Which of the following Legal Mandates Was Amended by Ra 9293
The professionalization of education is the legacy of the 20th century Filipino education system for Filipino children. Republic Act (R.A.) 7836 (Philippine Teacher Professionalization Act of 1994) requires the Teacher Licensing Examination to be conducted. It was published in recognition of the “role of teachers in nation-building and development through responsible and educated citizenship.” To be included in the perpetual index under the following headings: TEACHER POLICY LEGISLATION For the second year of secondary school, NAT scores are shockingly below any decent standard: 46.64; 49.26; 46.71; 45.56; and 47.93 for the same period. Using the institutional description of DepEd, elementary students are “close to mastery” while high school students are “below mastery.” DepEd teacher training is one answer, but a temporary solution to poor quality. It is a huge waste of money if the source of the problem is not addressed directly. Instead, the government should divert funds and offer massively large scholarships and incentives to the country`s brightest students through CHED to entice them into education, much like DepEd`s former state scholarship program in the 1980s. Finally, highly competent teachers should be entitled to salaries and incentives comparable to those of other highly competent professionals under the law and on the basis of pupils` performance and relevant factors (not just longevity). Teacher training programs and poor quality graduates have a negative impact on students. Ministry of Education (DepEd) data (percentage) for the 2006-2011 Grade 6 National Achievement Test (NAT) school years is disappointing: 59.94; 64.81; 65.55; 68.01; or 68.15. To: Under-Secretaries of State Assistant Secretaries Office/Service/Centre Directors Regional Directors Department/City Directors Public and Private Principals, Primary and Secondary Schools An award-winning educator, educational reformer and literary writer, Professor Rolando S. dela Cruz is President of the Darwin International School System.
He is an alumnus and former faculty member of UP Diliman, who has also been a member of Osaka University (Japan), Cambridge University (England) and Leiden University (Netherlands). In addition to grade inflation, these schools also don`t get the best high school graduates. Roberto Padua et al. This was already pointed out in 1994 in the study “The Demand for, and Supply of Basic Education Teachers in the Philippines”. Curricula welcome “the least able, while the most capable (who are attracted by higher salaries). apply for admission to other courses such as engineering and medicine. Juanita B. Pascua and Jane D. Navalta concluded in a 2011 survey that the higher the grade in the curriculum, the higher the score in the LET. The study by Padua et al. therefore explains the low grades as well as the low success rate of LET participants. Based on this, it is questionable whether LET is so strict that it certifies that only the best passes.
No. After nearly two decades of implementing RA 7836, LET figures and actual observations in Philippine schools show the poor quality of education graduates produced by our teacher training institutions. Attachl.: As indicated Reference: DECS Memoranda: Nos. 10 and 27, p. 1998 Assignment: 1—(D.O. 50-97) A 2008 survey by Sonia A. Arenillo and Medel T. Arenillo found a clear case of failure to produce quality education graduates who can pass the LET and “the gradual accumulation of unskilled and repeaters.” It is troubling that graduates received good grades in school, but very poor grades in the LET. The 2011 study by Nelly G. Espino et al.
also found that graduates received an average score of 87.33% as students, but performed poorly in the LET. Many factors determine the production of quality students, such as class size, family, aptitude and attitude of students, among others. But it is certain that the lack of qualified teachers contributes to the stagnation of Filipino students. As you can see, R.A. 7836 is not a solution that guarantees quality teachers. The state-funded LET legitimizes only those who lack pedagogical skills. Teacher education schools must be aware of improving their curricula and faculties, as they are the source of unqualified graduates. However, CHED must gradually complicate the curriculum to ensure high-quality graduates. It must also be responsible for the immediate abolition of educational programs in schools that have systematically failed to produce LET passers-by. Without it, professionalization through certification means nothing if the majority of LET participants are not the best among the best of the country`s population. The law is based on the conviction that professionalization will improve the quality of teachers, the quality of teaching and therefore the quality of students. According to the Commission on Higher Education (CHED), the national success rate (in percentage) of the LET from 2001 to 2011 is: 34.30; 35.87; 26.27; 27.24; 26.99; 30.99; 28.50; 31.43; 25.50; 21.21; or 22.25.
The country`s entire teacher training curriculum is so bad that only a quarter of its annual output passes the LET. Many schools produce poorly educated graduates who cannot pass the LET, even if they have completed it again. These schools can be consulted on the website of the Professional Regulation Commission (PRC): www.prc.gov.ph/uploaded/documents/LET0313ps_ELEM.pdf> and .