This presentation is based from the No Child Left Behind Policy of pres. Bush and No Filipino Child Left Behind Act of 2008, introduced by Senator Manny Villar

1. UNIVERSITY OF MAKATI
GRADUATE STUDIES
DEPARTMENT
DEM 331
Current Trends, Issues, Reforms
and Innovations in Education
by:
IRMA E. SAN PEDRO

2. 4 PILLARS OF EDUCATION

3. Point of Discussion
Does the Philippine
System of education
adhere to these
principles to reshape
the education?

4. Philippine Education…
ISSUES

5. National Achievement Test,
SY 2005-2010
 The graph shows
that many
students who
finished basic
education do not
possess
sufficient
mastery of basic
competencies

6. TIMMS 2003
 Students’
performance in
TIMMS is as
dismal

7. Cohort Survival Rate
 This shows that of
the 100 students
who enrolled in Gr.
I, only 65 students
reached First Year
HS and 46 of which
graduated HS
graduates, only 20
reached college
level and 16 earned
college degrees

8. Employability
of the Graduates
 This states
that there is a
mismatch
between
graduates
skills and job
demands.

9. Philippine Education…
CHALLENGE

10. ISSUES
AND CHALLENGES
Vertical and Lateral Articulation
of Curricula from
Basic Educationto HigherEducation:
A Pioneering Effort
for Global Competitiveness

11. Global Competitiveness
 is the existence of competition among
diverse organizations that serve global
customers.
 An index of the competitiveness of the
countries in the world is compiled every year
by the World Economic Forum.

12. The Assumption
– A focus on global competitiveness in our
educational institution must start from BASIC
EDUCATION.
 Basis of the assumption:
– Global competitiveness starts at the tertiary
level- Instant transformation
– Underlying Assumption:
– Students must be able to develop a
personalized lateral correlations of knowledge
and experience provided by educational
institution

13. On becoming
globally competitive
• Quality of Education:
– Planned/structured curriculum
• Internal Efficiency:
– Educational Output
• Strong System of Governance:
– Sense of Responsibility and Accountability
• Great Educational Investments:
– Educational Inputs
• Quality of Teachers:
– Teacher Induction Program

14. Education Policy
HORIZONTAL AND VERTICAL ALIGNMENT WITHIN AN EDUCATION SYSTEM
(Based on Webb, 1997b)
Assessment
System
Content
Standards
Student
Achievement
Classroom
Instruction

15. Horizontal and Vertical
Articulation of Curricula
 Horizontal Alignment
 Horizontal alignment is the degree to which
an assessment matches the corresponding
content standards for a subject area at a
particular grade level. Assessments must
match the breadth and depth of the
standards to be considered strongly aligned.
 (Po rte r, 20 0 2; We bb, 1 9 9 7 a; We bb, 1 9 9 7 b)

16. Horizontal and Vertical
Articulation of Curricula
 Reasons forensuring horizontal alignment.
 When strongly aligned, standards and assessments
bring clarity to the education systemby providing a
coherent set of expectations forstudents and
educators.
 The assessments concretely represent the
standards, providing a target upon which teachers
can focus theirinstruction and students can focus
theirstudies.
 Using classroom instruction that follows the
standards, teachers can effectively prepare their
students forthe accountability assessments.
 Co pyrig ht © 20 0 8 by Pe arso n Educatio n, Inc. o r its
affiliate (s). Allrig hts re se rve d.

17. Horizontal and Vertical
Articulation of Curricula
 Reasons forensuring horizontal alignment.
 aligned, standards and assessments bring clarity to
the education system by providing a coherent set of
expectations forstudents and educators. The
assessments concretely represent the standards,
providing a target upon which teachers can focus
theirinstruction and students can focus theirstudies.
-Using classroom instruction that follows the
standards, teachers can effectively prepare their
students forthe accountability assessments.
 Co pyrig ht © 2 0 0 8 by Pe arso n Educatio n, Inc. o r its
affiliate (s). Allrig hts re se rve d.

18. Horizontal and Vertical
Articulation of Curricula
 Reasons forensuring horizontal alignment
 Alignment to the standards also ensures that the
assessment is a trustworthy source of data.
 A study of an assessment’s degree of alignment to
the standards can serve as evidence of validity. A
valid assessment produces data that can be
interpreted as demonstrating a student’s achievement
in the subject area which the assessment covers
 Alignment can also increase an assessment’s
reliability, the capability of producing consistent
measurements of student achievement.
(AERA, APA, and NCME, 1 9 9 9 ; Ananda, 20 0 3; Im para, 20 0 1 ;
Re snick, Ro thm an, Slatte ry, and Vrane k, 20 0 3; We bb, 1 9 9 7 b).

19. Horizontal and Vertical
Articulation of Curricula
 Vertical Alignment.
 Vertical alignment is the alignment of different
parts of an entire education system.
 Curricula,
 textbook content
 opinions of stakeholders,
 classroom instruction
 student achievement outcomes
 It can occur at broad or specific levels of an
education system. When standards based
accountability tests are established, teachers plan
classroom instruction in a way that follows the
standards
 (Po rte r, 20 0 2; We bb, 1 9 9 7 b).

20. Horizontal and Vertical
Articulation of Curricula
 The standards and assessments
themselves must be vertically aligned
with one another so that they reflect
the logical, consistent order for
teaching the content in a subject area
from one grade level to the next.

21. Horizontal and Vertical
Articulation of Curricula
 The accountability assessment results provide
feedback about the strength of the education
system. This data can be used by policymakers to
evaluate the different levels of the education
system and to make changes for improvement
accordingly.
 These changes bring the education system into
closer alignment so that its parts function in
parallel toward their common goal. Ultimately,
rigorous standards serve as the main force for the
vertical alignment of an education system
(Ananda, 2003; Anderson, 2002; Porter, 2002;

22. Philippine Education….
TREND/
REFORM

23. The K-12 Graduate

24. Components of K-12
Curriculum

25. Nelson Mandela
“Education is the
most powerful
weapon which you
can use to change
the world.”

26. Pres. Benigno S. Aquino III
 “Naninindigan pa rin po
tayo sa ipinangako nating
pagbabago sa edukasyon:
ang gawin itong sentral na
estratehiya sa
pamumuhunan sa
pinakamahalaga nating
yaman: ang mamamayang
Pilipino. Sa K to 12, tiwala
tayong mabibigyang-lakas
si Juan dela Cruz upang
mapaunlad—hindi lamang
ang kanyang sarili at
pamilya—kundi maging
ang buong bansa.”

27. My Question?
DO YOU WANT TO
CHANGE THE WORLD?

28. My Answer:
 CHANGE THE PHILIPPINES….
Reshape the
Philippine Educational System.
Thank you!
IESP