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In any en­deavor or busi­ness, qual­ity should al­ways be a top pri­or­ity. This is also true in the ed­u­ca­tion sec­tor. The Philip­pine, as a state and a sig­na­tory to treaties and dec­la­ra­tions of the United Na­tion, con­cretize its com­mit­ment to pro­mote and pro­vide qual­ity ed­u­ca­tion to the Filipino peo­ple in its de­vel­op­ment plans. This has em­anated from the Sus­tain­able De­vel­op­ment Goals of the United Na­tions. Specif­i­cally GOAL 4: En­sure in­clu­sive and eq­ui­table qual­ity ed­u­ca­tion and pro­mote life­long learn­ing op­por­tu­ni­ties for all. The Right to Ed­u­ca­tion is pro­tected and en­shrined not only in the Philip­pine con­sti­tu­tion but also in the Univer­sal Dec­la­ra­tion of Hu­man Rights which the United Na­tions adopted and pro­claimed in 1948. Ed­u­ca­tion be­ing a fun­da­men­tal right should be ac­ces­si­ble and its qual­ity should be en­sured. There are count­less of ar­eas that need to be im­proved in the field of ed­u­ca­tion in the Philip­pines. If we list them all, it would be a never-end­ing list. There are gov­ern­ment poli­cies and mech­a­nisms that are in place that in­tends to tracks and im­prove the qual­ity of ed­u­ca­tion in our school sys­tem.

Qual­ity for Learn­ers.

Na­tional Achieve­ment Test. Teach­ers also check stu­dents’progress through eval­u­a­tion and as­sess­ment of learn­ers and re­flect­ing stu­dents’re­port card. Na­tional Achieve­ment Test ad­min­is­tered by the De­part­ment of Ed­u­ca­tion (DepEd) in the Philip­pines, a set of stan­dard­ized tests ad­dress­ing the ma­jor sub­jects taught in school, is an ex­am­ple of the stan­dard­ized test to mea­sure the qual­ity of ed­u­ca­tion in the coun­try. The tar­get pass­ing score is set at 75%. How­ever, this score is still out of reach as the av­er­age per­for­mance score for Grade 6 is at 40% only while grade 10 stu­dents were graded 44.1% (2016). There is still a lot of work to be done to reach the tar­get.

Qual­ity for School Im­prove­ment.

Con­tin­u­ous Im­prove­ment Pro­gram. School heads and school ad­min­is­tra­tor would of­ten talk about con­tin­u­ous im­prove­ment in school. The De­part­ment of Ed­u­ca­tion adopted the Con­tin­u­ous Im­prove­ment Method­ol­ogy as a tool for un­der­tak­ing school im­prove­ment projects. DepEd de­fines it as a method­ol­ogy which con­tin­u­ally as­sesses, an­a­lyzes and acts on the im­prove­ment of key pro­cesses fo­cus­ing on both the cus­tomers’ needs and the de­sired per­for­mance that sub­scribes to the DepEd’s com­mit­ment to build­ing a cul­ture of con­tin­u­ous learn­ing and im­prove­ment. The goal of hav­ing a con­tin­u­ous im­prove­ment Pro­gram in school will help school ad­min­is­tra­tor col­lect data and be up­dated with new trends. The say­ing “In the race for qual­ity, there is no fin­ish line” (D.Kearns) holds def­i­nitely true, es­pe­cially in ed­u­ca­tion. The world around us is in con­stant change. Thus, we need to keep up with these changes and con­tinue to rein­vent and em­brace new con­cepts and be rel­e­vant to the learn­ers we cater to­day. Qual­ity for Teach­ers.

Teach­ers Pro­fes­sional De­vel­op­ment. In our de­sire to im­prove the qual­ity of Ed­u­ca­tion in the Philip­pines, com­put­ers have been viewed as a rem­edy for the ed­u­ca­tion is­sues. How­ever, we some­times for­get that com­put­ers are mere tools that as­sist teach­ers to fa­cil­i­tate con­cept and prin­ci­ples of the les­son they teach. It is still the hu­man skill that is es­sen­tial in pass­ing the in­for­ma­tion to the learn­ers. The tech­nol­ogy is there to im­prove the learn­ing ex­pe­ri­ence of the stu­dents, com­put­ers should not be con­sid­ered as a sub­sti­tute for teach­ers in­side the class­room. Hence, to en­sure the qual­ity of ed­u­ca­tion teach­ers should be pro­vided train­ing on how to be equipped in deal­ing with learn­ers of the 21st cen­tury. The Con­tin­u­ing Pro­fes­sional De­vel­op­ment (CPD) Act of 2016 re­quires the teacher to present sup­port­ing doc­u­ments of Con­tin­u­ing Pro­fes­sional De­vel­op­ment be­fore re­new­ing their li­cense. The com­mis­sion pro­vides guide­lines and a ma­trix of ac­tiv­i­ties and their unit equiv­a­lent for teacher-re­lated train­ing.

These are just some of the poli­cies and re­forms in ed­u­ca­tion in our coun­try. As stake­hold­ers of ed­u­ca­tion, we should all stand be­hind our gov­ern­ment’s goal for ed­u­ca­tion. It is our re­spon­si­bil­ity to be aware of re­forms in our own ed­u­ca­tion sys­tem and con­trib­ute to help move our coun­try for­ward and achieve our goals as a na­tion.


The au­thor is SST I at Pu­lung San­tol Na­tional High School

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