My Comparative Study on Philippine Educational System with Vietnam

CAPITOL UNIVERSITY
GRADUATE SCHOOL
COMPARATIVE STUDIES 1ST SEMESTER 2013

RIZA R. NICOR JOURNAL SHEET # 1
Ph.D.- Educational Management 1 September 7, 2013

|SUBJECT (What is the topic or situation to be dealt about?) |
| |
|Education for All in Vietnam: high enrolment, but problems of quality remain |
|Vietnam like our country Philippines recognizes the need to improve both access to education and quality. We both adopted the Education for All |
|(EFA) Framework for Action that sets out a pathway to advance key components of the education system by 2015 but still we have identified |
|challenges in improving education quality and one is, NARROW FOCUS ON SCHOLASTIC ACHIEVEMENT! |
|EXPERIENCE (Share an experience that relates you to the subject) |
| |
|NARROW FOCUS ON SCHOLASTIC ACHIEVEMENT |
|Among the most difficult problems faced by the education system are those associated with teaching effectiveness. The current preparation of |
|teachers for specific age levels, specific subject matter, specific academic skills, etc., does not take into consideration sufficiently the |
|complexity of factors such as students’ various characteristics. There is a strong need to train teachers to adapt instruction to the diverse |
|student abilities, learning styles, personality traits and needs by using more differentiated teaching strategies especially we are now in our |
|K-12 Curriculum and we are enjoying the performance bonus based on the results of the National Achievement Test and performance of the learners |
|(completion, cohort, drop-out rate). |
|In addition to the preparation of teachers to more differentiated teaching, there could be more divergent use of teaching resources. Worthwhile |
|teaching can be done with advantageous results by persons other than the traditional classroom teachers. For example, valuable teaching can be |
|done by peers of different ages and abilities. Also, parents, grandparents, and relatives could participate in and contribute productively to |
|the teaching process. |
|Furthermore, teaching can be enhanced by people with various areas of expertise from the worlds of science, business, engineering, medicine, |
|public service, entertainment, and others. Also, high-tech resources such as multimedia technology, computer programs, telecommunication, the |
|Internet, audio-visual techniques, and others can provide beneficial options. Student learning can be greatly enriched further by traveling - |
|near and far; interaction with people of different cultures; different geographical areas; different occupations, different ways of life; |
|different outlooks. Undoubtedly, many possibilities exist that are not often implemented even though they could make the teaching and learning |
|process more effective and more beneficial by providing a variety of experiences and alternative strategies for adaptation to students’ |
|characteristics. |
|RESPONSE (What were your thoughts or reactions in your experience?) |
| |
|NARROW FOCUS ON SCHOLASTIC ACHIEVEMENT |
|Our increasing obsession with ‘good performers’ contributes to neglect of the overall quality of government services. Authorities – are |
|competing to set up as many model schools or classes as possible. Little attention is being paid to improving teaching methods or the learning |
|environment, as teachers compete to ‘produce’ high numbers of excellent students. Excellence is being pursued through studying old exam papers |
|rather than by developing innovative teaching and learning methods to develop children’s creative and intellectual abilities. |
| |
|Emphasis on high-level achievement stems from a traditional top-down planning approach. The national government often sets targets which have to|
|be carried out by lower tiers of government, regardless of financial or human resource capacity gaps. Reforming the planning process is crucial |
|to ensuring that feasible and sustainable targets are set which are in children’s best interests. |
|INTROSPECTION (Reflect on your response- causal factors, effects, etc) |
|NARROW FOCUS ON SCHOLASTIC ACHIEVEMENT |
|Our country has developed a rigorous program to support the educational system, for example, building new schools, abolishing primary school |
|fees and providing educational program and scholarship and making facilities available. Education expenditure as a share of total government |
|spending is set to rise every year in the MOOE/ School Base Management (SBM) Funds of every school. Public expenditure reforms hold education |
|officials to account for progress towards achieving minimum standards of service quality. Decentralization is creating opportunities for local |
|educational planners to set context-appropriate priorities. Donors like Non-Government (NGO) and Local Government Unit (LGU) support the school |
|and teachers meet national standards. |
| |
|Our school children should not simply be regarded as passive recipients of education services, but as actors with important insights into how |
|the curriculum could be made more relevant to their lives in a rapidly changing country. Furthermore, an effective-learning environment employs |
|quality teaching methods. |
|EVALUATION(Examine if your response is acceptable to any standards(self, others) |
| |
|NARROW FOCUS ON SCHOLASTIC ACHIEVEMENT |
|Dep.Ed. programs under K-12 Curriculum want to support change processes promoting Active Teaching and Learning to answer problems of quality |
|even with high enrolment rate. Therefore capacity development of educational managers is an important activity of the programs. Furthermore, |
|future teachers (pre-service) and active teachers (in-service) training courses will also focus on Active Teaching and Learning instead of |
|focusing on a traditional, teacher centered way of teaching. We want to turn this into a more learner centered approach, based on innovative and|
|active methods of teaching. To support these changes, the program wants to reinforce the relations between schools, social associations and the |
|community. |
| |
|Our teacher training like in Vietnam is facing many challenges undergoing great changes in the context of globalization. New up-to-date contents|
|implemented in a digital and open environment with new methods of teaching and learning and assessment will be needed at every school. This is |
|the only way for our education in general and teacher education in particular to meet global standards. |
|SUBJUGATION TO YOUR SUBJECT (Connect your reflection to your course) |
| |
|NARROW FOCUS ON SCHOLASTIC ACHIEVEMENT |
| |
|An important goal for Vietnam’s socio-economic development in the coming years is: “Lay the foundations for accelerating industrialization, |
|modernization and development of knowledge economy”. That is the same goal for us here in the Philippines, to continuously increase the |
|knowledge content in all socioeconomic development activities, and to bring about fundamental changes in education and training. |
| |
|Many of our educational policy makers and administrators believe that the education system that we expects must be an open education system |
|which is easily accessible by everyone; an education system which nurtures and promotes the creativity of young people, with educational |
|institutions - primarily universities - as cradles of science and technology innovation; an education system closely linked with science and |
|technology progress, especially information technology and telecommunication, in order to continuously renovate but preserve stability; and an |
|education system which promotes competition among various educational institutions to improve the quality and to gradually raise Philippine’s |
|regional and international status through cooperation and competition with foreign educational institutions. |
| |
|Moving towards such an education system is not only the challenge but also the opportunity for us and future success will be dependent on the |
|policy-maker’s sensitivity to new factors and the capacity for carrying out renovation within the current context, as well as the efforts made |
|by teaching staff, educational managers, parents, students and the entire society. |

CAPITOL UNIVERSITY
GRADUATE SCHOOL
COMPARATIVE STUDIES 1ST SEMESTER 2013

RIZA R. NICOR JOURNAL SHEET # 1
Ph.D.- Educational Management 1 September 7, 2013

|SUBJECT (What is the topic or situation to be dealt about?) |
|CHINA: Equality best way to solve national education problems |
|Education equality is one of the most talked-about topics at the on-going session of China’s top political advisory body. The problems of |
|school education in the country’s rural areas still not solved. In consideration to the 900 million farmers in China, children in the |
|countryside constitute the largest part of compulsory education. However, most of them do not enjoy the right to education like those in |
|cities do. |
|EXPERIENCE (Share an experience that relates you to the subject) |
| |
|EDUCATIONAL INEQUALITIES |
|In Philippine setting base on my experience and observation as teacher (both rural and urban social fairness and economic crisis should be |
|addressed while solving education problems. Unfair distribution of resources in cities and the hinterlands as well as a shortage of teachers |
|in rural areas- handling multi-grade classes have resulted in unfair education among school children. The K-12 Curriculum is trying hard to |
|put more efforts into improving school conditions and raising teachers’ morale in rural areas, particularly in remote mountainous regions. |
|“We should enact a better fiscal transfer system and put more investment towards helping alleviative the cause of underachieving rural |
|education. The money allocated for rural education must be fully implemented and used for its specified purpose only. |
|RESPONSE (What were your thoughts or reactions in your experience?) |
| |
|EDUCATIONAL INEQUALITIES |
|DEP. Ed. provides for a uniform national curriculum, but does not acknowledge children’s different life experiences; language abilities and |
|local contexts. We found that 92 per cent of children in the poorest category had attended school, whereas children from wealthier households |
|were almost universally enrolled. National enrolment data indicates that wealth-based disparities of access are not restricted to primary |
|education, but are even more pronounced at secondary level. The costs involved in sending children to school – and the opportunities which |
|poor families lose by doing so – make it difficult for poor children to regularly attend or to complete the whole academic year. The long-term|
|benefit of education is not perceived as outweighing short-term economic losses. We should bear in mind that schools should be affordable, |
|accessible and acknowledge children’s diverse needs. |
|INTROSPECTION(Reflect on your response- causal factors, effects, etc) |
| |
|EDUCATIONAL INEQUALITIES |
|Our government should maintained children in the rural areas to enjoy the same right to education as urban children do. They should not be |
|deprived of the basic right because they were born in rural areas. National government particularly the Department of Education should attach |
|more importance to children in hinterlands or rural communities and help with school facilities and policy. We should put more efforts towards|
|improvement of rural infrastructure and teachers’ innovative in teaching, which will help solve education problems in rural areas. |
|Preferential treatment will attract more talents to the education cause in rural areas. We should promote CBM as a tool to monitor whether a |
|greater share of the education cake is used for teacher training and promote an environment and curricula encouraging creativity, rather than|
|learning by rote. |
|EVALUATION(Examine if your response is acceptable to any standards(self, others) |
| |
|EDUCATIONAL INEQUALITIES |
|The government has called for efforts to promote education equality and scientific innovation in order to better support the country's social |
|and economic development. More talents need to be cultivated to narrow the country's urban-rural gap and regional disparity in educational |
|resources .More educational resources should be allotted to relatively underdeveloped regions and rural areas, including encouraging more |
|prominent teachers to engage in the course of education in these areas. |
|The education authorities should come up with more methods and do practical work in promoting fairness in education, adding that modern |
|information technology should be employed to ensure rural students can enjoy equal access to educational resources in comparison with their |
|urban peers. Our government with the Dep. ED. Office called for promoting integration of scientific innovation and economic development |
|through mobilizing researchers' creative vitality and making sure their achievements could help our economic and social development. The key |
|to promoting fair education and scientific innovation lies in reform. Social funds are also encouraged to be mobilized to promote educational |
|resource-sharing and reform of talent training mode. |
|SUBJUGATION TO YOUR SUBJECT(Connect your reflection to your course) |
| |
|EDUCATIONAL INEQUALITIES |
|As an assisting principal and at the same time a master teacher I really encourage not only teachers but all of us to help or be a part to |
|improve education quality for poor rural and highland communities and develop context specific solutions to reduce achievement gaps. We should|
|recognize the 4P’s Program the concept of ‘socialization’ of basic services -refer to the introduction of user fees based on the ability to |
|pay – has merits in mobilizing local funds, there is a risk that achievement gaps could widen if the poor cannot afford services. To avert |
|this danger, the very poor should be fully exempted. Dep. ED should regularly train teachers to use interactive learning methods in a |
|child-friendly learning environment. This will not be immediately achievable in minority areas where schools and trained teachers are in short|
|supply, but more effort could be made to make the best use of the limited time children spend at school. |
| |
|The existence of teachers’ incentives who work in highland areas is a very good program but we should improve in-service training and |
|supervision. Much effort is needed to tackle issues of protection, security and discrimination. Reform student assessment methods, since the |
|current system measures success on the basis of completion of a particular grade but fails to measure students’ capacity. More appropriate |
|assessment methods could identify a child’s problems in a timely manner allowing for pragmatic adjustment. We should keep on acknowledging the|
|value of family and community participation in school management, curriculum design and budgeting. |

KINDNESS :"Kindness is the language which the deaf can hear and the blind can see."
STRUGGLE : "Where there is no struggle, there is no strength."
DON'T STOP QUESTIONING:"Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning."
PERSEVERANCE : "It does not matter how slowly you go as long as you do not stop.
"TRUST YOUR OWN INSTINCT : "Trust your own instinct. Your mistakes might as well be your own, instead of someone else's."
KEEP THE SPARK IGNITED
"Don't find fault, find a remedy."

Failure is simply the opportunity to begin again, this time more intelligently."

"Sunshine is delicious, rain is refreshing, wind braces us up, snow is exhilarating; there is really no such thing as bad weather, only different kinds of good weather."

"Cheerfulness is the best promoter of health and is as friendly to the mind as to the body."

"Do you want to know who you are? Don't ask. Act! Action will delineate and define you."

RESPONSIBILITY: "Responsibility is the price of freedom."

GENERATION: "Each generation imagines itself to be more intelligent than the one that went before it, and wiser than the one that comes after it."

Your future will be bright, if you study day and night

Let our future be full of joy, educate every girl and boy

Improve our nation, focus on education

• It’s so cool to learn at school

• An education is the key for a brighter future for you and me

• An education for you and me will help us be all that we can be

• Learn things you didn’t know, expand your horizons, help your brain grow

• A good education is a sensation

• Our daughters: prepared for school today, prepared for society tomorrow!

• Children are the future, teach them well and let them lead the way

• Act like you live here. • Don't be mean Go green • Don't waste water. • Earth allows you to stand. Let it stand the way it is. • Earth Day Every Day • Earth isn't disposable. • Earth needs YOU. • Easier saving paper than planting trees. • Embrace the green revolution • Every day is Earth Day • Every time history repeats itself the price goes up. • Give a toot. Don't pollute! • Green doings brings green rewards • Green is my favorite color • Green revolution the best solution to arrest pollution • How about you? • I am a friend of nature • I brake for litter • I hear the Eco • If you don't clean your planet, Mother Nature's not gonna be happy. • It's easy being Green

• Safety isn’t expensive it’s priceless.

• Accidents hurt- safety doesn’t.

• Practicing Safety each day..keeps the doctor away

• There’s no place like home. Let’s get there safely

• The wishbone will never replace the backbone…Practice Safety