of 2006.

Isidro Consunji, president of DMCI Holdings, Inc., cited opportunities in infrastructure as the government pushes closer public-private sector partnerships in implementing projects.

"We had a partnership with Spain for the Northrail project but that didn’t work out. We need government support for such projects. Now that we have it, there are a lot of opportunities in the infrastructure sector," Mr. Consunji said.

Meanwhile, Mr. Ebdalin said promoting the teaching and learning of the Spanish language in schools nationwide has deepened cultural cooperation between the two countries.

"Spanish [language] is a part of Filipino heritage. Learning this will also give Filipinos competitive advantage because some 400 million people worldwide speak Spanish," Mr. Ebdalin said.

President Gloria M. Arroyo issued Memorandum Orer 276 in November last year, directing the Department of Education, Commission on Higher Education and the Technical Education Skills and Development Authority to promote the teaching of Spanish.

by Rutchie Cabahug-Aguhob

Cagayan de Oro City (7 December) -- Pres. Gloria Macapagal-Arroyo has ordered to promote the teaching of the Spanish language in the schools and educational institutions of the country.

In a memorandum she issued to the Dept. of Education (DepEd), Commission on Higher Education (CHED) and Technical Education and Skills Development Authority (TESDA), the President said she hopes to work hard with the Spanish Government in this effort.

"We sincerely encourage the teaching of the Spanish language in the Philippines and take advantage of our affinity to it, in faith and in culture as we anticipate opportunities that are once more made available to us and extensively do our part along with our government and our people," she said.

The President also said she has thanked the Third Edition of the Spain-Philippines Forum which she attended in Madrid, recently, for their cooperation agenda to restore the valuable Spanish heritage in the Philippines, an example of which is Intramuros, the symbol of the Old Spanish Manila, which had suffered from the wrath of war and natural calamities.

"With a comprehensive plan for its restoration, we could work together to bring Intramuros back to its glorious past. Such project would be a true manifestation of the lasting friendship between the Spanish and the Filipino people," the President also said.

An increasing number of young people in the Philippines are learning this beautiful Spanish language and today, a lot of students have enrolled in these classes at the University of the Philippines.

"I am happy that the Philippines continue to be a priority country for Spain. Our ancestors had a unique link that has deepened our history and has enriched our culture. Today, we are going to ensure that, being descendants of the great men and women of the past, we will employ our valuable heritage in the same manner that we build our future," Pres. Arroyo said.

Meanwhile, the innovative Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) of CHED is becoming popular and acceptable to individuals who have obtained non-formal and informal educational experiences.

Regional Director Eloisa W. Paderanga of CHED, region 10, said the program has made notable progress with ETEEAP applicants and graduates increasing considerably over time and surpassing the Medium Term Regional Development (MTRDP) targets.

The number of higher education institutions with accredited programs reached 52, last year, substantially higher than the MTRDP target of 22 and majority of these HEI's have Level II accreditation.

More women than men have pursued higher education with the former accounting for 56% of the total tertiary enrolment and the medical and other allied courses topping the list of preferred courses among women and engineering/technology among men.

"To ensure greater access to higher education to poor but deserving students, CHED-10 implemented various scholarships, study grants and loan programs that extended financial assistance benefiting some 4,564 students in academic year 2006-2007," Paderanga also said. (PIA 10 (http://www.pia.gov.ph/?m=12&fi=p071207.htm&no=66&r=&y=&mo=))

TambayBlues

November 8th, 2008, 12:44 AM

We should disseminate this course for our out of school youth so they can land some jobs here and abroad as a machinist. Para sa mga gustong matutong gumawa ng metal parts/products or for repair purposes;

In this course you will learn everything about how to operate a lathe and the how-to knowledge of turning out professional quality parts. In typical AGI (American Gunsmithing Institute) fashion everything is covered in explicit detail, using extreme close-ups, charts, detailed drawings and mock-ups, along with the real world knowledge and instruction of a professional machinist. Every aspect of operating the lathe is covered: Parts identification and operation, tool geometry, detailed how-to grind tool bits step by step (and why), measuring techniques and proper use of dial calipers, micrometers and other machinist measuring tools, three, four and six jaw chucks, tool holders, face plates, collet changers, boring bars, dial indicators, threading, parting, drilling, numerous set-ups, calculating running speeds for various materials, and how to use the Machinist Handbook along with other key reference materials. In short, all considerations for setting up and making parts from raw stock. There is so much covered that we can't list it all! We'll take you from basic lathe operation all the way through to the set-up and step by step making of a set of precise threaded test-bars. After you have learned to make these test bars you will be able to show others that you really know your stuff. The ZEN of Working the Lathe?! Master Gunsmith and Machinist Darrell Holland, who instructs this course, teaches you his personal philosophy on how to learn to feel and listen to the lathe and to hear what it is telling you. You will know when you are making a perfect cut and when you are not. A lifetime of tricks, tips and techniques are revealed. We guarantee that this course far exceeds any other videos on the lathe, mill and general machine shop ever offered - we have looked at them all! This course is more in depth, provides you with more tricks of the trade and is six times longer then any of the others. After you master the information contained in this course, you will be able to walk into any machine shop and be able to competently set up and run a lathe. Look at what AGI's Lathe Course offers!

The following is a brief outline of what is contained in the new AGI Machine Lathe Course. The course is 12 hours in length on 13 videocassettes, which makes it easy to learn and review when needed.

Tape I - Introduction to the lathe history, lathe lingo, identifying the parts of the lathe, the 3 types of lathe operations, four principles of lathe operation, methods of support and determining proper speeds.
Tape 2 - Cutting tools, tool holders, types of cutting tools, tool geometry and grinding tools.
Tape 3 - Measuring and the decimal system, understanding the decimal system, measuring tools (calipers, micrometers, dial indicators, depth micrometers etc.).
Tape 4 - Lathe setup, precision leveling, alignment of the tailstock and (how-to make an alignment test bar).
Tape 5 - Raw material selection, basic metallurgy, stock selection and preparation, chucking up, balancing and shimming.
Tape 6 - Listening to the lathe, facing and turning techniques, what to watch out for (chatter, overheating, poor finish, etc.), reading the chip, working with problem materials (stainless), and cutting fluids (what is out there and how to use them).
Tape 7 - Feed rates, power feeds and manual feed techniques, proper speed selection, taking the first cut and how-to practice.
Tape 8 - Tapers - types and uses, methods of calculating and cutting, tailstock set over method and compound rest method.
Tape 9 - Threading - external - calculations and threading techniques, step by step instruction.
Tape 10 - Threading - internal - calculations and techniques, tapping and threading practice.
Tape 11 - Boring holes, types, techniques and practice.
Tape 12 - Finishing techniques, reaming, knurling, filing and polishing.
Tape 13 - Advanced lathe operations, holding close tolerances, advanced threading, final practice and close.

This is a decent introduction to lathe use, he is using a Southbend lathe, but the general principles are the same for most any lathe.
This is a big set, total is about 2.85 GB!
After you reassemble the RAR archive you will have four avi videos. I apologize, since the "tapes" are out of order, but all the tapes are contained in these four avi files. You will have to skip around in your media player to find the one you want. For example, the file "Lathe1of4.avi" starts with tape 4 and goes on to Tape 1, then Tape 3, etc, etc.

Here's the download links;

http://rapidshare.com/files/89107021...deo.part01.rar
http://rapidshare.com/files/89109360...deo.part02.rar
http://rapidshare.com/files/89111106...deo.part03.rar
http://rapidshare.com/files/89112792...deo.part04.rar
http://rapidshare.com/files/89113709...deo.part05.rar
http://rapidshare.com/files/89114813...deo.part06.rar
http://rapidshare.com/files/89116749...deo.part07.rar
http://rapidshare.com/files/89120405...deo.part08.rar
http://rapidshare.com/files/89121942...deo.part09.rar
http://rapidshare.com/files/89124568...deo.part10.rar
http://rapidshare.com/files/89127498...deo.part11.rar
http://rapidshare.com/files/89142336...deo.part12.rar
http://rapidshare.com/files/89146668...deo.part13.rar
http://rapidshare.com/files/89152777...deo.part14.rar
http://rapidshare.com/files/89155353...deo.part15.rar
http://rapidshare.com/files/89159821...deo.part16.rar
http://rapidshare.com/files/89162681...deo.part17.rar
http://rapidshare.com/files/89165928...deo.part18.rar
http://rapidshare.com/files/89171272...deo.part19.rar
http://rapidshare.com/files/89174447...deo.part20.rar
http://rapidshare.com/files/89178560...deo.part21.rar
http://rapidshare.com/files/89353131...deo.part22.rar
http://rapidshare.com/files/89354154...deo.part23.rar
http://rapidshare.com/files/89355924...deo.part24.rar
http://rapidshare.com/files/89356941...deo.part25.rar
http://rapidshare.com/files/89358088...deo.part26.rar
http://rapidshare.com/files/89359966...deo.part27.rar
http://rapidshare.com/files/89359186...deo.part28.rar
NO PASSWORD

If you have trouble viewing these files, you may need to update your codecs, this one should do the trick...

http://www.free-codecs.com/FFDShow_download.htm

diehardbisdak

November 9th, 2008, 08:45 AM

hirolionheart

November 9th, 2008, 12:55 PM

^^
Humahakot na naman ang UP! 8 out of the top 10!:banana:

vince_rilian

November 10th, 2008, 09:27 AM

2008 Chemical Engineering Licensure Exam

1. Dennis Cristoffer Babista Tagaza - UP Diliman 85.30
2. Fabrienne Michelle Denoyo Yu - University of San Carlos 85.00
3. Jernel Dalisay Pateña - UP Los Baños 83.80
4. Julius Mercado Magpantay - UP Diliman 83.20
5. Marion Angelle Ordas Rivera - UP Diliman 82.30
6. Erwin Trista Alegria Tapay - UP Los Baños 82.20
7. Briant Siy Chua - University of San Carlos 82.00
8. Hercules Salvador Garcia - UP Diliman 81.80
9. Dale Emet Sabater Altar - UP Diliman 81.60
Joseph Rempillo Ortenero - Bicol University - Legazpi 81.60
10. Jerome Luigi Atillo Ramirez - UP Diliman 81.50

^^
Humahakot na naman ang UP! 8 out of the top 10!:banana:

For the ranking of schools based on passing rate, 2 UP's made it to top 2 (1st:UPLB, 2nd:UPD). I think this wasn't made public through newspapers, it didn't beat the deadline for publishing, it was only relayed by the PRC-Board of Examiners to our department, and circulated through text msg as well as announced at our dept. faculty meeting just this morning

hirolionheart

November 10th, 2008, 11:40 AM

For the ranking of schools based on passing rate, 2 UP's made it to top 2 (1st:UPLB, 2nd:UPD). I think this wasn't made public through newspapers, it didn't beat the deadline for publishing, it was only relayed by the PRC-Board of Examiners to our department, and circulated through text msg as well as announced at our dept. faculty meeting just this morning

Wow! Galing talaga ng UP!:banana::cheers::cheers::cheers::banana:
Maybe in the following days, mapa-publish na rin yang good news:colgate:

cyberwizard

November 15th, 2008, 04:12 AM

MSU-IIT surpasses UST in 'Frankahan'
abs-cbnNEWS.com | 11/15/2008 8:48 AM

First-time Square Off participants Mindanao State University - Iligan Institute of Technology (MSU-IIT) advanced to the next round of ANC's "Frankahan: The Drilon Debates" after overcoming the University of Sto. Tomas (UST).

With the motion agreeing with the abolition of the country's multi-party system, UST laid emphasis on the argument that a two-party setup would extract the best possible candidates to run. UST prime minister Joan Zaldivar stressed that the bi-party system would prove to be more advantageous to the country, given the prevalence of personality politics, lack of party loyalty, and absence of clear and identifiable party ideologies.

Led by the judges' choice for best speaker Mara Nanaman, MSU-IIT aggressively clashed with UST, arguing that a multi-party system would be more feasible as it is more responsive to the country's diversity. The winning team pointed out that UST failed to explain how a two-party system would eliminate the current problems and complaints brought about by the status quo.

Although MSU-IIT didn't give more tangible examples as the judges would have liked, the Government side's lack of responsivess was more heavily penalized.

"We felt that government's responsibility was to prove that the multi-party system in and of itself currently doesn't address the problems properly," Chief Adjudicator Lex Ledesma explained.

"What we were looking for was something stronger from the government side to clarify what they were saying… So [the] winner by split decision is MSU," he added.

Animo

November 23rd, 2008, 10:48 PM

LIMA, Peru, Nov. 23 -– The reintroduction of Spanish as a second language in Philippine schools next year is a very timely move as the Philippines and Peru have agreed to expand their trade relations, Press Secretary Jesus Dureza said today.

President Gloria Macapagal-Arroyo and Peruvian President Alan Garcia held bilateral talks Saturday night after the APEC Business Advisory Council (ABAC) dialogue at the Ministry of Defense (MOD) center here.

Dureza noted that the Philippines and Peru share many significant commonalities. Both predominantly Catholic, the two countries were ruled by Spain for hundreds of years.

Lima is the center of Christianity in South America, the same role played by the Philippines in Asia.

“We have so much in common. We can explore a lot of possibilities like more trade between our two countries,” Dureza quoted President Garcia as saying.

Dureza said the meeting was very casual with the two leaders sharing commonalities and talking about the kinship between their two countries in straight Spanish.

Aside from the two countries’ common Spanish heritage, President Garcia has a soft heart for the Philippines, recalling that as a young boy, his mother would keep reminding him that he was the son of the “President of the Philippine Republic.”

Dureza said the Peruvian president later found out that his father was a namesake of the late Carlos P. Garcia, then president of the Philippines.

During their meeting, the President also informed her host that she was going to hear mass on Sunday at the Sta. Rosa de Lima Chapel here, her last activity in her two-day visit to Peru. (PNA (http://balita.ph/2008/11/23/rp-peru-agree-to-expand-trade-relations/))

diehardbisdak

November 24th, 2008, 07:38 AM

MatudNilaBaby

November 27th, 2008, 12:28 AM

Education in the Philippines has a similar system to that of the United States (http://en.wikipedia.org/wiki/United_States" title=United States), as the Philippines was colonized by the Americans from 1898 to 1945. Filipino children enter public school at about age four, starting from Nursery (http://en.wikipedia.org/wiki/Nursery" title=Nursery) up to Kindergarten (http://en.wikipedia.org/wiki/Kindergarten" title=Kindergarten). At about seven years of age, children enter a 'primary school' (6 + 1 years). This is followed by secondary school (4 years). Students then sit for the College Entrance Examinations (CEE), after which they enter collegiate school (3 + 2 years). Other types of schools do exist, such as Private schools (http://en.wikipedia.org/wiki/Private_school" title=Private school), Preparatory schools (http://en.wikipedia.org/wiki/Preparatory_school" title=Preparatory school), International schools (http://en.wikipedia.org/wiki/International_school" title=International school), and Science High Schools (http://en.wikipedia.org/wiki/Science_High_School" title=Science High School). Also, several nationalities, such as the Chinese (http://en.wikipedia.org/wiki/Chinese_Filipino" title=Chinese Filipino), British (http://en.wikipedia.org/wiki/Category:Filipinos_of_British_descent" title=Category:Filipinos of British descent), Americans (http://en.wikipedia.org/wiki/Filipinos_of_American_descent" title=Filipinos of American descent), and the Japanese (http://en.wikipedia.org/wiki/Filipinos_of_Japanese_descent" title=Filipinos of Japanese descent) also have their own schools.

Primary School

Primary school is also called 'Elementary school'. It consists of six levels, with some schools adding an additional level (level 7). The levels are grouped into two primary subdivisions, Primary-level, which includes the first three levels, and Intermediate-level, which includes the last three levels.

Primary education in the Philippines covers a wide curriculum. The core subjects (major subjects) include Mathematics, English, and Makabayan (a mixture of Social Studies and Filipino). Other subjects include Sciences, Music, Arts, and Physical Education. Starting at the third level, Science becomes an integral part of the core subjects. In private schools, the subjects include Mathematics, English, Science, Social Studies, Basic Computer, Filipino, Music, Arts, Technology and Home Economics, Health, and Physical Eduucation. International schools and Chinese schools have additional subjects, especially in their language and culture.

The teaching medium in the vast majority of all local schools is English. Filipino is considered only as a second language, and is used only in the Makabayan subject. Outside of Manila (http://en.wikipedia.org/wiki/Manila" title=Manila), other languages such as Cebuano (http://en.wikipedia.org/wiki/Cebuano" title=Cebuano), Bicolano (http://en.wikipedia.org/wiki/Bicolano" title=Bicolano), and Waray (http://en.wikipedia.org/wiki/Waray" title=Waray), are also used in the teaching of Makabayan. International schools generally use English in all subjects. Chinese schools add two language subjects, such as Min Nan Chinese (http://en.wikipedia.org/wiki/Lan-nang" title=Lan-nang) and Mandarin Chinese (http://en.wikipedia.org/wiki/Mandarin_Chinese" title=Mandarin Chinese). A few private schools mainly catering to the elite also include Spanish (http://en.wikipedia.org/wiki/Spanish_language" title=Spanish language) in their curriculum. Meanwhile, Arabic (http://en.wikipedia.org/wiki/Arabic_language" title=Arabic language) is used in Islamnic schools. All primary-level students generally graduate with a knowledge of two or three languages.

Primary students traditionally sit for the National Elementary Achievement Test (NEAT) administered by the Department of Education, Culture, and Sports (http://en.wikipedia.org/wiki/Department_of_Education_%28Philippines%29" title=Department of Education (Philippines)) (DECS). It was intended as a measure of a school's competence, and not as a predictor of student aptitude or success in Secondary school. Hence, the scores obtained by the student in the NEAT is not used as a basis in his or her admission into Secondary school. During 2004, when the DECS was officially converted into the Department of Education (DepEd), and also, as a result of some reorganization, the NEAT was abolished. As of 2006, only private schools have entrance examinations for Secondary school.

Secondary School

Secondary education in the Philippines is largely based on the American schooling system. It consists of four levels. Secondary schooling is compartmentalized, meaning, each level focuses on a particular 'theme or content'. Secondary school is often called simply as 'High school', and as such, this will be the prevailing word in this section.

The first year of High school includes five core subjects, namely, Algebra I, Integrated Science, English I, Filipino I, and Philippine History I. The second year of High school includes Geometry, Biology, English II, Filipino II, and Asian History. The third year of High school includes Trigonometry, Chemistry, American Literature, Filipino III, and World History, and the fourth year of High school has Calculus, Physics, World Literature, Filipino IV, and Economics. Other minor subjects include Health, Advanced Computer, Music, Arts, Technology and Home Economics, and Physical Education.

In exclusive schools, various languages are offered as Electives, together with Computer programming, Literary writing, as well as other subjects. Chinese schools add language and cultural subjects. Preparatory schools usually add some Business and Accountancy courses, while Science high schools have Biology, Chemistry, ad Physics on every level.

Secondary students tradtionally sit for the National Secondary Achievement Test (NSAT), which is originally tailored as a counterpart of the American SAT (http://en.wikipedia.org/wiki/SAT" title=SAT), and is administered by the Department of Education (http://en.wikipedia.org/wiki/Department_of_Education_%28Philippines%29" title=Department of Education (Philippines)) (DepEd). Like its' primary school counterpart, it was eventually phased-out after major reorganizations in the said department. As of now, there is no government-sponsored entrance examination for Tertiary schools, and all schools, public or private, administer their own College Entrance Examinations (CEE).

Tertiary School

Tertiary schools in the Philippines are either colleges or universities. Colleges are tertiary institutions that typically offer one or few specialized courses, for example, in Science or in Liberal Arts, whereas Universities are tertiary institutions that offer several courses, which are often varied.

Tertiary schooling in the Philippines is more cosmopolitan, with thousands of international students enrolling here, the vast majority of which come from United States (http://en.wikipedia.org/wiki/United_States" title=United States), South Korea (http://en.wikipedia.org/wiki/South_Korea" title=South Korea), India (http://en.wikipedia.org/wiki/India" title=India), Pakistan (http://en.wikipedia.org/wiki/Pakistan" title=Pakistan), and other European (http://en.wikipedia.org/wiki/Europe" title=Europe) countries like Sweden (http://en.wikipedia.org/wiki/Sweden" title=Sweden) and Italy (http://en.wikipedia.org/wiki/Italy" title=Italy). The number of American nationals applying for tertiary education may be due to the fact that the Philippines itself has a large population of Americans. Most Korean students are transients, studying for the first two or three years in the Philippines to have a working knowledge of English, and then transferring abroad to the United States (http://en.wikipedia.org/wiki/United_States" title=United States) for degrees, but still, many still complete their tertiary education in the country.

Some noteworthy universities include the Ateneo de Manila University (http://en.wikipedia.org/wiki/Ateneo_de_Manila_University" title=Ateneo de Manila University), De La Salle University-Manila (http://en.wikipedia.org/wiki/De_La_Salle_University-Manila" title=De La Salle University-Manila) (DLSU-Manila), the Pamantasan ng Lungsod ng Maynila (http://en.wikipedia.org/wiki/Pamantasan_ng_Lungsod_ng_Maynila" title=Pamantasan ng Lungsod ng Maynila) (PLM), the Polytechnic University of the Philippines (http://en.wikipedia.org/wiki/Polytechnic_University_of_the_Philippines" title=Polytechnic University of the Philippines) (PUP), the University of the Philippines (http://en.wikipedia.org/wiki/University_of_the_Philippines" title=University of the Philippines) (UP), and the University of Santo Tomas (http://en.wikipedia.org/wiki/University_of_Santo_Tomas" title=University of Santo Tomas) (UST). The Ateneo and UP-Diliman are in Quezon City (http://en.wikipedia.org/wiki/Quezon_City" title=Quezon City), whereas DLSU-Manila, PLM, PUP-Sta Mesa, UP-Manila, and UST are in Manila (http://en.wikipedia.org/wiki/Manila" title=Manila). All, except for UP, PLM, and PUP, are private schools.

Chinese Schools

Chinese schools add two additional subjects to the core curriculum, Hôa-gí (Chinese grammar and literature) and Tiĉng-hàp (Chinese communication). Some add two more, namely, Chinese History and Chinese Culture. Still, other Chinese schools called cultural schools, offer Confucian classics and Chinese history as part of their curriculum.

-Wikipedia

i commend you kiretoce for posting this us-philippine comparative education which holds true before 1960. but the american educational system has changed and we have not caught up with them.

presently, they have the preschool, k-12, community colleges and universities.with preschool we have it there.kindergarten school we have it there. the difference lies in the 12 years of basic education because their elementary years is from grades 1 to 4, the middleschool or intermediate school is from grades 5 to 8, and the high school is from grades 9 to 12. then you received your high school diploma at roughly 17 or 18 years old. only the international schools in our country can compare the american system of education for now. the rest is lagging behind 2 years of formative education.

the four year colleges and universities whether it be private or public is reserved only to those who are in the top 30% of the graduating class. those who dont get admitted will settle for the 2 year associate degree awarding community colleges or vocational/technical schools and later transfer to the 4 year colleges/universities.

only the graduates of our international schools can enrol directly to the 4 year colleges and universities. if you have prior education in the philippines from a local public or private school, the tendency is they will accept you but u have to repeat 2 years worth of basic education. if you have a high school diploma there, u dont start college here. u go back to grades 11 or 12 some even to grade 10 the sophomore year depending how they measure up in the testing. if theyre over the age of 18, they will get the high school diploma through adult school as they dont mix kids and adults alike.

japan though has the most number of years spent in basic training of 13 years. dont you think that the country's system of education is correlated to its economic status vis-a-vis the world?

hirolionheart

November 27th, 2008, 01:40 PM

237 pass Librarian Licensure Examination

1 Elijah John Fernando Dar Juan - University of the Philippines - Diliman

2 Bernadette Dava Sueno - University of the Philippines – Diliman

3 Ruel Romarate Yu - University of San Jose-Recoletos - Cebu

4 Kristine Yap Martinez - University of San Carlos - Cebu

5 Nomer Albarando Alcazar - University of the Philippines – Diliman

6 Marion Jude Maristela Gorospe - Roosevelt College-Cainta

7 Jacquelyn Joy Latina Llave - Centro Escolar University-Manila

8 Lorraine Dawn Gamel Honrade - University of the Philippines – Diliman

9 Czarina Paola Pareja Dela Llarte - University of the Philippines – Diliman

10 Edward Hilado Puzon - University of Santo Tomas

The Professional Regulation Commission (PRC) announced that 237 out of 1,003 examinees passed Librarian Licensure Examination given this November 2008.

The examinations were conducted by Board for Librarians in the cities of Manila, Baguio, Cebu, Davao and Legazpi. The members of the Board for Librarians who gave the licensure examination are Corazon M. Nera, chairman; Elizabeth R. Peralejo and Elnora L. Conti, members.

Yey! hakot na naman ang UP Diliman!:banana::cheers::banana:

Christendom

November 28th, 2008, 11:43 AM

November 28, 2008
Two Carlos Hilado Mem State College students top board (http://www.visayandailystar.com/2008/November/28/topstory4.htm)
BY NANETTE GUADALQUIVER

Two pioneering Civil Engineering graduates of the Carlos Hilado Memorial State College in Talisay City were among the topnotchers in the November 2008 board examination given by the Professional Regulation Commission, recently.

Jeshurun Dacules Severo placed second with a score of 98.95 percent, while Janean Peñaflorida Labaosas placed fourth, with 97.55 percent.

CHMSC, which has eight examinees, has a passing average of 100 percent.

“I’m very happy. I dedicate my success to my parents and my family,” Severo, son of Erlinda, a housewife, and Vivencio, a councilman of Brgy. Vito, Sagay City, said.

Severo said he and Labaosas, who is his girlfriend, learned they were among the topnotchers only yesterday morning, although they already knew they passed Wednesday midnight.

Labaosas, who hails from Silay City, said she is giving her mother, Nancy, a widow, the honor for her achievement.

The couple, both 22, reviewed and took the examination in Cebu City together after their graduation last March. Severo, a three-time dean’s lister, said they were each other’s inspiration while they were preparing for the examination.

Severo said he believes that his and Labaosas’ accomplishments will make people appreciate their school’s feat in producing quality graduates.

Junjun Marquez, chairperson of CHMSC Engineering Department, said he is overwhelmed by the performance of the two topnotchers, and the six other successful examinees.

“I’m really proud of the eight, being pioneers in the program and having a 100 percent passing rate. They really put CHMSC on the map,” he said.

Marquez said their school and students made it because of hardwork, perseverance and faith in God.

The recent Civil Engineering board examination, held in Manila, Baguio, Cagayan de Oro, Cebu, Davao, Iloilo, Legazpi and Tacloban, had 1,672 passers out of the 4,831 examinees.*NLG

Christendom

December 3rd, 2008, 12:06 PM

December 3, 2008
PSME sets induction,seminar (http://www.visayandailystar.com/2008/December/03/starlife.htm)

The Philippine Society of Mechanical Engineers-Negros Occidental chapter will hold the induction of its 2009 officers and directors, recognition and Christmas party on Sunday at L’Fisher Hotel, in Bacolod City, a PSME press release said.

Registration will start at 1 p.m., followed by seminars, and the program at 7 p.m.

Guest speaker and inducting officer will be Ramon Picornell Jr. Overall chairman is Gerry Severino and co-chairman is Herminio Tolentino Jr.
Also set are a raffle draw and turnover of leadership between Ramonito Alejandro and incoming chapter president Nariel Bantay, the press release added.*

***

PICE-NOC receives 3 awards (http://www.visayandailystar.com/2008/December/03/people.htm)

The Philippine Institute of Civil Engineers-Negros Occidental Chapter won three national awards at the PICE National Convention in Cagayan de Oro City recently.

A PICE press release said the chapter placed second in the Most Outstanding Chapter award, first place in Most Outstanding Community project, and third spot in Most Outstanding Newsletter.

The PICE national chapter is conducting the yearly competition among the 100 chapters nationwide in terms of technical symposium and general assembly conducted, community projects initiated, board meetings held, sports program, and activities for student chapters, the press release said.
PICE-NOC president Lea Delfinado headed the 40-member delegation of the chapter and received the award from PICE national chapter at the fellowship night.

PICE-NOC was also awarded Most Outstanding chapter and Most Outstanding community project from 2001 to 2005, the press release added.*

skywalker2008

January 13th, 2009, 08:06 AM

Textbooks in private schools to be reviewed (http://www.philstar.com/Article.aspx?ArticleId=431341&publicationSubCategoryId=63)
Updated January 13, 2009 12:00 AM

Education Secretary Jesli Lapus said yesterday that the Department of Education (DepEd) would conduct a study on textbooks being used in private schools in the face of a challenge from the Commission on Higher Education (CHED) to ensure that students in the country use quality textbooks.

Lapus said the DepEd would coordinate with the Fund Assistance for Private Education (FAPE) for content evaluation of textbooks used in private schools.

He said the study would also look into the textbook procurement systems and check if private institutions are doing content evaluation.

The DepEd chief stressed that with the department’s reformed textbook procurement system, they are now looking into the quality of books used in private schools.

He noted that unlike in public schools, private schools do not observe a “one title” textbook policy, which means that they are free to choose what to use for a given subject.

With such a system, Lapus said the effort to review private school textbooks would be a major undertaking, involving thousands of textbooks.

Last May 19, Lapus banned two defective textbooks used in private schools.

These are the “Simply Science in the Next Century” Grades 1 to 6 series and “Harnessing Arts for English Today” Grades 1 to 6 series, both published by Phoenix Publishing House Inc.

The books were found to contain numerous grammatical and other errors by quality textbook crusader Antonio Calipjo-Go, an academic supervisor of a private school in Quezon City.

In his order, Lapus directed private schools not to use the two textbooks following a review and evaluation conducted by the DepEd’s Instructional Materials Council Secretariat, which also found “major errors” in the reading materials. – Rainier Allan Ronda

skywalker2008

January 13th, 2009, 08:10 AM

Arroyo orders random drug testing in public, private schools (http://www.gmanews.tv/story/143957/Arroyo-orders-random-drug-testing-in-public-private-schools)
01/13/2009 | 01:36 PM

MANILA, Philippines - Shortly after taking over the reins of the government's anti-drug efforts, President Gloria Macapagal Arroyo on Friday ordered the conduct of random drug testing inside public and private schools in the country.

During a Cabinet meeting in Malacañang, President Arroyo said the government plans to tap private laboratories and several government agencies to ensure that all public and private high schools and colleges are drug-free.

Officials from the Dangerous Drugs Board (DDB), the Department of Health (DOH), the Department of Education (DepEd), and the Commission on Higher Education (CHED) – who were all present in the meeting – have already thrown in their support for the President’s directive.

President Arroyo also directed the DOH to upgrade and ensure the effectiveness of the facilities in drug rehabilitation centers, as well as the revival of local drug abuse councils throughout the country.

President Arroyo’s order came as she called not only on the academe but also on Church groups, non-government organizations, and other concerned sectors to intensify campaign against illegal drugs.

Before the start of the Cabinet meeting, President Arroyo also offered to grant adequate funds for youth projects for those communities that would be declared drug-free zones.

For his part, Press Secretary Jesus Dureza also called on the government agencies involved in the enforcement of anti-drug laws and with the prosecution in drug cases to coordinate with each other instead of clashing among themselves.

The rift between the Philippine Drug Enforcement Agency (PDEA) and the Justice department was thrust in the open after PDEA agents accused government prosecutors of receiving bribes in exchange for the release of three affluent drug suspects who were arrested by PDEA. - Mark Merueñas, GMANews.TV

Maxxclip

January 13th, 2009, 08:41 AM

^^maganda ang hangarin nang kautusang ito ng Pangulo, subalit mas magiging epektibo/ mabisa ito kung isasagawa/ isasabatas ito nang tuluyan upang maiwasan ang ningas-kugon ng programang ito. Maganda sana kung ipatutupad ito sa huling antas ng sekondaryo(bago magtapos ng high school ang mga mag-aaral), at gawing requirement sa pag-kokolehiyo at bago magtapos sa kolehiyo- sa ganitong paraan, matatakot ang mga mag-aaral natin na gumamit sa pagkatakot na hindi sila makapagtapos o matanggap sa kolehiyo.

alam kong mahirap itong tanggapin para sa iba, pero, kung talagang por segido ang bata na mag-aral at makapagtapos, hindi dahilan ang "Napainan/ Nadawit lang ako ng mga kabarkada ko."

Animo

January 15th, 2009, 12:55 AM

Education is getting a much-needed boost under the P1.4-trillion national budget for the current fiscal year. Originally, the Education Department was given a P156-billion budget in the spending program submitted by Malacañang to Congress. When the budget bill went to the Senate, DepEd received an additional P6 billion.

Aside from this, P21.65 billion was earmarked by the administration for 116 state universities and colleges. The amount was raised by P299.1 million under the Senate version of the national budget. The budgets of 89 SUCs were hiked by the Senate but 21 others suffered a budget cut. The funding of six others was left untouched.

The significant hike in the appropriations of the DepEd and most of the SUCs reflects the pro-education bias of the senators. But if there was somebody who was very instrumental in making this possible, it was Senator Edgardo Angara, who assumed the chairmanship of the finance committee as the Senate began floor deliberations on the budget bill. Angara and Senate President Juan Ponce Enrile, whom he succeeded as finance committee chairman, have identified four sectors education and training, health, environment and infrastructure—that should be infused with additional resources to better equip the country to cope with the impact of the global economic storm.

With a whopping budget of P6.76 billion, the University of the Philippines System has the biggest allocation among the SUCs. The House of Representatives approved a budget of P6.4 billion for the UP System, and the Senate increased it by P361.2 million. The hefty budget hike is in keeping with the newly approved UP Charter which strengthened the fiscal autonomy of the premier state university, according to Angara, former UP president and chairman of the education committee.

Other SUCs which received generous increase under the Senate version were the Polytechnic University of the Philippines, up by P19 million to P654.4 million, Philippine Normal University, up by P15 million to P282.4 million. Central Luzon State University, up by P15 million to P258.7 million and Western Philippine University, up by P11 million to P100.1 million and Mindanao Polytechnic State University, up by P8 million to P101 million. The budgets of most SUCs were augmented by amounts ranging from P1 million to P5 million.

If you add the P162.3 billion budget of the DepEd and the P22 billion funding for the SUCs, you will get a clearer picture of how Malacañang and Congress are trying to adhere to the constitutional mandate to give the highest budgetary authority to education. As in previous years, DepEd has the biggest allocation among the line departments this year

***

To usher in the yearly observance of the National Arts Month in February, a colorful program dubbed “Ani ng Sining” (Harvest of the Arts) was held at the Clam Shell 2 in Intramuros, Manila yesterday under the auspices of the National Commission on Culture and the Arts in cooperation with the Tourism Department, Philippine Tourism Authority and Education Department.

The event was highlighted by the presentation of the National Arts Month jingle composed by Joey Ayala. The crowd was treated to dance and song numbers and other cultural performances. It marked the opening salvo for the 18 days of countdown to the 18th National Arts Month celebration.

Also to kick off this month is the quadricentennial anniversary of the founding of the town of Baler, province of Aurora. hometown of two of the country’s most illustrious leaders, President Manuel Luis-Quezon and Ed Angara. It was Angara, the longest-serving senator in the post-Edsa 1 period, who had requested President Arroyo to issue a proclamation for the national celebration of the 400th year of the birth of Baler. In Proclamation 1696, issued Dec. 24, 2008, President Arroyo directed the NCCA executive director Cecile Guidote Alvarez to spearhead the holding of commemorative activities which will culminate on June 30, the actual foundation date of Baler.

Located at the easternmost part of Luzon and facing the Pacific Ocean, Baler was established during the Spanish colonial era by a group of Franciscan missionaries led by Fr. Blas Palomino. Baler became the capital of the Distrito del Principe, carved out of the province of Nueva Ecija in 1856. The presidential proclamation took note of monumental historical events that transpired in Baler during the dying days of Spanish colonialism leading to the country’s independence, It was in this faraway town that Spanish soldiers made the last defense of Spanish authority in the archipelago whose gallantry moved General Emilio Aguinaldo, president of the First Philippine Republic, to issue a decree on June 30, 1899 stating that the defenders of Baler should be treated “not as prisoners but as friends.”

“It was in Baler where friendship and reconciliation was forged between the Philippines and Spain which provided the basis for the enactment of Republic Act 9187 declaring June 30 of every year as the Philippine-Spanish Friendship Day,” Mrs. Arroyo said in her proclamation.

The heroism and courageous deeds of both the Filipino rebels and the Spanish troops who held out within the walls of the church of San Luis de Tolosa during several months of the siege of Baler are immortalized in the blockbuster movie, “Baler.” It was Angara who was the moving force and inspiration behind the movie which bagged most of the major awards during the just-concluded Metro Manila Film Festival. Produced by Viva Entertainment and directed by Mar Meily, the period film romped away with the Best Picture, Gatpuno Antonio Villegas Cultural award, Best Director and Best Actress awards.

Noted writer-novelist Joe Laderas Santos, acting chairman of the Commission on National Language, underscored the importance of Proclamation 1696 in promoting the Filipino language, history and cultural heritage. He pointed out that Baler’s most famous son, the late President Quezon, who led the independence movement during the American Commonwealth Era, championed the cause of propagating our national language.

His Majesty, King Juan Carlos l and Queen Sofia of Spain are expected to go on a state visit to the country in June and grace the Baler Quadricentennial celebration. They will reciprocate President Arroyo’s state visit to Spain last year.

http://www.manilastandardtoday.com/?page=felMaragay_jan14_2009

red_jasper

January 15th, 2009, 02:52 AM

Chess to be included in school curriculum
01/13/2009 | 10:15 PM

MANILA, Philippines – Marikina will be the first city to add the sport of chess into its academic curriculum with the help of Asia’s first Grandmaster Eugene Torre.

To do this, Torre will demonstrate how the sport is played on Thursday at 9:00 a.m. in a Marikina school yet to be announced by the organizers.

Jundio Salvador, a member of the organizing committee, said that although the Department of Education had already instructed all public schools to add chess in their curriculum, Marikina will be the pilot city for the experimental program.

GMs Torre and Jayson Gonzales, who prepared the syllabus, will be the project’s main proponents, with chess being included in the curriculum starting at Grade III in the elementary level up to fourth year high school at the start of the 2009-2010 school year in June.

Salvador said that Torre believes playing chess could hone the minds of the youth to become future entrepreneurs. “The Philippines have a potential in the international stage. Look at the top ranked teams in chess, they are all first world countries. We believe that we can train future entrepreneurs if the youth learn to play chess."

For more information, call Jundio at 0917-8408824. – GMANews.TV (http://www.gmanews.tv/story/144048/Chess-to-be-included-in-school-curriculum)

kiretoce

January 17th, 2009, 07:08 AM

^^ Hooray for all the Freaks, Geeks, and Nerds! :cheer:

:lol: Just kidding, people! :jk: World Peace! :nocrook:

Juan Pilgrim

January 18th, 2009, 05:07 AM

^^ I happen to be a Chess player, and a good one too, when I was in gradeschool!

I even won medals.

Looking back now, I can say that I really learned a lot about life because I played chess!
Maybe I was a nerd? But a cute one. :okay: meaning likable and not annoying.

:horse:

amigo32

January 18th, 2009, 11:36 AM

^^ Hooray for all the Freaks, Geeks, and Nerds! :cheer:

:lol: Just kidding, people! :jk: World Peace! :nocrook:

lagot ka kay JP:D

Juan Pilgrim

January 18th, 2009, 03:00 PM

^^Bakit naman ako manla-lagot?

The skills we learned when we are younger are always going to be useful when we are older. IMO.
Scientists have said that we are only developing & using a fraction of our Brain!

:horse:

Animo

January 20th, 2009, 09:04 PM

MANILA, Philippines—The Ateneo de Manila University celebrates its sesquicentennial, or 150th year, by hosting a gathering of 120 Filipino and foreign university leaders and academics at a forum of university presidents at the Ateneo Loyola Heights campus in Quezon City.

The so-called Presidents’ Forum, which starts Thursday and ends on Saturday, has the theme “Universities at the frontiers of change.”

Major presentations will be delivered on Friday by Fr. Bienvenido F. Nebres, S.J., president, ADMU; Ng Ching Fai, president, Hong Kong Baptist University; Shin-ichi Ago, vice president, Kyushu University (Japan); and Jean-Philippe Ammeux, director, IESEG School of Management, Lille Catholic University (France).

John J. DeGioia, president since 1995 of Georgetown University, Washington D.C., will keynote the forum on Saturday. DeGioia is the first lay person appointed to head a Jesuit institution anywhere in the world.

Three simultaneous symposia will also be held on Saturday, the last day of the forum, and will discuss multiculturalism, the value of higher education surveys and rankings, and the effect on universities of the global financial crisis.

The Presidents’ Forum hopes to provide “an opportunity to share experiences, views and reflections on how universities around the world are coping with institutional challenges brought on by globalization,” the ADMU said on its website.

The event is “purely invitational,” organizers told the Philippine Daily Inquirer when asked how the delegates from 11 countries were chosen.

“We want the Presidents’ Forum to stimulate a meaningful discussion of issues from the perspective of different regions,” Nebres, Ateneo president, said in a statement.

The ADMU started as a public primary school in Intramuros founded by Spanish Jesuits in 1859.

For more information, log on to http://presidentsforum2009.ateneo.edu/ Edson C. Tandoc Jr.

http://newsinfo.inquirer.net/breakingnews/metro/view/20090120-184537/Ateneo-marks-150th-year

kiretoce

January 24th, 2009, 01:15 PM

Pinoys urged to apply for scholarships in the Netherlands (http://www.abs-cbnnews.com/pinoy-migration/01/24/09/pinoys-urged-apply-scholarships-netherlands)

The Philippine Embassy in the Netherlands is urging Filipinos to take advantage of the scholarship programs offered in the country.

RP Ambassador Romeo Arguelles is disappointed that the number of Pinoys scholars in the Netherlands has fallen.

Including the new arrivals, there are only about seventy Pinoy scholars this year compared to the more than eighty last year.

Arguelles has observed only a handful of Pinoys at the graduation ceremonies he has attended.

"I have noticed here in the universities where I've been during graduation, that there are not as many Filipino graduates as other countries in Asia. The Chinese graduates probably number about ten times the Filipino graduates. There are more Vietnamese, and more Africans," Arguelles said.

Arguelles coordinated with the Netherlands Organization for International Cooperation in Higher Education or Nuffic and discovered that there is no quota for applicants.

"They say that the more applications, the better chances of getting scholarships. They are the ones who are going to pay for your tuition and board and lodging...We already reported this to our main office, that they should encourage students to apply," Arguelles said.

At the Embassy's recent welcome party for the scholars, Arguelles encouraged Pinoys to persuade their friends and acquaintances to apply for scholarships here.

He said Pinoys should not waste this good opportunity for the free higher education that Holland offers to many nationalities.

The scholars agreed that the knowledge that they get from studying abroad will give them a big edge once they return home.

"Malaki ang tulong sa amin bilang professionals kasi na-eenhance ang aming capabilities para ihandle ang aming mga job responsibilities dun sa atin sa Pilipinas, at talagang maganda rin ang environment na ibinibigay sa amin sa pag-aaral dito sa Netherlands," scholar Rino Paez said.

Paez is taking up masters in development studies major in public policy and management at the Institute of Social Studies in The Hague.

"Nagtatrabaho kasi ako sa Commission on Filipinos Overseas. Ito po ang ahensiya na concerned with the permanent migrants. Ang ilang possible research interest namin eh kung paano mae-engganyo ang mga kababayan abroad na tumulong sa mga development projects sa ating bansa. So ang aking layunin pagbalik sa Pilipinas eh tulungan ang ating mga programa na mapalago pa para ma-engganyo ang ating mga kababayang Pilipino na tumulong sa Pilipinas," Pelaez said.

A Pinay who arrived last year said she is learning a lot of new things that she can apply at the Women's Resource Center in Cebu where she works.

"Dito marami akong natutunan. Ibang issues on women, tapos iba't-ibang aspects ng social security, poverty and I think na magagamit ko talaga sa work namin, especially we're doing, organizing support services for grassroots women sa Cebu. Tapos yung exposure ko to other activists and academics within the women's movement institutions," Kayra Alburo said.

A government official said Filipinos should take advantage of the chance to enrich their knowledge since this which will help raise prosperity in the Philippines.

During DENR Undersecretary for Policy and Planning Demetrio Ignacio's recent visit to The Hague, he also met scholars which included some from his staff at the environment office.

Ignacio said that the government encourages its staff, particularly the young technical people, to go out and learn more from other countries.

"We're very happy that they seem to be learning new technology here, and most especially, they're learning how to explore, to open their minds and look for best alternative options and formula," Ignacio said.

He said that all the hard work and effort undertaken by the scholars will not go unrecognized by the government.

"They will probably go back to their old position but we expect that in a shorter amount of time, they will go up," Ignacio said.

Animo

January 26th, 2009, 09:13 PM

THE SPANISH language will be reintroduced at selected government-run schools in the Philippines this year, Education Secretary Jesli Lapus said yesterday.

Under the "Special Program in Foreign Language," to be implemented in the school year starting in June, Spanish will be taught at key high schools to "prepare the students for meaningful interaction in a linguistically diverse global workplace," Mr. Lapus said.

"It will also develop understanding and appreciation of other people’s culture," he added.

The language will be taught only in special classes at schools whose students have mastered English and shown an ability to learn another foreign language, he said.

In 1987 the Philippines, a former colony of Spain, abolished Spanish as one of its official languages as well as a requirement that college students had learn it.

A number of liberal arts colleges, however, continue to teach Spanish.

The language has since largely vanished from everyday use, with English and the local languages now commonly used.

http://www.bworldonline.com/BW012709/content.php?id=079

http://www.casaasia.es/img/1140845123PM1225813883159.gif

El proyecto contará con la ayuda de la Agencia Española de Cooperación Internacional y comenzará por la creación de un centro piloto en cada una de las 18 provincias del país

http://www.chanrobles.com/philippinemapofprovinces.gif

Manila. (EFE (http://www.lavanguardia.es/lv24h/20081106/53574538494.html)).- El Gobierno de Filipinas anunció hoy la reincorporación del castellano en la enseñanza secundaria a partir de mediados del próximo año, una iniciativa que será desarrollada con la ayuda de España.

Seguir leyendo noticia

El anuncio fue hecho por el secretario filipino de Educación, Jesli Lapus, durante su intervención en la cuarta Tribuna Hispano-Filipina, foro que persigue fomentar el diálogo bilateral en los ámbitos cultural, económico, y comercial.

"Es muy importante, el castellano es algo que pertenece al espíritu cultural del país", apuntó el embajador de España, Luis Arias.

El proyecto para la reincorporación del castellano en las aulas, que contará con la asistencia de la Agencia Española de Cooperación Internacional (AECI) y el Instituto Cervantes, comenzará por la creación de un centro piloto en cada una de las 18 provincias de Filipinas.

A su vez, el proyecto contempla paliar la falta de profesores de castellano mediante cursos de formación, y la enseñanza también del castellano a través de internet para facilitar un aprendizaje más amplio en el archipiélago. "Hay que volver a formar profesores", dijo Arias.

Por su parte, el director general para Asia y el Pacífico del Ministerio de Asuntos Exteriores, José Eugenio Salarich, destacó que la reincorporación del castellano en el sistema educativo filipino había sido "una prioridad" en las relaciones bilaterales, que calificó de excelentes.

La presidenta de Filipinas, Gloria Macapagal, anunció el pasado diciembre durante su visita de Estado a España, su compromiso de que el idioma español volviera a ser una asignatura de estudio obligatorio en las escuelas de su país.

El español fue eliminado del sistema educativo en Filipinas en 1987 durante el Gobierno de la presidenta Corazón Aquino con la Constitución que se redactó tras la caída del régimen de Ferdinand Marcos, que estableció como lenguas oficiales el tagalo y el inglés.

Unas 7.000 personas estudian el castellano en Filipinas -la mitad de ellos lo hablan a diario-, el noveno país más poblado de Asia con cerca de 85 millones de habitantes que durante 350 años y hasta 1898 fue colonia española.

Arias señaló que en Filipinas existe una "creciente demanda" para aprender el castellano, lengua que hasta el momento se imparte en varias universidades y colegios privados, así como en el Instituto Cervantes de Manila.

Animo

January 26th, 2009, 09:25 PM

By Philip Tubeza (http://newsinfo.inquirer.net/breakingnews/nation/view/20090126-185662/Spanish-classes-to-return-in-schools)
Philippine Daily Inquirer
First Posted 16:55:00 01/26/2009

Filed Under: Education, Language

MANILA, Philippines—If the Department of Education (DepEd) had its way, more and more Filipinos may soon appreciate the literary works of Pablo Neruda, Don Quixote, or Gabriel Garcia Marquez in their original Spanish text.

Starting this coming school year, Spanish will be taught in selected public high schools around the country to better prepare students “in communicating a widely used second language,” according to Education Secretary Jesli Lapus.

“(This will) prepare the students for meaningful interaction in a linguistically diverse global workplace. It will also develop understanding and appreciation of other people's culture," Lapus said on Monday.

Spanish, once an official language of the Philippines, would be reintroduced in high school through a “Special Program in Foreign Language,” which is aimed at schools whose students “have demonstrated competence in English and are also capable of learning another foreign language.”

Lapus said the program would develop students' skills in “listening, reading, writing, speaking and viewing which are necessary for the students to acquire communication skills using a second foreign language.”

The program would initially offer Spanish in one school per region with two classes of 35 students each per school, Lapus said.

The pilot schools and their teachers would be selected by the DepEd Regional Office based on the criteria for selection, he added.

In the selection of the pilot schools, only secondary schools with the highest Mean Percentage Score (MPS) in English in the whole region will be selected.

The school should also be able to provide substitute teachers who will take over the classes of the foreign language teachers while on training.

Lapus added that the pilot schools would be selected based on the availability of classrooms and support facilities and equipment like “computer laboratory with at least 10 computers and headsets to support speech lessons.”

"One of the criteria in selecting the teachers who will handle the teaching of the foreign language is that they must be willing to finish the crash course and participate in teaching Spanish," Lapus said.

The teachers who will be selected to undergo the three-month training will earn units under the continuing education program.

Lapus said the department wanted to make sure there would be enough teachers to handle the subjects in selected pilot schools upon the start of the program in June 2009.

An estimated 320 million people speak Spanish as a native language around the globe today, making it the world's fourth most spoken language in terms of native speakers.

The language reached these shores with the Spanish conquistadors in the 16th century and it remained an official language of the country despite the American occupation of the Philippines in the early 20th century.

It lost its status as an official language only in 1973 during the administration of the late dictator Ferdinand Marcos.

After Marcos was toppled in 1986, the mandatory teaching of Spanish in colleges and universities was also stopped, and thus, younger generations of Filipinos have little or no knowledge of Spanish as compared to the older generations.

However, the Spanish language retains a large influence in local dialects---like Chabacano---with many words coming from or being derived from Spanish.

And besides enriching the country’s Hispanic heritage, learning Spanish would also be a practical help for those hoping to land a job in the booming call center industry, where Spanish-speakers are sought after and are paid higher salaries.

MatudNilaBaby

January 27th, 2009, 09:14 AM

most cebuanos count using spanish words as uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez, once, doce, trece, catorce, quince....

growing up counting this way made me think that this is bisaya way of counting but later in my life i realized that the cebuano way of counting is:
usa, duha, tulo, upat, lima, unum, pito, walu, siyam, napulo. napulu'g usa, ...

a lot of cebuano/bisaya root word are of spanish orgin which i learned through taking a spanish class in college.

federalist

January 27th, 2009, 11:22 AM

very korek. most of the Cebuano words are from Spanish rootwords. a lot to mention.

gen1

January 27th, 2009, 09:12 PM

237 pass Librarian Licensure Examination

1 Elijah John Fernando Dar Juan - University of the Philippines - Diliman

2 Bernadette Dava Sueno - University of the Philippines – Diliman

3 Ruel Romarate Yu - University of San Jose-Recoletos - Cebu

4 Kristine Yap Martinez - University of San Carlos - Cebu

5 Nomer Albarando Alcazar - University of the Philippines – Diliman

6 Marion Jude Maristela Gorospe - Roosevelt College-Cainta

7 Jacquelyn Joy Latina Llave - Centro Escolar University-Manila

8 Lorraine Dawn Gamel Honrade - University of the Philippines – Diliman

9 Czarina Paola Pareja Dela Llarte - University of the Philippines – Diliman

10 Edward Hilado Puzon - University of Santo Tomas

The Professional Regulation Commission (PRC) announced that 237 out of 1,003 examinees passed Librarian Licensure Examination given this November 2008.

The examinations were conducted by Board for Librarians in the cities of Manila, Baguio, Cebu, Davao and Legazpi. The members of the Board for Librarians who gave the licensure examination are Corazon M. Nera, chairman; Elizabeth R. Peralejo and Elnora L. Conti, members.

I see that all 5 library science grads of UP passed :lol:

It's a bumper crop of UP librarians graduating. Last year there were only two in the graduating batch :lol:

:jk: I really don't know if there were only 5 in the graduating batch. But in my time there would only be 1 or 2 per year, sometimes wala pa. Honestly, who the heck would make a career out of arranging books ? (this is one of the jobs high functioning autistics are great at though :D btw Autism Week this week, hurrah!!!)

MatudNilaBaby

January 28th, 2009, 02:26 PM

I see that all 5 library science grads of UP passed :lol:

It's a bumper crop of UP librarians graduating. Last year there were only two in the graduating batch :lol:

:jk: I really don't know if there were only 5 in the graduating batch. But in my time there would only be 1 or 2 per year, sometimes wala pa. Honestly, who the heck would make a career out of arranging books ? (this is one of the jobs high functioning autistics are great at though :D btw Autism Week this week, hurrah!!!)

thats too shallow thinking and narrow minded of you to say that. librarians are more than just arranging books. theyre an important resource person in finding information we all need. without librarians, our schools books and media materials will be in chaos. they organize, classify, and categorize them according to subject. they have aides that does the arranging and shelving which is the basic work of a librarian. but the high end librariiesr in school with strong research programs, librarians are not books shelvers or arranger but they are the information speclalist.

here in the us, the degree program for librarians is a bachelor of science degree in library and information systems.

red_jasper

January 29th, 2009, 03:37 AM

CHEd abandons plan to extend nursing to 5 years
spacer (http://www.mb.com.ph/MAIN20090129146861.html)

By SHIANEE MAMANGLU

The Commission on Higher Education (CHEd) has thrashed its own directive that set policies and guidelines for the revised nursing curriculum.

CHEd acting Executive Director Julito Vitriolo said the decision was made following consultations with various stakeholders and a CHEd en banc meeting last month on the recommendations of the Presidential Task Force for Education (PTFE).

"We have been overtaken by events. The Cabinet has already approved the recommendations of the PTFE regarding curricular reforms and these include the nursing degree,’’ Vitriolo said.

"Instead of CMO No. 5, we will push for the 10+2+3 scheme,’’ he added.

CHEd Memorandum Order (CMO) 5 issued last May 14, 2008 requires four school years and three summers for first year nursing students. It integrates six units that are focused on subjects such as Theoretical Foundations in Nursing, Pharmacology, and Health Assessment, among others.

The Coordinating Council of Private Educational Association (COCOPEA) had opposed the revised curriculum and even filed a petition for a temporary restraining order before a Pasig City court.

Leaders of COCOPEA claimed that CMO 5 will "unduly burden" nursing students since they will have to endure additional three summers and increased hours for related learning experience (RLE).

Their complaints, however, were ignored for lack of merit.

CHEd earlier disclosed that more than 80 percent of colleges and universities offering the nursing program have implemented CMO 5.

CHEd assured that those colleges that implemented the enhanced nursing curriculum will not have problems with the implementation of the 10+2+3 scheme, adding that CMO 5 is applicable only to incoming first year nursing students.

The 10+2+3 model provides 10 years of basic education, two years of preuniversity and three years of specialized programs, which include major courses, professional ethics and review courses for licensure exams.

The said model also provides for the implementation of a five-year nursing curriculum, which is expected to take effect in school year 2009-2010.

CHED Chairman Emmanuel Angeles earlier said that the new model will enable nursing graduates to be at par with their foreign counterparts. Likewise, the new scheme would allow the country to conform to international agreements including the Bologna Accord that sets the standards for the nursing degree and related courses, he added.

"They (nursing students) would also no longer have to contend with the additional expenses incurred when enrolling in review centers which charged exorbitant rates," said Angeles.

The Technical Committee for Nursing Education (TCNE), which recommended the enhanced Bachelor of Science in Nursing (BSN) curriculum, had earlier defended their work and even called on CHEd to uphold their decision.

TCNE chairperson Dr. Maria Teresita Sy-Sinda said "CMO 5 is an attempt to produce a nurse at the end of four years who is scientifically grounded and technically competent with humanistic nursing care to patients.’’

"In terms of cost, the nursing review subjects are integrated in the curriculum without the need to enrol in review classes, thus, parents will save on added cost. It will also reduce cost in health care in terms of training, ‘’ said Sinda.

The Philippine Nursing Association (PNA) had also supported the TCNE, noting the revised curriculum carefully thought of for three years, will address the decline in the passing rate of nursing students in the yearly Nursing Licensure Examination (NCLE), among others.

Meanwhile, Sen. Francis Escudero said the CHEd proposal supporting five-year college courses would be unacceptable to parents who are now bearing the economic crunch.

Escudero described the plan to stretch the academic year of college degree programs as "ill-timed" and "poorly conceived" and will ultimately saddle Filipino parents with "an additional cross to carry."

"This is one of CHED’s plans that don’t bode well for the Filipino parents who are already bearing the economic crunch. Then we have those parents who unwittingly lost their educational savings for their children with the collapse of the pre-need industry," Escudero said.

Instead of adding another year in college, Escudero said CHED should work within the existing four-year courses and improve the educational standards without increasing the cost on the part of the students and the parents.

"The government cannot pass the buck to the people when there’s a need to improve and work on a deficiency and inadequacy in the way they do things in the government. If coming at par with the rest of the world is what CHED and the Palace want for our students, they should start introspecting," he said. (with a report by Hannah Torregoza)

gen1

January 29th, 2009, 04:22 AM

thats too shallow thinking and narrow minded of you to say that. librarians are more than just arranging books. theyre an important resource person in finding information we all need. without librarians, our schools books and media materials will be in chaos. they organize, classify, and categorize them according to subject. they have aides that does the arranging and shelving which is the basic work of a librarian. but the high end librariiesr in school with strong research programs, librarians are not books shelvers or arranger but they are the information speclalist.

here in the us, the degree program for librarians is a bachelor of science degree in library and information systems.

whatever turns you on. . . baby :lol:

you're not a librarian, are you ? in which case, i apologize for making a joke about your chosen profession

:D

Animo

February 3rd, 2009, 07:48 PM

Tuesday, February 03, 2009 10:55:16 AM (http://www.mindanaoexaminer.com/news.php?news_id=20090202215516)

CEBU CITY, Philippines - Cebu Rep. Eduardo Gullas has welcomed the initiative of the Department of Education (Deped) to promote the learning of the Spanish language in select public high schools starting this June.

"This is definitely a positive step toward encouraging secondary students to learn not just Spanish but other foreign languages as well when they proceed to college," said Gullas, an educator.

"This is all about making our school programs more relevant and highly responsive to the changing times -- to globalization and to the demands of labor markets here and abroad," Gullas pointed out.

"After all, we send our children to college so they can achieve a better quality of life, not so they can join the ranks of unemployed professionals," he added.

College graduates with extra foreign language skills could look forward to gainful employment in international institutions, multinational corporations, the diplomatic offices of other governments, and even in non-government aid organizations, said Gullas, one of the principal authors of a bill seeking to reinforce the use of English in schools.

Here, Gullas said they could also count on high-paying jobs in the country's Foreign Service, or in the business process outsourcing industry. He cited some of the firms aggressively recruiting local staff that can speak English and at least one other foreign language.

* IBM Business Services Inc., a unit of Armonk, New York-based IBM Corp., is recruiting staff that can speak English and Spanish, or English and any of the following: Japanese, Mandarin, Cantonese, French, German, Italian, Portuguese, Danish, Swedish or Dutch;

* The global manufacturing and technology firm, St. Louis, Minnesota-based Emerson Electric Co., is enlisting for its global service hub in Manila personnel that can speak English and Spanish, or English and any of the following: French, Italian, Dutch, German, Finnish, Russian or Japanese;

* London-based InterContinental Hotel Group PLC's global service center in Manila is signing up employees that can speak English and Cantonese, or English and any of the following: Japanese, Thai, Mandarin or Korean;

* Knowledge Generation Bureau Philippines Inc., a unit of New York-based KGB USA, and West Contact Services Inc., a unit of Omaha, Nebraska-based West Corp., are both drafting professionals that can speak English and Spanish;

* Telephilippines Inc., a subsidiary of France's Teleperformance, and Hinduja TMT Ltd., an affiliate of India's Hinduja Group, are both hiring workers that can speak English and Cantonese;

* Aegis PeopleSupport Inc., a unit of India's Essar Group, is recruiting staff that can speak English and Spanish, or English and French; and

* Sterling Global Call Center Inc. is enlisting personnel that can speak English and Spanish, or English and Mandarin.

Deped's Special Program in Foreign Language is designed for students that have shown competence in English and the ability to learn another foreign language. It is meant to prepare students for greater interaction in a linguistically diverse workplace, and heighten understanding of other people's culture.

The new program would initially offer Spanish in one pilot school per region. Each school would have two classes of 35 students per class.

Animo

February 3rd, 2009, 07:53 PM

Written by Sway / Marvin A. Tort (http://businessmirror.com.ph/index.php?option=com_content&view=article&id=5573:bandera-espanola&catid=28:opinion&Itemid=64)
Tuesday, 03 February 2009 22:57

The Department of Education (DepEd) plans to start next school year a program for the teaching of Spanish in selected public high schools, with the aim of better preparing students in using what the DepEd refers to as a “widely used second language.”

While laudable, considering the Philippines’ long history as a Spanish colony, perhaps the plan requires rethinking. As a “special program” in select public high schools, perhaps it should not be limited to Spanish but should cover other practical business languages like Japanese or Chinese.

In defending the plan, which aims to develop students’ skills in listening, reading, writing, speaking and viewing another language, the DepEd said Spanish would be taught only in schools whose students have demonstrated competence in English, and are also actually capable of learning another foreign language.

The program will initially offer Spanish in one school per region, with two classes of 35 students each. Only secondary schools with the highest mean percentage score in English in a region will be selected. The school should also provide substitute teachers who will take over the classes of foreign-language teachers while they are on training. Pilot schools will also be selected based on the availability of classrooms and support facilities, as well as equipment like computer laboratories with at least 10 computers, and headsets to support speech lessons.

It is still to be ascertained whether the program was initiated and will be implemented solely by the DepEd, or involves some development assistance, aid or cooperation from abroad. After all, with the DepEd’s limited resources, it will be good to get funding help for its special projects. And who else can provide the best technical and financial assistance on such a project but the Spaniards?

Anyway, it appears that Spain is very keen on establishing a strong foothold in the local communication industry. Take the case of La Netro Zed, the Spanish firm that is reportedly now the world’s leading supplier of value-added services or VAS for mobile phones and the Internet. The company sells ring tones, logos, games and other data and content to cell-phone owners.

Sometime in 2008, its 100-percent owned local subsidiary, Zed Philippines, faced some problems. It was issued a cease-and-desist order by the National Telecommunications Commission or NTC for operating allegedly without a permit or license from the commission. At the same time, its operation was allegedly in violation of the NTC requirement that VAS providers should be at least 60-percent Filipino-owned.

Since then, it has been rumored that the Spanish ambassador to the Philippines has been working to convince the NTC—allegedly through lobbying at the Board of Investments and reportedly even at Malacañang—to lift the cease-and-desist order on Zed Philippines so it can resume its local business as VAS provider for Smart, Globe and Sun Cellular.

When sought for confirmation regarding rumors that the Spanish Embassy was lobbying on behalf of La Netro Zed and its local subsidiary, Zed Philippines, the Spanish ambassador declined to comment. Instead, his embassy sent this column a letter, signed by Ambassador Luis Arias-Romero, stating that “it is not, nor has it ever been, [his] practice to comment publicly on [his] activities as ambassador.”

If at all such lobby is true, the Spanish Embassy cannot be criticized for doing its job. Its mandate obviously includes furthering the interest of the Spanish government, Spanish businesses and Spanish nationals. Local officials, on the other hand, are likewise mandated to protect local interests. Thus, whether it should sway to foreign pressure should be seen always in light of what is in the best interest of the Filipino people.

While the alleged lobby in favor of Zed cannot be truly ascertained, there have been recent developments that seem to bolster its case. For one, the Department of Justice (DOJ) has reportedly issued a legal opinion that favored the company as it supposedly indicated that there were no legal impediments to letting foreign companies operate as VAS providers locally.

In addition, and perhaps in line with this DOJ legal opinion, the NTC has also reportedly drafted a new ruling that would specifically allow foreign-owned VAS companies like Zed Philippines to be licensed to operate locally. A public hearing on this draft was even called, although it was reportedly canceled to allow the NTC more time to review the proposed policy.

While liberalization of certain industries has helped the country in the past by providing for the entry of large foreign investments, some congressmen are reportedly now frowning on the NTC proposal to let foreign companies peddle games, software and data to local cell-phone owners. For one, Filipino firms are more than capable of doing the job and should perhaps be given priority, more so given the global economic downturn.

It is unclear whether the NTC, as the final arbiter of this issue, will finally succumb to the alleged pressure exerted by parties concerned.

Comments to matort@yahoo.com

Animo

February 3rd, 2009, 08:25 PM

MANILA, Philippines - Children of workers who lose their jobs due to the global financial crisis should get P7,000 in school grants, Cebu Rep. Eduardo Gullas has said.

Gullas, in an article on the House of Representatives website, said the Education and Labor Departments should provide instant access to these grants.

"We should encourage families to keep their children in school, even if a member of the household recently lost his or her job," said Gullas, an educator.

He said the two departments should use the special voucher system under the P3.6-billion Government Assistance to Students and Teachers in Private Education (GASTPE) program.

Under GASTPE, Gullas said students who apply for assistance may get P7,000 vouchers that they can then use to cover a portion of their tuition in private high schools.

The program does not have any requirement, other than the willingness of the student's parents to pay for the rest of the tuition, he said.

GASTPE has two components, including the service contracting scheme and the voucher system.

With a budget of P2.55 billion this year, the service contracting would subsidize the tuition of 509,739 enrollees at a cost of P5,000 per student, Gullas said.

He added that with a budget of P1.04 billion, the voucher system would award P7,000 each to 148,579 students.

The DOLE earlier reported that some 300,000 workers may have already lost their jobs, or are about to thrown out of work, due to the severe global economic downturn.

Meanwhile, Gullas said the Department of Education (DepEd) and the Department of Labor and Employment (DOLE) should also extend special treatment to children of retrenched workers in the award of other types of school grants.

He said this year's P1.415-trillion national budget provides a total of P7.2 billion in fresh scholarship funds.

This represents an increase of 13.3 percent, or P849 million, compared to the P6.4-billion allotment for scholarships in 2008, he said.

Aside from GASTPE, the P7.2 billion also covers P508 million for scholarships under the National Commission on Indigenous Peoples and the Department of Science and Technology-Science Education Institute, for a combined 13,500 beneficiaries, according to Gullas.

He said the new funding likewise includes P1 billion for the Technical Education and Skills Development Authority's Training for Work Scholarship Program, for 150,000 grantees; another P851 million under the Commission on Higher Education, for 51,797 scholars; plus P692 million for 3,226 students at the Philippine Science High School.

GASTPE was established to aid needy secondary students left out by the public school system's limited facilities and driven to enroll in private institutions.

A previous DepEd study showed that some 160,000 students in private elementary and secondary institutions are being forced to migrate to public schools every year due to soaring tuition. - GMANews.TV (http://www.gmanews.tv/story/147040/P7K-school-grant-for-kids-of-fired-workers-pushed)

MatudNilaBaby

February 3rd, 2009, 11:11 PM

whatever turns you on. . . baby :lol:

you're not a librarian, are you ? in which case, i apologize for making a joke about your chosen profession

:D

no im not ms. mary ann the librarian if you know from what musical is it? no im not a librarian but i know personally some librarians from the usis, usc, usjr and cit libraries while i was still in cebu. theyre pretty much handy if you need info beyond your reach especially if you're doing research.

there is an undergraduate and graduate programs for library science and information technology here in the us. i dont know how up to date is the library science curriculum in pinas now. but hey its one of the noble profession there is like teaching.

venntro

February 4th, 2009, 08:38 AM

Random drug testing starts in Pasig City high school (http://http://www.philstar.com/Article.aspx?articleId=437319&publicationSubCategoryId=200)
By Dennis Carcamo Updated February 04, 2009 09:45 AM

MANILA, Philippines --The government's random drug testing in public and private high schools in Metro Manila started today in a public school in Pasig City.

Education Secretary Jesli Lapus, Dangerous Drugs Board chairman Vicente Sotto III and officials from the Department of Health kicked off the drug testing at the Manggahan National High School in Pasic around 9 a.m.

Sotto reiterated that the testing would be a good thing in the long run in fighting drug addiction in the country. He said it is a form of "self defense" against the growing drug menace as the youth is always vulnerable targets of drug syndicates.

Sotto also clarified they are not going to single out students in the drug tests. Authorities have likewise assured the parents and guardians of the students that the rights of those who will be chosen to undergo the test will be upheld.

Lapus, for his part, said the guidelines issued by the DDB emphasize that no student will be suspended or kicked out of school if found using drugs.

Manggahan National High School has a total student population of 3,366 and only 15 students will undergo drug testing. Five students will serve as buffer if any of the selected students will be absent, school officials said.

bakasaurus

February 7th, 2009, 08:21 AM

whatever turns you on. . . baby :lol:

you're not a librarian, are you ? in which case, i apologize for making a joke about your chosen profession

:D

Ignorance is mostly always the root of prejudice.:)

gen1

February 7th, 2009, 12:50 PM

ha,ha. another librarian.

:D

Animo

February 8th, 2009, 11:52 AM

By Marlen V. Ronquillo (http://www.manilatimes.net/national/2009/feb/08/yehey/opinion/20090208opi3.html)

We cannot resist pointing out the irony of it all.

The move to end the teaching of Spanish in our schools gained real ground at the exact age the young pushed their elders into an age of supposedly glorious tolerance, the 60s. As the young sang paeans to “harmony and understanding,” some nations (including us) started closing their borders to most things foreign.

Nativism and the Age of Aquarius were a strange, contradictory mix but that exactly what transpired in the 60s. The age of Make Love, Not War waged a war against anything that smacked of the foreign, including semesters of Spanish courses.

Why that supposed age of tolerance and harmony fermented so much intolerance (remember, even peace was uneasy then) is beyond us but it was the sad reality. I know. I was a foot soldier in the “revolution” of the First Quarter Storm and the urge was to wreck everything identified with the “established order.”

Now, we are ruing the day we archived our Spanish textbooks, put thousands of Spanish teachers into the unemployment doghouse and mistakenly associated the language of Cervantes with the brutalities of Franco. And, in a “better late than never” mindset we are going back to precisely where we were before–teaching Spanish in school.

The irony is again noted: the return of Spanish as a course in schools (starting in pilot high schools across the country) comes at a time of supposed intense polarization and clashing civilizations. Indeed, many things in this world cannot really square off.

While the move is beset with ironies and contradictions, let us now welcome the teaching of Spanish in our schools.

First the pragmatic part. Which means the job-generation part.

The Zamboanga City Ecozone will soon welcome BPOs, some of them catering to Spanish-speaking audiences. Zone authorities have signed a memorandum of agreement with a region-based state university for the training of armies of Spanish-speaking BPO workers.

Zamboanga City has vast slices still speaking Chabacano, which blends Spanish (75 per cent) and Cebuano (25 per cent). The city mayor is a Spanish mestizo. There is no better place to locate Spanish-catering BPO services than this beautiful southern city.

A press statement from Rep. Gullas of Cebu lists down the following companies as recruiters of Spanish-speaking BPO workers:

• IBM Business Services Inc., based in Armonk, New York and said to be recruiting English and Spanish speaking staffers.

• Emerson Electric Co., based ion St. Louis, Minnesota, said to be enlisting Manila-based personnel who speak English and Spanish.

• Knowledge Generation Bureau Philippines Inc., a unit of New York-based KGB USA and West Contract Services Inc., a unit of •Nebraska-based West Corporation, are tapping English and Spanish-speaking professionals.

• Aegis People’s Support, a unit of India’s Essar Group, is recruiting staff that can speak English and Spanish and English and French.

• Sterling Global Call Center Inc., is recruiting staffers that can speak English and Spanish and English and Mandarin.

Then, we have the lofty side called personal fulfillment. There is something highly fulfilling with an acquired competence to conjugate hablar: hablo, hablas, habla, hablamos, hablais, hablan, etc. To read Quisamodo and Cervantes in Spanish. Ias it not personally gratifying to converse in Spanish with the local coños here? Our skin color maybe that of parched rice fields during summer but this does not mean that we can’t be semi polyglots.

All of us, despite our low stature in life, want to read Seneca in Greek, the Little Red Book in Mandarin and Pablo Neruda, in whatever languages he wrote. And like George Smiley, the legendary fictional spymaster, I want to trawl the remote European libraries in search of obscure German poets.

So, as to the question of should we bring back the mandatory teaching of Spanish? Siempre.

mvrong@yahoo.com

bakasaurus

February 9th, 2009, 01:44 PM

ha,ha. another librarian.

:D

That, I am not. I'm a teacher. Though it's not a problem as I could spend the entire day reading. Hehe.

Man, get a book!:bash:

But seriously, just a friendly advice, please avoid saying things that demean other people's work or profession.

gen1

February 9th, 2009, 05:55 PM

Wow, so what you're saying is that all librarians do is read all day.

Hurrah ! ! !

Where do you teach ? I have the greatest respect for local teachers.

Sure I'll get a book. Sabi mo eh.

venntro

February 10th, 2009, 07:23 AM

New curriculum will replace summer classes with review courses
CHED firm on five-year program for nursing (http://http://www.manilatimes.net/national/2009/feb/10/yehey/metro/20090210met1.html)
James Konstantin Galvez, Reporter

The Commission on Higher Education (CHED) is standing pat on its proposed five-year nursing curriculum, further urging the various groups and lawmakers critical of the program to give it a thorough study before issuing any statement negating its viability.

CHED Chairman Dr. Emmanuel Angeles said the majority of those who oppose the program do not even bother to know the details of the proposed curriculum.

“Their position is wrong since we are not actually adding another year to the current nursing curriculum. Rather, we are updating the curriculum to weed out unnecessary subjects and make it more responsive to the needs of the students,” Angeles said in an interview Monday.

“We are not adding another year in college because we cannot afford that. What we are doing is updating and rationalizing of the nursing degree to make it more attuned to the student needs while enhancing the quality of education,” he said further.

He said the new curriculum would do away with “crammed courses” that prove to be a deterrent to absorption of knowledge.

To explain, Angeles said: “At present, to cover all the important professional courses, the last two years of college are crammed with too many courses, which are not conducive to an effective learning process. The result is that graduates are ill-prepared, and more than 50 percent fail in the board examination. In some programs, more than two-thirds fail the licensure exams.”

“Parents today are already paying for a five year nursing program and yet less than 50 percent passed the licensure tests,” he added.

He said the proposed plan would help reduce student’s expenses as it would do away with the three summers under the current curriculum, and instead review courses would be incorporated in the program.

“When one examines the cost of the overcrowded four-year curriculum and of a five year curriculum, the cost is almost the same. In the proposed curriculum, students need not attend courses in review centers, which sometime charged exorbitant fees to prepare for their licensure exams since review courses are already incorporated in the curriculum,’ Angeles said.

He said the commission still has to finish the consultations with various higher education stakeholders in different regions before handing over the full results in March.

“We are presently studying the matter and consulting nationally covering 17 regions so, we can get feed-back from the stakeholders. Moreover, we are going to hold public hearing in compliance with Republic Act 7722,” Angeles added.

R.A. 7722 prescribed the minimum standards for programs and institutions of higher learning recommended by panels of experts in the field and subject to public hearing.

In a related development, Angeles brushed aside a statement from the Presidential Adviser on Education Dr. Mona Valisno, who said Malacañang wants to see improvement in the curriculum of the basic education system, not a five-year schedule for several college courses.

“She was misquoted,” Angeles said, and emphasized that “CHED is the agency in charge of higher education, not Valisno.”

venntro

February 18th, 2009, 08:35 AM

CHED: Almost all universities not hiking tuition fees this year (http://http://www.abs-cbnnews.com/nation/02/18/09/ched-almost-all-universities-not-hiking-tuition-fees-year)
abs-cbnNEWS.com | 02/18/2009 12:42 PM

Higher Education Chairman Emmanuel Angeles said Wednesday that he is going around the country asking university and college officials to heed the government's call for a moratorium on tuition increase for the next school year.

Angeles said that he had talked to university and college officials from 13 regions and all of them have expressed their support to his call for a moratorium on tuition increase.

“Universities and colleges have [positively] responded to our appeal. Almost all of them said they will not increase their tuition fees,” Angeles told ABS-CBN’s morning show, “Umagang Kay Ganda.”

He said he was scheduled to meet with school officials in Bicol and in three more regions before the next school year opens.

The higher education chairman said he started making rounds last month asking all school officials to consider a moratorium on tuition increases because of the global economic crisis.

On Tuesday, student leaders from the National Union of Students of the Philippines (NUSP), Kabataang Pinoy, and the College Editors Guild of the Philippines (CEGP) lambasted the Commission on Higher Education’s (CHED) for coming up with a “spineless” memorandum, asking schools for a moratorium on tuition increases.

"At the end of the day, CHED should be able to enforce its regulatory powers over schools and not merely be reduced to ‘appealing’ to schools to observe its policies," Alvin Peters, NUSP national president said in a public statement.

Peters said Angeles’s memorandum is only a “public gimmick.”

The NUSP said that based on reports and complaints gathered from its Tuition Monitor hotline, at least a dozen schools were preparing to hike their fees despite the CHED memorandum.

"As early as January, our hotline has been receiving a lot of complaints from our member student councils in Metro Manila and in other regions with indications that their respective school administration had scheduled tuition consultations for the month of February," NUSP Vice President Emmanuel Recedes said.

Schools reportedly gearing up for tuition hikes are the University of the East in Manila and Caloocan, the Philippines School of Business Administration, Lyceum of the Philippines University, Technological Institute of the Philippines, and Ateneo de Davao University.

NUSP data revealed that the average tuition rate per unit increased by 69.1 percent. Tuition rates in Metro Manila averaged at P855.20 per unit this year, indicating a 10.8% increase from last year.

shaKEIRa

February 20th, 2009, 12:27 PM

musta ang results ng nursing board exam?

skywalker2008

February 21st, 2009, 12:43 AM

39,455 pass nursing board exam; Baguio grad is No. 1 (http://www.gmanews.tv/story/149672/39455-pass-nursing-board-exam-Baguio-grad-is-No-1)
02/20/2009 | 12:37 PM

(Update) MANILA, Philippines - Some 39,455 nursing examinees passed the November 2008 Nursing Board Exam, with a nursing hopeful from Baguio City topping the highly anticipated list.

A complete list of passers released by the Professional Regulatory Commission (PRC) on Friday showed that the passing rate was 44.51 percent of 88,649 nursing graduates who took the exam on Nov. 29-30, 2008.

The PRC said the exam’s topnotcher was Jovie Ann Alawas Decoyna of the Baguio Central University (BCU), who got a score of 89 percent.

She was joined by 72 other passers – most with tied scores – who were able to squeeze in to the Top 10.

"I was so overwhelmed. I did not expect to even pass. But I just entrusted everything to the Lord," Decoyna told GMANews.TV in a phone interview from Baguio.

The 24-year-old lass - who used to be a farmer of rice and vegetables during her teenage years - said in a period of global recession, she would rather work in the Philippines for now and just try out opportunities abroad later on.

While BCU produced this year’s topnotcher, Saint Paul University in Iloilo, the University of Saint Louis in Tuguegarao, Cagayan and the Foundation University in Dumaguete were No. 1 in the passing rate, with all of their examinees passing.

Xavier University in Cagayan de Oro came next with a passing rate of 99 percent, with 336 of 341 students hurdling the test.

The November 29-30, 2008 examination was administered in 12 areas nationwide, including Manila, Baguio, Cagayan de Oro, Cebu City, Davao City, Iloilo City, Legazpi, Lucena, Tacloban, Tuguegarao, Sulu, and Zamboanga City.

The Board of Nursing is composed of its chairman Carmencita Abaquin, and members Leonila Faire, Betty Merritt, Perla Po, Marco Antonio Sto.Tomas, Yolanda Arugay, and Amelia B. Rosales.

COMPLETE LIST OF NEW NURSES FOR 2009 (http://www.gmanews.tv/examresults/list/35/complete-list-of-nurses-for-2009)

nicko

February 21st, 2009, 04:39 AM

PERFORMANCE OF RP NURSING SCHOOLS AS TO PERCENTAGE OF PASSING IN THE RECENT NOVEMBER 2008 NLE
(List Released by the Board of Nursing, Professional Regulation Commission)

A. With 100 and more examinees
http://img25.imageshack.us/img25/7106/topschool1sc8.jpg

Number of Topnotchers
Xavier University: 2
Silliman University: 4
Central Philippine University: 2

______________________________________

B. With 30 - 99 examinees
http://img10.imageshack.us/img10/4981/topschool2a.jpg

Number of Topnotchers
Foundation University: 0
Saint Paul University - Iloilo: 2
University of St. Louis Tuguegarao: 3
Chinese General Hospital College of Nursing and Liberal Arts: 0
Mindanao State University Marawi City: 0

Two schools from Dumaguete made it to the top 3 performing schools last Novermber 2008 NLE:
Silliman University (Number 2) and Foundation University (Number 1)

Last June 2008 NLE, Saint Paul University - Dumaguete also made it to the number 2 spot.

leechtat

February 21st, 2009, 09:48 AM

By Marlen V. Ronquillo (http://www.manilatimes.net/national/2009/feb/08/yehey/opinion/20090208opi3.html)

...
All of us, despite our low stature in life, want to read Seneca in Greek, the Little Red Book in Mandarin and Pablo Neruda, in whatever languages he wrote. And like George Smiley, the legendary fictional spymaster, I want to trawl the remote European libraries in search of obscure German poets

mvrong@yahoo.com

^^ i would have loved reading greek and latin books in obscure libraries in teh country and in europe.. i wish they taught us spanish, greek and latin in high-school.. french is not bad either...

Animo

February 21st, 2009, 09:44 PM

By Ricardo Ma. Nolasco, Ph.D. (http://opinion.inquirer.net/inquireropinion/columns/view/20090221-190172/Language-Martyrs)
Philippine Daily Inquirer
First Posted 02:29:00 02/21/2009

Filed Under: Language, Education

This Feb. 21 the world celebrates International Mother Language Day. The proclamation for its annual celebration was made by UNESCO in 1999 to encourage peoples worldwide to maintain their knowledge and use of the mother language as well as to learn other languages. Twenty-eight countries, including the Philippines, supported the UNESCO declaration.

In Bangladesh, Feb. 21 is known as Language Martyrs Day, to honor the students and intellectuals who died in 1952 when Bangladesh (then known as East Pakistan) resisted the imposition of Urdu as the sole national language. Protests demanding that Bangla be included as one of the state’s languages erupted countrywide. The state’s security forces responded by banning demonstrations. On Feb. 21, 1952, police opened fire at a peaceful rally in Dhaka, killing several students. The language movement resulted in the recognition of Bangla as an official language in 1956 and culminated in the 1971 war of liberation which led to Bangladesh independence from Pakistan.

In the Philippines, the first real celebration of International Mother Language Day was held in February 2008 at a language forum at the University of the Philippines’ College of Education. At that forum, I called upon Congress to abandon moves to install English as the sole medium of instruction in Philippine schools. I batted for the use of the mother tongue in the elementary grades in order to develop the child’s cognitive skills and to provide a solid foundation towards learning in Filipino and English in the higher grades. Rep. Magtanggol Gunigundo responded to this call by proposing House Bill 3719 also known as the Multilingual Education and Literacy Bill. It is the only language-in-education bill so far which is backed up by international and local research and experience and not by intuition and personal anecdotes.

The issue of language in education in the Philippines is a learning issue and a very urgent one. Filipino children are not learning because they cannot understand what the teacher is saying. The language in school is not their language.

Based on the Functional Literacy, Education and Mass Media Survey (FLEMMS) of 2003, out of 57.59 million Filipinos, aged 10-64, there were:

• 5.24 million who could not read and write

• 7.83 million who could not read, write and compute

• 18.37 million who could not read, write, compute and comprehend.

The functional illiteracy rate among the poor is even more alarming. Almost one out of two poor people (46 percent) cannot understand what they are reading, according to 2003 FLEMMS figures.

Inability to read and understand largely explains poor performance, low retention, and low learning outcomes in high school. For instance, from 2004-2006, the overall performance of fourth year high school students remained stagnant at around 45 percent, with marginal gains in Science and Mathematics and a drop of two percentage points for English.

Yet many people still insist that English should become the medium of instruction. They recount the good old days when their American mentors or products of the American system taught them the three Rs. The fact is the education system under the American regime favored the elite. Those who managed to complete the education cycle were mostly children from well-to-do families, or with truly gifted minds. According to Dr. Manuel Carreon, citing figures at the end of the 1930s, around 27.42 percent or about one-fourth of the children in the primary schools reached Grade 5; 72.58 percent or nearly three-fourths of the primary school children could attend only one or two, or three or, at most, four grades.

If we consider the money wasted on dropouts, repeaters and failures, studies show that second language-based education systems are more costly than mother tongue (language)-based (MLE) systems. A Guatemalan study showed that it is more expensive to produce a grade level passer (in Grades 1-6) in a Spanish medium school ($6,013) than in a Mayan school ($4,496). In Mali, a World Bank study found that French-only programs cost about 8 percent less than mother tongue schooling, but cost 27 percent more because of the difference in dropout and repetition rates.

Producing instructional materials in many languages can be expensive if produced in full color, glossy pages. The successful MLE experiences in Papua New Guinea, Indonesia, Kenya, Ethiopia, Cameroon and the Philippines prove that teacher-made cardboard covered books, with simple black-and-white drawings, are acceptable and just as effective in early primary education. In Papua New Guinea, the national government moved the materials development process to the communities themselves. This way, the communities themselves produced instructional materials in half of their 800 local languages.

Back here, the University of the Philippines’ College of Education, the Summer Institute of Linguistics, the Department of Education and education stakeholders are working together to help enable teachers and communities to produce their own materials in their own languages.

Dr. Ricardo Ma. Nolasco is an associate professor of the Department of Linguistics, University of the Philippines, Diliman; a board member of the Linguistic Society of the Philippines; and the adviser for multilingual education initiatives of the Foundation for Worldwide People Power.

MatudNilaBaby

February 22nd, 2009, 03:21 AM

we people in the south have no amor for the pilipino language aka tagalog for it has ruined our own native languages. cite me a study by the world bank that used cebuano/bisaya as the subject of scrutiny for i know you are scared that the language you made up for the filipinos will be disbanded. you are good at citing other world language studies but not on the cebuano/bisaya case.

we could care less downsouth. so let the southern part of the philippinnes to move on with english instruction and you up there in pilipino language. for in reality, you are the ones wasting our resources on translating everything to a common language that is not accepted down south. that money should have been put to good use if it were use to develop and study the regional languages.

tonight

February 22nd, 2009, 09:42 AM

Tuition hikes could lower profits (http://newsinfo.inquirer.net/breakingnews/nation/view/20090221-190268/Tuition-hikes-could-lower-profits)

MANILA, Philippines -- Education Secretary Jesli Lapus warned private schools on Saturday against increasing their fees too much, saying they could end up with fewer students and thus lower profits.

Lapus said that while there was no moratorium on private schools’ increasing their fees, they were required to consult with parents on any rise in costs.

He said schools should be responsive to the needs of their students lest the latter be forced to move to other institutions. He said he made the appeal to school owners in a meeting.

“I appealed to them yesterday to be business smart... not to increase tuition to the point they would lose passengers. The students have options... if you fly high, you might lose students,” Lapus said at the Kapihan sa Sulo news forum.

He said one way schools could avoid having to raise fees was to look at other aspects of their operation where they could cut costs.

“It’s just like a product. If you know that your customers can only afford a certain level, you will look for ways to reduce the cost,” he said.

Lapus said students from private schools transferred to public schools every year, but the number was not so high that he would term it an “exodus.”

He pointed out the government had a program where private school students could avail themselves of help to shoulder the cost of their education.

Under the Government Assistance to Students and Teachers in Private Education (Gatspe) program, students may apply for assistance and receive P7,000 vouchers for their tuition in private high schools. The only requirement of the program is the students’ parents should be willing to shoulder the rest of the tuition.

Fears of a spike in tuition and other schools fees arose because of the global financial crisis.

Earlier, lawmakers said education should not suffer because of layoffs, job cuts, and cost-cutting measures, which was why there should be a freeze on school fees.

Bayan Muna Representative Teodoro Casiño has called on his colleagues to pass a bill imposing a three-year moratorium on tuition hikes, saying schools were not among the hardest hit by the economic crunch and could thus withstand a moratorium.

tonight

February 22nd, 2009, 09:56 AM

Gov’t needs mobile planetariums for training of student astronomers (http://www.mb.com.ph/MTNN20090222148718.html)

With graduates of Astronomy courses in demand all over the world, the Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) disclosed it needs more funds to acquire more mobile planetariums to help educate the youth on astronomy and increase their interest in taking up an astronomy course.

PAGASA director Dr. Prisco Nilo said using a mobile planetarium is a better option than setting up planetarium centers in each region of the country due to budgetary constraints.

A mobile planetarium costs P1.4 million. Nevertheless, this is considered cheaper than a fixed planetarium.

Former PAGASA Astronomical, Geophysical and Space Science Branch (AGSSB) chief Dr. Bernardo Soriano said the country’s lone mobile planetarium has been around since 1998 and already needs a backup.

Nilo said having a planetarium in each region of the country is important since it provides access to more learning and interest on astronomy among students.

Nilo said the PAGASA Planetarium inside the PAGASA Science Garden in Diliman, Quezon City has been partially rehabilitated with the repair of its physical structures. However, he said no new equipment will be added in the Planetarium.

A study earlier conducted by the Philippine Foundation for Science and Technology (PFST) revealed that science centers, including planetariums, increase students’ interest in taking up science and technology courses.

However, due to budgetary constraints, the government is looking up to the private sector for help in establishing science centers throughout the country.

Science centers have already been established in Marikina, La Union, Pangasinan, Naga, Camarines Sur; Iloilo and Davao.

Earlier this week, the Philippines launched its year-long celebration of the 2009 Astronomical Year. The year 2009 has been declared as the International Year of Astronomy in celebration of the 400th anniversary of Galileo’s first use of the astronomical telescope.

The Department of Science and Technology is planning to employ more science and technology professionals, including astronomers, in the future.

An undergraduate and masteral courses in astronomy are now being offered at the Rizal Technological University.

tonight

February 22nd, 2009, 10:07 AM

venntro

February 23rd, 2009, 01:42 AM

venntro

February 23rd, 2009, 01:43 AM

3-year tuition freeze mulled (http://http://www.philstar.com/Article.aspx?articleId=442749&publicationSubCategoryId=63)
By Jess Diaz Updated February 23, 2009 12:00 AM

MANILA, Philippines - The House of Representatives warned private schools, colleges and universities yesterday that it will freeze tuition for three years if they increase their fees this year.

Speaker Prospero Nograles said he would support the proposal of Rep. Teodoro Casiño of the party-list group Bayan Muna for a “legislated three-year freeze on tuition” if school owners “will refuse to heed the clamor for a tuition increase moratorium.”

“We can only appeal for compassion at this time, but I am keeping an open mind for this option of a legislated three-year moratorium on increases in school fees,” he said.

He joined concerned colleagues, parents and students in pleading with private and public schools not to collect additional tuition this coming school year and until the global economic crisis is over.

“This is the worst time to increase tuition fees. A lot of people are now losing their jobs and can hardly send their children to school so I strongly suggest that school owners and administrators should call off any plan to increase fees as part of their contribution in the effort to mitigate the effects of the global financial crisis,” he said.

Aurora Rep. Juan Edgardo Angara aired a similar appeal.

“Any tuition fee hike at this time will only aggravate the dire situation that most parents are experiencing right now,” he said.

He said he has information that this early, more than a dozen schools plan to increase tuition.

Nograles said school owners who decide to collect additional fees despite the crisis would face interrogation by congressmen.

He said the House would not hesitate to call them to explain such decision.

“It is inherent for Congress to exercise its oversight powers when it involves public interest which includes tuition fee increase. The House of the People will not hesitate to use this power to find justification on any increase in tuition and other school fees,” he said.

Angara, on the other hand, said the House should look into where proceeds from previous tuition increases were used.

He said the law required that 70 percent of new fees be set aside for salaries and other benefits of faculty and non-academic personnel and 20 percent for modernization of school facilities.

He said congressmen should find out if the required allocations were followed.

At the same time, Nograles, who has over 4,000 scholars in his district, appealed to his peers in Congress to expand their scholarship programs to avert a further increase in the number of students who cannot enroll this school year.

“This possibility of tuition fee increase this coming school year has far-reaching effects on the country’s social ills, including peace and order. We should do everything to help those who are willing to finish their studies but cannot afford paying their tuition fees,” he said.

frustratedarchitect

February 23rd, 2009, 05:57 AM

Baguio grad tops 2008 nursing board exam

by DHOBIE DE GUZMAN, ABS-CBN News Baguio | 02/20/2009 2:10 PM

A nursing graduate from Baguio City topped the November 2008 Nursing Board Exam.

The 2008 topnotcher of the nursing board exam is Jovie Ann Alawas Decoyna of Baguio Central University. She passed the exam with a score of 89 percent.

Decoyna was among the 39,455 nursing graduates who passed the nursing board exam.

Decoyna, the youngest of the six children, is still fascinated with the result.

She still can't believe that she bested graduates of other well-known universities.

Decoyna comes from a poor family. Her father is a farmer in the town of Bakun, Benguet while her mother is a domestic helper in Taiwan.

“Family ko kasi ang inspirasyon ko,” she said, adding that her mother was her most important motivation to at least passing the exam.

Former mentors of Decoyna joined in the the success of the 2008 Nurse Licensure Exam topnotcher for giving pride to their institution.

“We are so proud of her,” said Dr. Florence Cawaon, Dean College of Nursing Baguio Central University.

Decoyna is currently preparing for the National Council Licensure Examination for Nurses, a test for nurses who want to pursue their profession abroad.

venntro

February 23rd, 2009, 08:18 AM

Kentucky recruits RP teachers (http://http://www.gmanews.tv/story/149937/Kentucky-recruits-RP-teachers)
02/23/2009 | 09:47 AM

LEXINGTON, Kentucky — A recruiting trip to the Philippines turned into a success when officials from a public schools system ventured there in late 2007 looking for teachers.

Now, 16 Filipino teachers are working in the Fayette County school system, having been recruited to teach such topics as math, science and special education, subjects in which certified teachers often are hard to find.

The Filipinos arrived last summer and have been on the job since last August.

They are working on visas, sponsored by the county schools, allowing them to stay in the United States up to three years. They have master's degrees and are certified to teach in Kentucky, said Fayette County School Superintendent Stu Silberman.

The Filipino teachers say the time and expense associated with teaching in the United States are worth it, even if it sometimes means leaving family and friends back in the Philippines.

Esmeralda Agustín, 38, said she dreamed of teaching in the United States for years before becoming a special education teacher at Deep Springs Elementary.

"My parents didn't want me to come because I am the youngest in the family," she told the Lexington Herald-Leader. "But when my father passed away a few years ago, I encouraged my brothers to allow me to come here and work."

Maria Fatima Dela Peña, 33, who is teaching at Winburn Middle School, said Lexington was "an opportunity I couldn't pass up," even though it meant a long separation from her husband. He's on a three-year tour as a school administrator and teacher in Indonesia.

This is Dela Peña's second US tour. She taught in Palo Alto, California, from 2001 to 2004.

"I had a wonderful experience there, and I wanted to come back," she said. "The first time it was more of an adventure. This time, it was something I just wanted to do."

Dela Peña said she and her husband, who will visit her here this summer, might eventually settle in the United States.

Filipino teachers seek jobs in US schools because salaries here typically run two or three times the levels back home. And American recruiters like Filipino teachers because the Philippines' educational system closely resembles the US system.

Each of the Filipino teachers who came to Lexington paid fees of several thousand dollars to a California-based firm that worked with the Fayette schools to facilitate the recruiting process.

The firm, Avenida International Consultants, in turn covered the cost of getting the teachers certified in Kentucky, their travel here and other related expenses.

The Fayette schools' only expense is paying the teachers' salaries, which equal the amount American teachers with the same training and experience would receive.

Recruiting foreign teachers to fill critical shortage areas has been a trend in American elementary and secondary education for about a decade. In Kentucky, the Jefferson County Public Schools have hired teachers from both the Philippines and Barbados in recent years.

Fayette County previously has hired teachers from other countries to teach foreign languages, but this is the first time the district has directly recruited a block of teachers from overseas.

Silberman said school officials took the step because Fayette County has been struggling to fill teaching slots for so-called STEM (Science, Technology, Engineering and Math) classes. As a result, the school system sometimes had to get emergency certifications for people to teach STEM classes even though they lacked background in those subjects, he said.

Educators blame the nationwide problem on the relatively small number of prospective teachers who graduate from US colleges with training in STEM subjects. Most who have such training go into private business or industry because the pay is better.

"We've had some very serious shortage areas where we just can't find people in these particular certifications," Silberman said. "You have to be innovative to find ways of meeting these needs."

Silberman stressed that the county schools have not recruited foreign teachers when qualified people were available locally. "We weren't keeping anybody out of jobs," he said.

Arnold Dacles, one of the 16 Filipino teachers, has had to make some adjustments during his first year of teaching science at Leestown Middle School, particularly during the recent wintry weather.

"I had never seen snow before," Dacles said. "Back home we only have two seasons — wet and dry." - AP