Teacher and the School Curriculum Companion
Educ 4 -The teacher
and the School Curriculum
Dr. Frederick W Gomez
Abstract1
Teacher as agent of change need to be competitive
educationally and work performances. Professionally, License as teacher is indispensable. CHED Policy Standard
Guidelines (PSG) provide at least Master of Arts or Master of Science in its articulated field of specialization and finished in any allied sciences
in any institutionally recognized institution. Work performance means evaluation results from the student, peer, program
head, dean and the vice-president for the academic affairs resulted at least “very satisfactory.” And, added to these needed
“forty” on the teaching
personnel in the assurance
of quality services are the
“relevant” training and experiences.
These would guarantee the community counterpart/partner that teacher
can deliver quality services.
School as a social network system of social
responsibilities getting higher and becoming complicated. Using as a vehicle in
the frontier of civilization grants scholarships and academic enhancement. Schools are different from profit
organizations; they produce public
service instead of public goods.
Social systems perspective can set the stage for constructing a background and rationale
for those researches in order to help the community self-sufficient,
self-reliant, possesses proactive dynamic social order and development.
Thus, qualified teacher
(PRC-TESDA-DepEd-CHED) other accrediting institution with the recognized school
(institution) plus recognized curriculum quality assurance of “academic
services” are delivered. No circumvention on the regulatory provisions can
happen the institutional desiderata on governance, faculty, curriculum,
employability, student services, adopt the community program, researches,
library, laboratory and physical
plant provisions of the school are indispensable category in the life and
continuing existence of the quality services of the school. Thus, the teacher
and the school curriculum must be innovated, reinvented and reengineered by the
teacher in coping-up the changing trend and landscape of the time, space and
circumstances in educational processes. Thus, calibrated teacher as a person
whose personality is “down to earth” on “cura personales,” he/she can be a
weapon of change. As a teacher he/she must acquire and possessed the license to
teach and as a professional he/she must have the qualification, performance and relevant training
acquired by him/her is incomparable to the school
curriculum. Therefore, as a person,
teacher and a professional she/he “blend” the
holistic personality of the “pupil” and as companion on
the future life-long journey of the child.
Short Title:
Teacher and the School Curriculum
Introduction
Teacher and the School curriculum was offered in the college of
education curriculum in the Philippine setting.
This course includes
the fundamental concepts
and principles in curriculum
and curriculum development as a
foundation to engage prospective teachers as curricularists. The more active role of the teacher in planning, implementing
and evaluating school-curriculum as well as
in managing school curriculum change and vis-à-vis various context of teaching-learning and curricular reforms shall be given emphasis
(CMO No. 75, s. 2017; https://
www.scribd.com › document
› CMO- No-75-s-2017).
This course
utilizes appropriate various
sociocultural and historical materials in explaining current issues; Organize communities towards self-reliance and self-sufficiency; Demonstrate
In order to come-up better
understanding and model,
the subject theory
be established first: a system of ideas intended to
explain something, especially one based on general principles independent of the thing to be explained that where the derivation of a theory. The teacher, school and
curriculum will be the focal point
of discourses. Due to that, a “model was design as a set of measured variables that correlate with
measured outcomes.” (www.nacsra.ph Updates On Curriculum, CMO No. 20, s. 2013).
A useful theory that this article suggests contain a relatively small set of concepts in explicit relationships and measured variables capable of being contained to treat the model’s concepts. It is hope that with this “educational administration and supervision” lens the reader may be able to understand the role of the teacher, the school and the curriculum in the formative years of heh learners in a formal learning environment. Thus, the following roadmap in the discourses basically give an intellectual eye according to their “being.”
TEACHER
A teacher is a person
who helps other person acquire knowledge2, skills3 and competence4. It is the intelligences of the teacher,
the learner harnesses
the “God given richness” (Bates,
2019). A teacher can be a natural person
(created by God) or a juridical person
(person created by law). The advent of technology a natural person – teacher
was virtually migrated into a “super nova teacher” (NASA, 2019) using the multimedia infrastructure doing the video
tele-conferencing which transform a teacher beyond in his/her “being.”
It can be in the form of borderless (no boundary), Netscape (computer software-Internet Protocol), Computer Aided Instruction (using the Computer), Open Source (accessibility through the Network), Outsourcing (using the outside goods and services for purposes of lowering the cost), Insourcing (utilizing the inside goods and services instead of getting the goods and services outside to lower the cost), Offshoring (conducting business abroad, especially in order to take advantage of lower costs), In-forming (easy access in any form of communication), Steroids (instant messaging and voice – over – teleconferencing), WIFI (wireless connectivity) and lastly the PSYFI proximal zone (behavior reader). The intellectual migration through the Intellectual Property Rights (IPR) was made through a virtual teacher. Today, distant education is not new to us. The delivery of the classroom services can be done smartly outside the schoolroom. Using the environment as a classroom. Through distant education everybody can interface and multi-task their daily routine of work activity. The high magnitude levels on the wireless platforms through the multimedia infrastructure make a teacher technologically grounded and transformational.
Now, let me brings you to the world of realities. The world of a teacher
as a person, teacher as a
teacher and teacher as a professional. How does teacher emerged his/herself to
the learner’s world and live with them
in the steroids, WIFI and PSYFI world?
These are the challenges of the
teacher in the construction and deconstruction of the
new roadmap of the school
curriculum in the classroom setting. What makes a
teacher as a person? Please, set-back and relax!
A teacher as a
Person?
A teacher as a person in his/her own individuality. He/she is
carrying his/her name as registered in his/her own civil registry. He/she is
name according to the origin carrying his/her own “body” subject to
“corruptibility.” It would mean that his/her body is subject to “decay” because of his/her organic
substance in his/her
own “form” as a body. He/she is subject to “death”
in the form of the secession of “life form” from the “flesh” of the body. This
life form becomes evident because on the “act of potency.” Meaning, the capability of moving
and movement of the body is an assumption that there is a “life
form” (Galgonovicz, 2019). It simply
assumes that the invisible “maker,” the source of life is with them.
A teacher as a person possessing “life form” inspired by the “outside world.” He/she can
communicate him/herself away from his/her body in the form of “energy.” This
energy coming from somewhere that gets inside
and made the body in potency.
This gives life to the organic body to sustain until its secession
subject to decay. Therefore, this “energy” called as the “inorganic substance
found in the individuality as a
teacher which gives life form to
him/her as a person. In his/her continuing search for human perfection this
“energy” continuously sustains the body remain in his/her “natural act of
potency,” serving as the “cask” of “energy that gives “life form” (Meinwald, 2019).
In the other way around, the organic body of a teacher as a person is no different to other person who has the organic body which composed of the following essential elements: 1) skeletal system; 2) muscular system; 3) cardiovascular system; 4) digestive system; 5) endocrine system; 6) nervous system; 7) respiratory system; 8) immune/Lymphatic system; 9) urinary system; 10)female reproductive system; 11) male reproductive system; 12) integumentary system; 13) and other relative functional system in the body. This means teachers are not “special” in terms of their “body forms and substance” (Rettner, 2016).
Revisiting the inorganic substance
found in the body of a teacher as a person which no difference to others and the following
manifestation are: 1) An inorganic
compound is a substance not contain both carbon and
hydrogen. A great many inorganic compounds do contain hydrogen
The organic (body) and the inorganic (life) substances found in the teacher as a person are also found to the non-teacher individual. So, sad and happy experiences received by one enjoyed by all. As one enjoys the “gift” of “intelligence” and “free-will,” we matter a lot in terms of our attached “independent” and “dependent” variables within our “individuality.” E.g. gender, civil, political, religious, education and our socioeconomic status made our “individuality” different. Thus, a teacher excel other community counterpart partner such variables5 are: 1) Someone who imparts knowledge; 2) Someone with management qualities; 3) Someone who empowers; 4) Someone who is a great learner and never stops in searching the truth; 5) Someone who has the passion to help others to have new experiences; 6) Someone who has the willingness to commit himself as an agent of change; 7) A good role model; 8) An initiator; 9) A coordinator of people and resources; 10) Someone who can support learning in different environments; 11) An administrator who leads with charisma; 12) an authority as government representative; 13) policy maker and formulate on legislative measures; 14) Working in formal and non-formal education settings; 15) Someone responsible for the well-being of the pupils who is a dreamer and searcher for truth; 16) Someone facilitating, guiding, blending and supporting children under the “parens patria” (https ://www.healthline.com › human-body). And, conclusively said that, someone who has the passion and commitment to work is virtually transformational.
This person subject to human emptiness, longing with multifarious human needs in his/her learning environment of the child. He/she articulated the needs of the community and allows someone to lobby for legislation. He/she need a “transfigurative” leadership to bring “charisma” to change into reality. In the teacher’s personality (flesh) and attitude (spirit) everyone seen the teacher in holistic “being” as a person. Highly regarded indestructible and impartial personality made the teacher has the “power to command and source of authority.” Thus, he/she is called as made the teacher has made the teacher has the “power to command and source of authority.” Thus, he/she is called as “person in authority.” Traditionally, he/she is the source of “indisputable” knowledge whether he/she is inside and outside the schoolroom. However, the contemporary world of education seen a teacher as a “guide,” a “facilitator” and a “blender” which made a teacher really the source of a teacher as a “guide,” a “facilitator” and a “blender” which made a teacher really the source of “empowering heart.” He/she is the maker and a creator of a future “leader.” As a leader he/she is not made but endowed with gift that can see the need of others. He/she is not a policy, regulation and law oriented. He/she is the “person” behind in every success. Therefore, as a person the teacher heart weighted more likely than reason.
A Teacher as a
Teacher
A teacher as a person is also a teacher
as a teacher. Let it be formal
(discipline) and non- formal (orientation) way of looking at a teacher. As an individual person being a
teacher, he/she has biases. The hereditary and environmental factor made
his/her personality peculiar (Piaget,
2013). As a teacher, he/she is
always a teacher wherever he/she goes. Meaning, without telling him/her what to do, he/she
is always proactively “doing” something innovative as a person
and as a teacher.
The license he/she possessed
as a teacher, proclaimed
him/her officially professional in his/her profession. Meaning, “not all” possessed a license
to become a teacher professionally. That’s the point that to become a teacher everyone
must possessed the “credential” or “document”
to become.
The personality as a teacher is conventional. He/she is
possessed the following attributes:
(1) having clear objective (as planned-planner); (2) sense of purpose (direction-passion); (3) live
with feedback &
by example (closure
and inclusion); (4) a power of listening (ability to response);
(5) a positive attitude (proactive-prescriptive); (6)
expect student to succeed (encourage- compassionate); (7) a sense of humor
(feel the presence-in the state of
the mind); (8) uses praise authentically (real-genuine); (9) know how to take
the risks (advise-transcendental); (10) consistent (keep repeating-mentally alert);
(11) reflective (cannot
easily influence-deepness); (12) seek mentors of their
own (open to Others-not alone);
(13) communicate with parents (cooperative & Collaborative); (14)
enjoy their work (workaholic-methodical); (15) adapt to student needs
(compassionate-reverent); (16) welcome change in the classroom (innovative);
(17) explore new tools (reinventiveness); 18) give their
student emotional support
(counselor); 19) comfortable with the unknown (futuristic-visionary); (20) not threatened by
parent advocacy (independence- impartial); 21) bring fun into the classroom (comedian-collegial); (22) teach holistically (reservoir on experience & passion);
(23) never stop learning
(seeker for perfection-satisfaction); (24) break out of the box
(situationaire-practitioner); (25) master of the subject
(specialist-scientist); (26) compassionate & has the brave heart.
He/she is a person to consummate calling into mission. As a teacher, there are “virtue” and “values,” beyond comparable. He/she does not stop in “innovating,” reinventing,” and “reengineering” on the trend of the educative processes. He/she wanted to explore beyond expectation. Discoveries are always his/her almanac of action. He/she is a guide, tutor, facilitator, mentor, coach and a “friend” of all learner. Truly he/she is a teacher that can transform learner out of their comfort zone.
Today, teacher is already considered as
“companion” to the learner exploration, journey and discoveries on the newly found
learning. Companion that will “guide”
the learner’s “walkway” to life’s journey towards
contentment and happiness. He/she is responsible the “physical” and “spiritual” growth
of the learner while she/he
was in the hands of the teacher. Therefore, a teacher
possessed the mantra (repetitive action) of life that are indispensable to
worthliving.
A teacher when possessed the desired
qualification from the framework of
the Philippine education at least passed the Licensure Examination for Teacher
(LET). A license holder and a master of arts or master of science in the
articulated or vertically aligned graduate program or program of studies in
education from the undergraduate program is indispensable. The relevant
experiences must be reckoned. Training, seminar & workshop,
convention, dialogue, conferences, fora, research and adopt the
community engagement and relative thereto are added value on the educational
qualification and the performance of a teacher as a teacher. With that, a
teacher is already ready to face the
duty, responsibility and obligation on-going to saddle along the way in the
journey of critical and reflective teaching learning environment.
Now, teacher as a teacher in his/her
on-going growth, progress and development. He/she is professionally growing through
teaching personnel development plan of an organization. Since, the transfer of “knowledge”
is coming from the teacher,
priority to be develop
in the Organizational Structure (OS) is the
teaching personnel. The teacher educational qualification, performances, relevant
training, experiences and development cannot be compromise and no ending.
Now, in order to build – up the body
of knowledge within the teacher as a teacher, he/she must develop
the “body of science.”
Meaning, allow them to grow professionally. So that, as they continue doing the schooling they
may explore and discover their enrolment to the University of Love. Now, are you ready to engage and experience teacher in the body
of science? Set-back and relax to engage the
professionalism of a teacher!
A Teacher as a
Professional
A teacher as a professional, the carry-over “virtue” and “values” as a person and
as a teacher is always carrying his/her mandate specified in his/her license as
a teacher and having his/her own gavel on biases.
The decisions made by the individual teachers
as a person and teacher as a teacher, it
revolved around the questions of which learning
strategies, themes, concepts, and materials
would foster the development of a teacher. Therefore, he/she must
engage to his/her profession. Teachers
as a professional he/she is always armed
with short, medium
and long-range development
plan for his/her
professional development. As an expert
and specialist on the field of critical and reflective teaching
learning environment he/she should enrich
and sharpen his/her pro
A teacher as a professional, he/she develops critical and reflective scenarios in
the classroom as a product of his/her own “profession.” He/she need to enrich
and enhance his/her own learning, attend seminar and workshop, conference,
convention, research forum, dialogue, colloquium, and other relative
training for schooling
and development. Helping
the administration to
facilitate the community counterpart in their own intelligent decision -
making. Initially, supporting teachers in developing a knowledge-based,
informed decision about why and how to learn.
As a
professional, teacher must develop a mindset as a researcher. Explores wide
horizon of knowledge that is always within the context on the modern trend,
changing weather and landscape of the time. He/she select core Review of the
Related Literature and Studies (RRLS) pieces and link technology to the
Computer Aided Instruction (CAI) (Crook
et al, 2017). They practiced whole language learning strategies across
curriculum such as shared reading, literature circles, response journals,
intellectual migration and story mapping to enhance their instructional
repertoires and platforms. They identified core “themes” and “concepts”
appropriate to the level of their students.
Teachers get-out from the box and allows
themselves to shed light from the dark. They are not imprisoned within the four
corners in the classroom. They translate theory into practice. They are
outcomes-based. They are dreamer but they know where they are. They are armed
with Vision, Mission, Goals and Objectives. They strategize according their
VMGs according to the philosophy and advocacy.
This knowledge put teachers in the hatchet
of strategic position to construct
a multifacet curriculum. Audio,
video and virtual teleconferencing and other forms on
multimedia infrastructure platforms became the superhighway gateway on his/her profession.
Teacher by his/her profession shifted to curriculum expert on the field of teaching. A
teacher develops framework on the learning outcomes, contextualizing of their
own classrooms teaching learning encounter. As a result,
the curriculum is realized on a unique
way for classroom instruction. A teacher
addresses needs of the community through
the outcomes-based curriculum (Brockett
et al., 2018). Teachers are also identifying their own personal
professional growth toward the graduate studies schooling as aligned course.
For now, the vertical articulation is needed to develop “specialist’ or “forty”
on the field of profession. Meaning learning from the undergraduate program of
studies he/she must follow-up schooling in the program of studies in the
graduate school. Align to his/her field of specialization he/she now accepts or
rejects theory into practice and as soon as when he/she is already in the doctoral program
of studies he/she now build
or construct theory into practice.
Being professional, the central purpose of the school system, and the learning outcomes require collective decision-making. As the faculty began
to implement a whole language of
A teacher as a professional recognizing the tremendous impact of change it would
revolutionize classroom teacher’s
development planned. Teacher development, primarily focused on awareness and skill development related to holistic
curriculum. Emerging this, teachers in creating curriculum from the context of building and enhancing new literacy the Google classroom or the eClassroom is recommended.
Parallel efforts design
the curriculum – based on the national goals
of the Philippine Education. Both of these, movements conceptualizing
curriculum development in a manner consistent with the pragmatist and
constructivist philosophy, requiring teachers to play an active role in
curriculum formulation and construction (Clara,
et al 2014).
As a result
of our attempts to understand about the teacher as a person,
teacher as a teacher
and teacher as a professional, we have come-up to recognize the process
isn’t easy as we eat camote or banana
throw the feelings
and eat the flesh. Many questions linger in
one’s imagination and remain
unanswered: How much diversity in the classroom practice can a school system
tolerate? What point does uniformity at the school system level inhibit the individual creativity of classroom teachers? Through the teacher and the community
counterpart revisit the curriculum and crafted it collectively. So, teacher
need to be proactive.
Through the collective effort of the
teacher and the community counterpart to determine the minimum and the maximum
qualification needed in the teaching
and non-teaching personnel they may be able to help the school and “the
curriculum in shaping the school system and developing a unique climate
of culture. The informed – decision individual teachers can help shape
instruction” (Koh et al., 2015) to
the most mobile,
virtual, critical and reflective classroom teaching learning environment.
Lastly, in the world of “professionalism” of the teacher; the attitude and mindset cause a teacher to strive, on the basis of an agreed code of behaviour, for excellence in the performance of his/her teaching duties, responsibilities and obligation. It includes professional ethics (besmirching reputation). Content of teaching to be taught (specialized major, minor taught). It includes subject matter (common – OBTLP), attitudes and values (respect), learning processes (product of science), and skills exploration and discovery (RRLS – IPR). It includes things that are transmitted both explicitly and implicitly in the teaching learning environment. All of these “body of knowledge” are carry-over of the teacher as a person, teacher as a teacher and teacher as a professional. Then, the build-up “attitude” on the organizational behavior flattened by the teacher professionalism creates and develops the climate of educative culture.
________________________________________________________________
SCHOOL CMO No. 42,
s. 2016; CMO No.
ray.dilg.gov.ph › files › national_building_code_of_the_philippines;www.iibh.org › pdf ›
Philippines_02_IRR_of_NBC_of_the_Philippines;
education.stateuniversity.com › pages › School- Facilities
The school as a building, it means that
the structural plan from the civil work presumed approved by the Office of the
Building Official (National Building Code-NBC). It presupposes that the building and Occupancy Permits
presumed approved and certified by the proper person
in authority as issued certificate of the different allied agency for compliance
for the legate operation of the building (NBC).
Premises, campuses, other amenities and relative thereto
the physical plant are required for the whole
operation as a school has been approved by the Board of Trustees, Sangguniang
Bayan, Sangguniang Panlalawigan and a copy of all documents informing thereto
the Commission on Higher Education (DepEd for the Elementary, TESDA for the vocational)
for the comment and commendation of the said HEIs or TEIs, lower and TESDA
creation for the purpose. In cases of the secondary, elementary and primary
levels the Department of Education controls, manage, supervise and administer.
The
School in her own
creation and establishment the administrator must see to
it that the following “caveat” must not be present are: (1) near the geologic
faultline, creeks, rivers, seashores, estuaries, wharf, places vulnerable to landslides and other relative
thereto; (2) gambling dens and relative thereto; (3) near
or close to the prone hazard areas and other
circumstances that made the learning environment not conducive to schooling.
The school as educational
institution designed to
provide learning
space and learning
environment
for the critical and reflective teaching learning of the students (or "pupils") under
the direction of a teachers. School as a system it provides teacher as
an important “agent” of change on the systemic behavior of the school. The
Organizational Behavior (OB), Organizational Development (OD) and the
Organizational Structure (OS) of the school as a system interplay its systemic
behavior of the school and the teacher (Anderson,
2015). The school as an institution it has its own VMGs, philosophy,
advocacy and the “school of thought.” Thus, this build-up an image to the community
according to her VMGs. Below
is an attempt on explaining the systemic theory to be understood so to understand the
google or eLearning teaching learning environment of the school. And, the
following are:
Structural System theory
(SST)
The founder of the Structural System Theory (SST) is the structuralist Edward
Bradford Titchener the student
of Wilhelm Wundt who believed a complex system of interrelated parts that works humans do, think,
perceive, and feel. The structural system as a theory
is similar to those of formal organizations. The bureaucratic expectations rule
the organizational behavior. Rules that are
derived from those
expectations are represented by positions in the hierarchy. The
These assumptions help us grasp the common
characteristics of social systems. These characteristics are elaborated under related sections
of this hierarchy and visualize the elements of social systems. However, they
incorporate their own perspective of social system by blending rational and natural systems models. They
inject faiths and knowledge, sentiments, end goals or object, ideals and norms,
status-role, role, power and sanction into the transformational process. Thus, the Structuralist is guided by the OS (Organizational Structure) and the line-authority of command is
guarded the parameter provided by the
OS. There frontline services are defined and structured according to their
appointment or designation paper for placement. The line authority is box-in
according to their respective offices. Therefore, structured organization
follow the essence of protocol from office to office. Protocol means the
official procedure or system of rules governing affairs of the office must be
observed. E.g. dispatches of communications from office to office deserves
higher confidentiality because there is communication considered classified and
unclassified following the ethical standard in office procedure.
Functional System Theory
(FST)
William
Walsh James is the founding father of functionalism. This
originated and developed from the works of Emile Durkheim. The original belief
was “consciousness helps people adapts
their environment.” Functionalists view education as social institutions in a society. They believed that education contributes two kinds
of functions: manifest (or primary) functions, which are intended and visible functions of education; and latent (or secondary) functions, which are the hidden and unintended
functions (Charles, 2017). Functionalist is environmentalist.
Therefore, they are particular to the “learning environment of the child as a learner.” There are two functions that are
made “caveat” of functionalism theory.
Manifest Functions
The first socialization theory begins
in preschool and kindergarten, pupils are taught to practice various social roles.
Schools as “socialization agency that
teaches children how to get along with others and prepare them for adult
economic roles.” This
socialization role involves learning rules and norms
of the society as a whole. School
as a system transmit the core values on “nationalism” and “patriotism”
through manifest functions like social control.
One of the roles of school is to teach students
conformity to law and respect for authority. Obviously, respect, given to teachers
and administrators, will help a student navigate the school environment. This function also prepares students to
enter the workplace and the world at large, where they will continue to be the subject to people who have
authority over them. Fulfillment of this function
rests primarily with classroom
teachers, instructors and professors who are with students all day.
Education also provides one of the
major methods used by people for upward social mobility. This function is referred to as social
placement. University, College
and graduate schools are viewed as vehicles for moving
students closer to the careers path that will give them the financial freedom
and security they seek.
As a result, college students
are often more motivated to study program of studies that they
believe will be advantageous on the social ladder. A student might value
business courses over a class in BSBA for financial success; criminology for
peace and order; education for
literacy; for Nursing, Midwifery, and Medicine for health, wellness and
sanitation; Hospitality Management for Hotel, Restaurant and Institution;
Engineering and Information Technology for multimedia infrastructure, software
& hardware; they believed that these courses give them social assurance on
financial success, stability and security.
Latent
Functions
School has little to do with formal
education. For example, might notice an attractive student when he/she gives particularly interesting answer in class—catching up with him/her
and making a date speaks to the latent function of courtship fulfilled
by exposure to a peer group in the
educational setting.
The
educational setting introduces students to social
networks that might
last for years and
can help people find jobs after their schooling is complete. Of course, with
social media such as Facebook and
other forms of audio, video,
virtual conference, these networks are easier than ever
to maintain. Another latent function
is the ability to work with others in small groups,
skill that is transferable to a workplace and that might not be learned in
a homeschool setting. Living and working with the carpenter, boat builder,
mower, cabler, mason and fishermen one learns a practical knowledge about their work easily.
There is no need of schooling yet one can look for a job to
be employed. If employer does not
demand “papers” during their employment stage latent function has an advantage.
In order to be “functional” as a system “certificate of compliance is
demanded.” Therefore, it’s the school
established the systemic
behavior of employment. Thus, the ultimate goal of schooling
is employability. The needed “papers”
for vertical profiling on hiring is indispensable.
Education as a system, especially as
experienced in the university/college and campuses, has traditionally provided
a place for students to learn
about various social issues. There is ample opportunity for social and political advocacy, as well as
the ability to develop tolerance to the many views represented on campuses. In
2019, rallies and demonstration were encouraged by President Du30 in the
Philippines across university/college and campuses all over the country.
Leading this demonstrations, rally and strikes on the street provided that no “destroying of private and public property;” “no burning
of tires on the ally;” “no infraction of peace and order.” Everyone can
ventilate their grievances provided that all action must be within the
“ambit” of the law. Diverse groups of students were unified
with the purpose of changing the political climate of
Behaviorism System Theory (BST)
Behaviorism system theory was founded by John Broadus Watson. He believed that person
can potentially be trained to perform any task, regardless of genetic background, personality traits,
and internal thoughts (within the limits of their physical capabilities). It
only requires the right conditioning. He believed
that learning is responsible to external
stimuli. Learner is passive: learns via external processes through positive reinforcement. Lecture, drill
and practice, rote learning and multiple-choice tests are their forty (Kendra, 2019). Meaning, it needs an
external stimulus. Sometime learning environment becomes an external factor
that motivates learner to learn. Physical facilities become the menu or
ingredients of stimulus on the eagerness of the learner to learn.
“The ideal behaviorism is to eliminate
coercion: to apply controls by changing the environment in such a way to
reinforce the kind of behavior that benefits everyone” ... “behave what
organism do.” All behavior caused by external stimuli (operant conditioning).
All behavior can be explained without the need to consider
internal mental states
or consciousness. It relies only on observable behavior and describes
several universal laws of behavior. Translating this theory into application, if the physical
plant and facilities can provide the needed learning,
they were there to cause learning and learned
student are the effect on the presence of learning materials. Theory can be translated into practice.
Cognitivism System Theory (CST)
The founding father of cognitivism was Ulric Gustav (Dick) Neisser an advocate
for ecological approaches to cognitive research. The belief of the cognitivist
was focuses on mental processes, including how people perceive,
think, remember, learn,
solve problems, and direct their attention to one stimulus rather
than another. They also believed that learning is a process of acquiring and
storing information. Learning here goes beyond external: is an internal process
through Short-Term--Memory (STM)-
and Long-Term Memory (LTM) involved. Lecture, visual tools, mind maps, chart and etc to facilitate memorization for learning
are advisable while
the type of exam is
multiple-choice and essay assessment is needed (Brockett, 2018).
Constructivism System Theory
(CST)
The founding
father of Social Constructivism (SC) was
Lev Semyonovich Vygotsky and
he believed that community plays a central role in the processing of
"making meaning." He added
that, social interaction, more knowledgeable other, and the zone of proximal development interplay in the sociocultural construction – “power influence – referent power.” While Personal
In another word, constructivism as a
paradigm or worldview posits that learning is an active, constructive process.
The learner is an information constructor. People are actively construct or
create their own subjective representations of objective reality. New
information is linked to prior knowledge, thus mental representations are subjective (Bada, 2015). Therefore,
it is the school will provide learning environment that will harness the
God-given richness of an individual. Learning here is a process of acquiring
and storing information. Learner build on personal experiences active in
internal and social learning processes. Discovery, collaborative group work,
scaffolding, self-guided learning based on personal experiences and peer
grading review. “The principle goal of education… should be creating
men and women who are creative, inventive, and discoverers, who
can be critical and verify, and not accept, everything they are offered.”
Anybody wanted to learn construct an information coming from the external to
the internal factors contribute the total formation on “new knowledge.”
Connectivism System
Theory (CST)
The founder of connectivism was George Siemens and Stephen Downes for them connectivism is a learning theory that
explains Internet technologies platform created new opportunities for people to learn and share information across the World Wide Web (WWW.com) and among themselves. These technologies include
Web browsers, email, blogs, wikis, online discussion forums, social networks,
YouTube, and any other
tool which enables
the users to learn and share information with other
people in virtual reality. They believed learning is a process of connecting
nodes or information sources; it is dependent
upon technology and recognizes the role
of the internet that help people expand their learning. Learner here is self-directed
learning via content, source, people or group within the network. Self-directed
quest for content, sharing of content sources, spontaneous learning
groups and creates knowledge
collaboratively (Clara et al, 2014). “Learning… reside outside
of ourselves… is focused on connecting specialized information sets, and the connections enable us to learn more
important current knowing.”
Connectivism is relatively new learning theory, developed and based upon the
idea that people process information by forming connections. This theory developed digital and technology age, adapting advances arenas.
This theory suggests that people no longer stop learning after formal education
and continue to gain knowledge from other avenues and platforms such as job
skills, networking, experience and access information with new tools in
technology. This makes the “decay” of “time” and “space”
for a long distance
becoming now “short.” The phase value of
Community of Practice
System Theory (CPST)
The founding team on community of Practice is a
cognitive anthropologist Jean Lave and
educational theorist Etienne Charles
Wenger believed that “Community of practice are formed by people who engage in process of
collective learning in shared domain of human endeavor…who share concern or
passion for something they do and learn how to do it better as they interact
regularly. They added to say that, “groups
of people who share a concern or a passion for something they do and learn how
to do it better as they interact regularly.” This learning takes place not
necessarily intentional. This would mean that the “social experience” of an individual count very much in the total formation
of the holistic personality. This is more important on the teacher to be socially
engaged in a diverse community. And, bringing the findings on the “socially engaged data” for classroom
discourses.
Humanism System Theory (HST)
A philosophy that sparks during the
renaissance period and it was fathered by an Italian poet Francesco Canigiani Petrarca. He believed a personal act to fulfill
one’s potential. “Humanism” focuses
on the individual (personalism) as
the subject and asserts that learning is a natural process that helps person
reach to self-actualization. Scenarios
and role modeling are important factors in humanistic learning, as
experiences, exploring and observing others. He believed further that it is
necessary to study the person as a whole,
especially as an individual grows and develops
over the lifespan. It follows that the study of the self as ideal self – self-image (Carl Roger), motivation (Abraham
Maslow), and goals setting (Lewin
Engel Kurt & Dr. Edwin Locke).
Therefore, for the humanist the whole individual is important and stresses
concepts such as free will, self-efficacy, and self-actualization are compass on the individual the way they “think, behave and act.”
Experiential System Theory
(EST)
In this theory David
Allen Kolb (Experiential Learning Model – ELM) constated the following
elements: 1) concrete experience; 2) observation and reflection on experience;
3) formation of abstract concepts based upon the reflection; and 4) testing the new concepts) helped developed on the work
of John Rich Dewey that “thought” is an instrument for solving
practical problems, and that truth is not fixed
but changes as problems change.
Meaning, “hands-on,
interact and adapt.” This
could be happened only when democratic learning environment is experienced.
Kurt Engel Lewin in his link
theoretical insight with empirical research which became the “forerunner in action research.” “The
process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and
Situated Cognition System
Theory (SCST)
The proponents of this theory are John Seely Brown, Allan Collins and Paul
Duguid emphasizes that people’s knowledge is constructed within and linked to the activity, context, and
culture in which it was learned. Added further that,
“the activity in which knowledge is developed and deployed, it is now argued,
not separable or ancillary to learning and cognition… Rather, it is an integral part of what is
learned behavior. Situations might be said to co-produce knowledge through
activity.”
Systems as System Theory (SST)
Ludwig
von Bertalanffy founder and father of General system
theory as a general science
of wholeness... The meaning of the mystical expression, “The whole is more than
the sum of its parts” is simply constitutive characteristics are not
explainable from the characteristics of the isolated parts. The characteristics of the complex,
therefore, appear as new or emergent. A system
theory is a set of things working
together as parts of a mechanism or an interconnecting network. Systems theory analyze the
organizations through different lenses. The
systemic behavior of an organization form part as the organizational culture.
The locally branded culture influenced the local network system.
However, this can be overruled
by the national or international behavior to allow either assimilate or accommodate if not
integrate or acculturate the generally accepted norms. So, this system
encompasses the school as multifacet perspectives as understood from rational systems, natural systems, open systems
and social systems (Bozkuş, 2014)
that the school blended according to the demand of
time, space and circumstances in the borderless society.
Rational System Theory
(RST)
Rational theory lens seen organizations
as a machine built to achieve some desired ends. Main purpose is set within the
bound of the organization and prescribe the order to ensure its working in a
solid and stable fashion. Utilizing the known to be working, any risk of failure and emergence of undesired
outcomes are eliminated (Insung, 2019). The assumption is that, if everything stays within the lines of logic, so will the outcomes.
Simple and clear VMGs brings
the organization (school) in the right direction. Reason dictates the
outcomes.
Rational theory derives from the
bureaucratic structure. The hierarchies of authority, division of labor, work
specialization, rules and regulations structured the behavior within the
organization. All these
are typically associated with bureaucracy. Line of command and protocol.
Organizational goals require
obedience to clear rules
which leave little room for interpretation. It allows
the machineries of the organization to work. The position is there and the person
designated, appointed, elected is empowered by the position. So, let no
one belittle the person in authority because
they are empowered by the position. Respect the President of the Republic
primarily b
The goal here is to make behavior
predictable by standardizing roles. So, each person does exactly what s/he is prescribed to do and produces only the
desired outcomes that are essential to
working of the organization. This resembles to a machine. Each part
does its job and the machine
works in linear fashion. However, human beings are not as simple as the parts
of a machine and they cannot be expected to be always rational and work like
robots. This assumption was later
defended by the advocates of the different “system behavior.”
Natural System Theory
(NST)
Listening the framework of the naturalist as a system.
Goals are meaningful as long as they
help the organizations survive.
Therefore, the organization may modify or even
remove the goals when necessary. Organizations are living (organism)
systems consist of social elements and therefore cannot be used as tools and
thrown away when the goals are
accomplished. They tend to
exist even after there remain no
more goals to achieve. Natural
systems encompass human side
of organizations, and they reject the dualism
that splits people and organizations. The school have physical and human resources
have to interact with each other
to carry out organizational VMGs. They learn each other’s personal
life, habits, feelings etc. Some people are liked and respected while others
are not. Those who are followed have an informal authority over others. Those who
are disliked may be alienated. Personal interest differs from those of
organization more likely to occur. Develop the natural “being”
for the system will exist.
A child craving
their needs and wants
its natural but which comes first the needs as made natural. A teacher craving for salary
increases and the school for the facilities which comes first is
both but higher percentage (70%) is given for the
teachers and thirty percent (30%) for the facilities.
The reason for this is we value
more on the personnel because they are the one creating the venue of the
facilities.
Individual System Theory (IST)
Each individual has a different set of
needs and beliefs that affect behavior. Unlike organizational expectations, individual needs and expectations are flexible and adaptable to formal
roles, and thus they provide a room for discretion in behavior. Individuals interpret their roles
according to their behavior. Confirming
Clarà, & Barberà, (2014) to the idea,
Bada and Olusegun, (2015)
claim that social behavior is formed by the
interaction of bureaucratic expectations and individual needs. Along with behavior, individual needs and
beliefs also form feelings. Social systems have strong links with “the
attitudes, perceptions, beliefs, motivations, habits, and expectations of human
beings” (Koh et all, 2015). Since
people are an important element of social systems, their positive feelings
toward the organization significantly affect the overall culture, hygiene,
health and wellness of the system.
Social System Theory
(SST)
Individual needs and social
behavior define the administrative processes as strongly
relate to social behavior of individuals within the organizations. They propose a social system theory for
settings with hierarchy of relationships. Two components of their theory are
institutions and individuals. Each of them has two subcomponents. Institutional
roles and role expectations constitute the nomothetic, and individual
personality and need dispositions constitute the idiographic dimension of
social behavior (Gomez, 2016).
Institutions have purposes to meet
specific ends, have people to achieve purposes, have organizational structure which assigns roles to people and makes rules to achieve purposes,
have norms that are represented as roles that impose specific behavior on
individuals, are sanction- bearing which means applying positive and negative
sanctions to make sure that norms are conformed. Roles prescribe the behavior
of individuals. They refer to positional authority, complement each other,
and adhere to role expectations defined by the institution. Personality is a combination of need dispositions that
direct a person to accomplish desired end.
Social
behavior as a result of the interaction between role and personality. The amounts of contributions of these two factors
vary according to persons and actions, but never only one of them rules the
behavior. One can act according to the role more than personality while another
individual’s behavior is affected mostly
by personality. For the authors,
the administration process in social systems is nothing but understanding why organizational behavior cannot be associated with only either
role or personality.
To understand social systems, it is
helpful to delve into the main characteristics that asserted by researchers
contributing to the development of this theory. Brockett, & Hiemstra,
(2018) bring together
the assumptions of various researchers and incorporate them into educational settings. Many researchers
assert that social systems are peopled, goal oriented, structural, normative,
sanction bearing, political, and open systems.
Open System Theory
(OST)
From
the lense of this open systems reaction
to former rational
and natural system
theories described schools as independent of their external environment. Open systems
are affected from outer forces as included in the parameter of the teaching
learning environment while being simultaneously dependent on them. Their
boundaries are broader than those of classical closed school systems, and hard
to identify clearly. The main element that distinguishes open systems from the
others is the transformation process. It
is the process of raw materials (in-puts) into products (outputs). In an
educational setting (e.g. school), inputs can be considered as
administration/teachers/pupils and outputs as graduate employability. The
process in between is crucial
Therefore, the system continuously takes sources from its environment and then transforms them according to the
environment’s needs. An important element of this interaction called feedback,
information about the quality of the process, lets
the system correct and enhance
itself. Early theorists of social systems identified themes closed systems (Baraldi, 2017; Brockett, & Hiemstra, 2018). That perspective did not work for schools
as they are strongly interrelated to their environment. Schools
are dependent on external sources
by nature. In a simplistic sense, they need funds and children from the outside
of their boundaries. They are accountable for producing ends that are not specified by themselves but by their communities. By acknowledging these realities, Koh et all, (2015) assert that social systems
are, at the same time, open systems. This would
mean farther that, “community counterpart is needed for the sustainability and meeting the
needs of the community.
Loose Coupling System Theory (LCST)
Review of Related Literature and Studies (RRLS) reveals that connections
between rules and behaviors and among structural units may not consist of solid
lines, and schools have little coordination within the subsystems of the
organization, a situation known as loose couple-ing. “The degree of coupling,
or interaction, between two systems depends on the activity of the variables
which they share.” Thus, if there are few variables to be shared between
systems then they are independent of each other.
Schools “… did not find many variables
in the teacher's world to be shared in the world …if the variables held in common
were unimportant relative
to the other variables, then …loosely coupled with the teacher.”
The school as a structure can be
described as loosely or tightly coupled. Since
never a single form of coupling suits
well to every situation, leaders
should exercise both forms as needed.
Open systems tend to be loosely coupled.
Stating that “… main contributions of the open system
perspective is the recognition that many systems – especially social systems –
contain elements that are only weakly connected to other elements and that are
capable of fairly autonomous actions.” As a result, teachers
got freedom in their classroom activities under weak administration
scrutiny. This is useful because
teachers are experts of instruction
while principals are skilled at administration. Thus, teachers can make use of their expertise if they are not
disrupted by the administration. Some researchers supported teachers’ freedom
and little accountability for their professional activities to let them utilize various student abilities. Other than teacher autonomy, loosely coupled
structures of schools
increase decentralization and adaptation. Tight coupling is a result of rationalization. Therefore,
schools that are less rational systems tend to be loosely coupled.
Cultural System Theory (CST)
Similar to the emergence of informal
organizations, culture emerges from interactions of individuals within
a system. As individuals interact, they share values,
beliefs, habits and gain an identity as a group. This is a natural outcome of all social
systems. Culture is the most visible
aspect of the organizational life that distinguishes it from others. Culture
signify scantly affects behavior through establishing commitment to shared
norms among individual. In other
words, culture represents the un-written, feeling part that is the set of value
norms and beliefs of the organization. Culture as “the collective programming”
of the members of an animal. They have attitudes which stimulate
to act on favorable fashion. It can be said, “attitude governs one’s mind while culture governs organized mind.” Therefore,
each member’s attitudes gathered in a pool called “culture.” So, the
organization is governed by the “organized
mind” through the Vision, Mission, Goals (VMGs), core values, philosophy, objectives and strategy. Thus, all action done by
the “organization” are made “institutional.” To end, school
becomes the engineer
of “culture” and “cemented” according to the desired “organizational culture.”
Political System Theory
(PST)
Political was seen from the lens of the
Institutional therefore, organizational. Politics inevitably appear in organizations. Politics is not political and vis-à-vis. Politics
emerges from the interaction of authority and power
within an organization. Issue comes because of no common consensus. Kill the
issue by using the institutional VMGs or Agenda. There are four )4) sources of
power in an organization. Formal power originates from the structural system – legitimate power; the cultural system
produces informal power
– coercive power; individuals have the power of expertise and lastly, in an instance the weak are using the strong
or the unpopular using the popular is referent power. Politics is the way of how some individuals use their influence for their
interests. They often use their power at the backstage to
profit their private affairs at the expense of
the organization. It is illegitimate because it is not stemmed
from any formal
authority, therefore it does not
have to be in accordance with the accepted standards of the organization.
Hence, it is immune to the sanctions of
formal authority – the structure. Also, from the social behavior perspective,
politics utilizes the absolute use of individualistic needs, and thus ignores
the organizational role expectations – using popularity is motivated by emotion
and not reason. Consequently, it
benefits individual interests only. However,
this does not mean that politics is always harmful to the organization. Politics can provide the organization with
many advantages. One advantage of the
political system is that
it forces a school to be responsible to its environment – social responsibility. Schools must pay
attention to external pressures – pressure groups, respond to their demands, and produce outcomes. In other words,
schools are compelled to be open systems by political forces.
Actually, the political system is in strong relation with the open system, and share many similarities. It is clear that politics is informal and illegitimate, yet an inevitable factor affecting organizational behavior but it does not end to benefit the general public. One is familiar to the “promises” of the politician. They are the key “player” or “actor” of “political system.” It made no reference because they are “lobby” oriented. So, politicians are key “player or actor” in “politics.” Let it be clear that the office of the Politicians is Political but the one seating the office is politically installed for three (3) years and be subjected for reelection and therefore they tend to becomes players on “politics” for their reelection. At this juncture, “politics” is their playing field or arena for their reelection. So good politician must closely relate their “politics” (issue) into “political” (what is provided).
Characteristics of Schools
In this section,
some characteristics of schools that are considered as six basic treats which include the following: (1) structure,
(2) culture,
(3) climate,
(4) leadership,
(5) decision-making
and (6) relationships
among personnel will
be elaborated from the perspective of the social systems theory.
Structure
The
school as a social system,
have the characteristics of rational, natural,
and open systems. Possessing
the characteristic as rational system theory is always upholded the supremacy
on the organizational chart, structure or flow as “gate-guard” of all
organizational behavior of our personnel within the organization – rule of
law/policy/regulation. It is always based on the tenets of order, law and
protocol. They have hierarchies of authority, goals, and role expectations
similar to bureaucratic organizations. Individual
needs affect employee behavior, organizational goals are not firm, informal
organizations derive from interactions among individuals, and schools
have to interact with their environment.
Schools are social systems and have three
qualities: (1) arbitrary and consequential; (2) boundaries, interrelated
subsystems; and (3) multiple causation - events happen as a consequence of more
than one cause.
Schools are staffed by qualified professionals, so they have some disadvantages of professionalism such as unions’ striving to limit principals’
control over teachers, uneven
distribution of pay, teachers’
lack of skills in professionalism, placement for personal and political accommodation and etc. As open systems, schools have
relationships with external agencies
like unions and some other community counterpart
partner. Exertion of political power
and authority between schools and the agencies become an element of the school structure in pursuing their individual VMGs (Vision,
Mission, Goals and Objectives).
Schools are institutional organizations whose structures are formed by societal rules and beliefs, so an emphasis on how school response to those rules and beliefs becomes a main aspect to explain and evaluate their structures. To jibe the needs of the community and the VMGs of their individual VMGs and community counterpart partner. School as an institution is “a natural product of social needs and pressures.” This proves that schools are open systems that are dependent and affected by their environment. For example, in low socio-economic status communities, parents often do not demand high academic quality from schools. Because of this weak external pressure, schools in those communities expect less performance from students and have low standards. Unlike those community whose demand on the mushrooming and herding of technology in their learning environment need to compete the standard of their counterpart partner to meet the need and employability of their graduates. So, to speak, rural school competitors do not aim high academic quality/standard as against the urban schools due to their learning locale.
School are people processing organizations,
goal oriented, structural, and consist of processes, communication and
decision-making activities. The structure of social organizations is related to
relationships of professionals with-in the organizations. Thus, the
structure is closely
aligned with the nature
of interactions and it is affected by working styles of people. If the need of
the community will not be pushing to the limit collaboratively on the
counterpart partner then, expect for a non-competitive teaching learning
environment. For instance, since
teachers work alone instead of teams, the structure of schools tends to be
hierarchically flat because it has few hierarchical levels. However, creating
work groups and freeing them from intense supervision
let teachers be more creative and responsible for the critical teaching
learning experiences. Thus, if your personnel are in-breeding and even without
exposure to the outside organization at least five (5) years of relevant experiences then expect the organization recycle
its own product.
When
a bureaucratic organization relies heavily on sanctions to ensure performance and obedience of staff, a process called “decadence of the hierarchy” becomes inevitable.
Individuals who fear their superiors and “visa-a-versa” tend to be safe by selecting
subordinates or superior who are less or non-competent than they should be.
This leaves the ranks on the hierarchy staffed by unlearned, unprofessional and unskilled people. These are personnel do their job or work without personal
and institutional VMGs. To
avoid this, recruitment made by the Personnel Selection Board (PSB) and the Faculty
Selection Board (FSB) will be
rigorously done according to the Quality Standard (QS) submitted to the Civil
Service Commission (CSC) whose qualification is vertically align to their
baccalaureate to the graduate program
of studies and other allied
or related sciences
which was the minimum qualification on the teaching
personnel. Respective
profession, relevant experience,
training and practice on profession for school and teaching learning
environment deserves to be “fit
and merit” to the “placement”
of their job or work to be
Schools in decentralized education
systems allows them to be locally involved in social needs of people around
them are more likely open and social
systems. Community members have an impact on educational decisions made in
schools. Schools are obliged to produce
outcomes that are desirable by their environments. The parents and community
counterpart partner to the schools
must continuously interact
with them to learn their needs
and to get feedback on educational processes. Since education specifically on the teaching learning of the young mind is complicated and not routine,
schools can perform
better with a decentralized structure. This would simply mean, “empowerment” within.
If these would happen in the organization it tends to be a living organism.
Meaning, personnel should and
must always be a “think tank” of intellectual
enterprise. On the other
hand, in centralized educational systems, environmental pressures are directed
to departments of education, and thus
schools are completely responsible to the department. This results in a formation of a pyramidal
hierarchy that limits community intervention. However, in decentralized
systems, hierarchy is flat, so schools
particularly the TEIs or HEIs are in direct
interaction with their communities specially on the “enhancing new literacies”
on this 22nd century herding of technologies. By and far, the
mushrooming and herding of the multimedia infrastructure it increases the
magnitude level on the WIFI generators that open-up the gate-guard on PSYFI
super-link Nova through intellectual migration.
Culture and Climate Theory
Climate is about “feeling
and behavior,” culture
is more focused
on “values, beliefs, and assumptions underlying
feelings and behavior. Climate represents an organization’s distinguishing characteristics, feeling and behavior that can be presented with a
framework which consists of four essential elements: (1) physical framework is
the physical factors of a school like equipment, classrooms etc.; (2) social framework
is the social environment mostly related to social behavior
of individuals within
a school – the locale &
the inhabitant interaction on the physical
plant; and (3) structural framework represents factors such as hierarchy, authority, role, and the line-of-command; and lastly
(4) symbolic framework is the parts of culture like
beliefs, norms, values categorizes
school climate according to disposition to interactions – this would simply mean on the “School-Image-Building.”
It categorizes interactions as internal
and external environment of the school. Internal interactions consist of
interactions among teachers-teachers; student-student; teacher-student; teacher-parents and other behavior
within the organization per see. On the
School culture is preserved and
transferred to new members by the socialization process. New teachers learn
shared values, beliefs
and norms when they interact and build relationships with their colleagues. During conversations, they are
informally taught ways of accepted behavior. This brings us
back to the natural systems theory which admits informal socialization among
individuals within an organization.
Leadership and Decision-Making Theory
In social systems, school is important
aspect of leadership. The quality and systematic effects of functions and
behaviors of those who are in the position as leaders. The President, Vice
Presidents, Directors, Deans, Chairperson, program coordinator are considered
administrator and other position set aside by the organization their behaviors
can be expected under social systems theory.
In many schools, the President, Vice Presidents, Directors, Deans,
Chairperson, program coordinator (administrator) social behavior surrounds all
other individuals and processes from decision-making to the evaluation of the organizational efficiency. School improvement through
decision-making as the main focus of school leadership. However, there may be times when teachers
(subordinates) do not agree and follow.
But whether we like it or not it’s the dictate
of the organizational
behavior. The functional perspective administrative processes may shed light on
these situations.
Functions are considered as the
allocation of roles and facilities – the OS (Organization Structure). Therefore, the President, Vice Presidents,
Directors, Deans, Chairperson, program coordinator should revise the functions of administrative processes. Leaders in similar social
systems exhibit divergent behavior which is associated with organizational role
and personality. School President, Vice Presidents, Directors, Deans,
Chairperson, program coordinator (administrator) even in the same locale behave
differently. Social behavior theory
by adding new dimension called work context (individual differences matters). Formal role expectations and personal
facets are the dimensions inherited from the social
behavior theory. Work context consists
of culture and politics within and around (e.g. community) schools. Based on open systems
theory and is an attempt to conceive of social systems as open systems opposing
to closed social systems perspective.
Therefore, schools interact with their environments, and they are under the influence of outer forces just like another open and social system. The President, Vice Presidents, Directors, Deans, Chairperson, program coordinator (administrator) leadership is influenced by cultural standards and political forces even when they are inconsistent with the President, Vice Presidents, Directors, Deans, Chairperson, program coordinator formal role expectations and personal facets. For example, the President, Vice Presidents, Directors, Deans, Chairperson, program coordinator who expresses his ideas about sex education which are incongruent with the local values may be chastised by the local community and be given a formal warning by the hierarchy protocol of the organization and is an attempt to conceive of social systems as open systems opposing to closed social systems perspective.
Individuals and organizations try to
impose their motives on each other. The
process done by the organization is called the socializing process, and the
personalizing process when it is done by the
individual. Problems occur if there is
discordance between the two
processes. Therefore, leaders should seek harmony between them. In addition,
there are two views about the ownership of leadership. One view assert that an individual who has the
greatest influence and leadership capabilities is the leader of the group.
The other view claims that leadership
naturally occurs and shared within a social group. Therefore, leadership belongs
to the group instead of a single
individual. The shared leadership aspect of the second
view is related to the distributed leadership framework. Individuals without any formal leadership designation can be leaders too.
Therefore, even teachers and students may take responsibility for leadership
role as long as it meted the needs of the individual within
the school organization. Leader is a people or need oriented and not policy or rule oriented
and therefore it is not the best place of a leader in an organization. This is
the role of the manager.
Relationships of both Theory
Social organizations like schools are stemmed from
interaction among people both within and outside of the organization.
Relationships within school building and with the community
are essential elements
of socialization and have a significant impact on many vital
processes. Building and maintaining relationships can be considered as a
process by which the President, Vice
Presidents, Directors, Deans, Chairperson, program coordinator and teachers
link learning that occurs inside and outside of the building.
Since the social behavior forms those interactions, its perspective can be useful to some extent in analyzing relationships. For example, problems may occur when roles and personality conflict. Compatibility of personality with organizational roles is so important that administrators must consider it from the beginning of staff relationships that is the recruitment (PSB). It is intelligent to hire people who fit best to the school’s goals to maintain smooth relationships and educational operations to reach-out the VMGs of the TEIs or HEIs to “fit and merit” the needed personnel.
However, given the complexity and
diverse personality within the organization, some incompatibilities are
inevitable, so people who can tolerate them and make compromises would be
targeted for hiring. In some large educational settings, the recruitment
process is standardized and strongly aligned with organizational needs
neglecting personal aspects. “Merit and fitness” are an issue. Protesting this
notion, a model for the recruitment of new personnel are available in the Civil
Service Commission guidelines for PSB and FSB with the supported documents
coming from other allied institution and agency like the CHED and DepEd; TESDA
and ALCU-COA. People (personnel) are very important. Therefore, send them to schooling, training that is relevant to their
field of specialization and allowing
them to qualify the Policy and Standard Guidelines set aside by the accredited
institutions.
Social organizations are peopled and
every action is carried out by them. Their needs should be taken into
consideration when choosing their future peers. After all, the new staff will
interact with them more than with their
administrators. Therefore, the prospective teacher should be informed of personality requirements for the job and encouraged to interact with the already-employed teacher before the recruitment to learn informally how
the school works. Otherwise, problems
resulting from conflicts between roles and personalities may occur. The
cultural shock maybe prevented.
Their model makes sense from the point of social systems, but to implement the centralized educational settings in where people are hired through standardized processes nice to see vast number of prospects entering into the profession each year so that we can select and elect “fit and meritorious” applicant. Especially, in the institution and agency that there is no PSB and FSB. To avoid problems resulting from role-personality conflicts, the administrators should clarify role expectations and increase two-way communication opportunities within the schools PSB and FSB as mandated by the Civil Service Commission as affirm on the approved submitted Quality Standard by the School. The frontline services are the “gate-guard” of all action to be done by all within the organizational behavior.
After hiring people let them adapt the roles in detail by engaging new staff in two-way communication that requires feedback through their appointment generated from their OPCR and IPCR. Otherwise, administrators cannot feel daily organizational life. To overcome problems caused by lack of communication, divide the organization into subunits, so the staff may find more opportunity for face-to-face conversations. The localization of their immediate concern by ventilating and earing their side within the framework of their college or department. The division of labor, work and services specialization play its important role here. That is the most practical “devolution” of power as termed “empowerment.”
Experimentalism School of Thought Theory
Experimentalist psychologist Wilhelm Maximilian Wundt believed that
the mind through empirical experiments consciousness could be studied
through experimentation and consciousness
and other mental phenomena should be the object of study in psychology. He
believed that the way to truth is through
experiments and empiricism. It
is also associated with
instrumentalism on the belief that truth should
be evaluated based
upon its demonstrated usefulness. Basic requirement is the scientific processes.
Gestalt Psychologist School of Thought
Theory
Sometimes in the 20th century (1912) in
Austria and Germany the “school of thought originated by Johann Wolfgang von Goethe,
Max Wertheimer, Wolfgang Köhler and Kurt Koffka, Lewin Kurt, Rudolf Arnheim and
Hans Wallach explore and discover the Gestaltian theory in
modern German way of thinking that thing has been “placed,” or “put together.”
“Form” and “shape” are the usual translations; in psychology the word is often
interpreted as “pattern” or “configuration.”
Gestaltian school of thought
looks at the human mind and behavior
as a whole. When trying to make sense of the world around
us, they suggest that we do not simply focus on every small component. The
theory holds that the whole of anything is greater than its parts. That is, the
attributes of the whole are not deducible from analysis of the parts in
isolation.
As Wertheimer, Köhler, Koffka, and
their students extended the Gestalt approach to problems in other areas of
perception, problem
solving, learning,
and thinking.
The Gestalt principles were later applied to motivation,
social psychology, and personality (particularly by Kurt Lewin)
and to aesthetics and economic behaviour. Wertheimer
demonstrated that Gestalt concepts could also be used to shed light on problems
in ethics, political
behaviour, and the nature
of truth. Gestalt psychology’s traditions continued in the perceptual
investigations undertaken by Rudolf
Arnheim and Hans Wallach
in the United States. So, putting all together into educational practice that the human brain maps elements of learning that are presented closely to each other as a whole, instead of
separate parts.
As all of these school of thought and theory mentioned on the previous paragraph are taken from the reference of their learning experience these can be taken as a “statement of fact” that, “are applicable to time” when generated to “life – long education” are still viable and feasible. Mentioning these within the framework of the teacher and the school curriculum may way be able to reinvent new paradigm shift on having a critical and reflective teaching learning experiences.
__________________________________________________________________
CURRICULUM
The
formulation and construction of the curriculum depends on the need of the community. It is the community will
dictate and determine the “planned interaction” between the school and the
curriculum. The preparedness of the physical
and human resource
of the school tells the planner
the extent of readiness. Thus, the representation on the community counterpart is indispensable. It is the community, businesses, company and industry dictate
the Vision, Mission and Goals (VMGs) of the school. They are the direct
recipient on the employability of the graduates. Therefore, services delivered
by the school will qualify and quantify her own existence in the community.
That is the reason, other colleges and universities excel
beyond their VMGs because they
build-up great image in the community.
Curriculum
The teacher and the School Curriculum
play an important role in the ‘playing’ field of teacher/teaching courses. As
curriculum defined “planned interaction” of pupils/learner/ student/teaching
personnel with instructional content, materials, resources, and processes for
evaluating the attainment/program of studies/course of educational objectives.
These are guided by the institutional VMGs. The
word curriculum is derived from the Latin word 'currier' which means 'run' and
it signifies a 'run-away' or a course which one runs to reach a goal.
Curriculum means all the learning “planned interaction” or guided by the school,
whether it is carried in groups
or individual, inside or outside the school for as long as a “planned interaction.”
Reiterating further, curriculum is the “planned interaction.” It is the lesson
taught by the school of a certain field of specialization. There
are mandated subjects governed, supervised and managed by the Commission on Higher Education
(CHED) as required and added to the
subjects required to meet the VMGs (Vision, Mission and Goals) of the school.
School differs in their offering of courses because it matters on the approved curriculum anchored on the VMGs of the school.
While it is true that the administration dictates the pivot on the college/university academic journey by an educational institution should have an administrative organization which facilitates the attainment of its Vision,
Mission, Goals and Objectives (O. Chen,
et al. 2017). Using cognitive load theory to structure computer‐based learning including MOOCs, Journal of Computer
Assisted Learning, 33, 4, (293-305). Administration and governance of LCU’s are unique. The LGU’s have
________________________________________________________________________
INSTITUTIONALIZATION – RECOGNITION –
INTERNATIONALIZATION AND UniFAST-ZATION
The recognition of an institution is crucial to the space, time and circumstances given to a public or private HEIs or
TEIs by CHED and other accrediting
bodies. The “program of studies” or “curriculum” or “course” of
every “college” or “unit department” must be recognized by the Commission-On- Higher
Education (CHED). Recognition means “permit to operate”
are granted. Likewise, the
“Certificate of Recognition” is issued by the Commission-On-Higher Education
(CHED) to the compliant institution. These are the bases for the grants given
by the government through the
Commission-On-Higher Education. Compliant on the following document and
documentation to wit: (1) governance; (2) faculty; (3) curriculum; (4) student
development and services; (5) entrepreneurialship and employability; (6) adopt
the community program or community extension; (7) research; (8) library; (9)
laboratory; and the (10) physical plant. Below are “shared” concepts to shed light to those who
are aspiring to become HEIs or TEIs CHED accredited School.
GOVERNANCE
In this paper governance was treated as a science
to govern. Meaning
there is an institution
to administer, govern and supervise. Therefore, in governance all action done
are institutionalize not personalize. It is an action or process needed in an
organize institution through which will of
the people is formulated, carried-out, administered, supervised and all members
of the governed will follow the authority that resides or emanates from them.
All are documented as a protocol. Meaning, internal action made by the
institution conform to their specific job description in the placement of
designation or appointment. It is advisable that the IN and OUT of the documents,
information and other forms of communication must be Log book so that all
responsible person must be liable to the said action which does not conform to
the Standard Operating Procedure (SOP). Otherwise,
one can be charge as usurpation of authority and other
relative legal and moral impediments.
This will create chaos, sabotage and
other relative form of mismanagement
issues. Therefore, transparency and accountability are at all time demandable
in their own respective offices. This is how governance runs as a process. Some
details are found below:
Administrative organization
The provisions herein are citing CHED MEMO No. 42, s.
2016 that an educational institution should have a governing body that will be
responsible in formulating the general policies of the institution (Board
of Trustees – Chairman is the Mayor
the local chief executive; then
representative from the following:
School – the President who is the vice-chairman; Chairman of the Education
Committee – representing the Sangguniang Bayan member;
representative from the Industry, Company,
& Business Sectors;
representative from the Faculty and Staff – their president; representative from the Alumni – their president; representative from the supreme council
of student – their president; representative from the
Education sector and not limited thereto).
The policies of the Board of
Trustees
Evidence needed are Certificate of Authentic Verification (CAV) of their respective degrees. An official document should contain a detailed description of the organizational set-up of the whole institution and/or the college(s)/units under survey (this would mean that the appointment of the respective personnel – teaching and non-teaching should be in accordance to the Structural Organization (OS)). These provisions are guided by the Commission on Higher Education (CHED) as stipulated in the Republic Act No 7160 (otherwise known as the Local Government Code of the Philippines) Article lll Section 447, 458 and 468 states that, “ the LGU may establish and provide for operation of a vocational and technical school and similar post-secondary institution subject to availability of funds, and existing laws, rules and regulations.”
Thereby, the approved Charter for the creation of the “institution” made by the institutional Board of Trustees recommend to the Sangguniang bayan through the Chairman on Education for its Sangguniang Bayan approval. Thus, submits for the approval by the Sangguniang Panlalawigan and returned signed into effect for the operation of the local colleges and through the confirmation and approval made by the Commission on Higher Education (CHE) through its institutional and subject recognition shall commends in its legate operation.
Academic administration CMO NO 38 S 2017
The academic personnel (VPAA, Deans, Area Heads, Support Services and Faculty)
should be academically qualified. For
Dean of the college of arts and
sciences at least holder of an earned doctoral degree in social science,
humanities and communication. With at least (5) five years in teaching
experiences and with at least (2) two years in administrative experience. for
the faculty would mean finished his/her own field of specialization and
vertically align in his/her graduate program
of studies (Masteral Program). However, for the faculty
doctoral degree is not mandatory because we need only 50% to 75% of our teaching
personnel to become
compliant on the operation
on the baccalaureate courses. Those who are teaching on the Professional Regulation Commission
courses, they must be an updated license
holder. Meaning, no teacher can handle the board courses if not a PRC holder with an
updated/renewed License.
The faculty organization should be supportive to the
institutional goals and objectives to promote
quality education. It should be noted that there shall
be a Constitution and By-laws
of the association and must
be registered from the Security and Exchange Commission (SEC) or in the
Cooperative Development Authority (CDA) preparatory for the juridical
personality. So, the association is separate and distinct to the organic
bureaus in the systemic behavior of the organization in governance. All
academic personnel must have their own “individual” adopted “community”
particular to their own barangay where they are living. Likewise, the faculty must
Administrative non-academic personnel
The Administration should be supported by the adequate
staff of qualified non-academic personnel with specific
roles. Employment procedures are well defined
and followed. This would
mean that the Faculty Selection Board (FSB) and the Personnel Selection Board
(PSB) were established within the institution and institutionalized upon
approval made by the Civil Service Commission (CSC). Those who are handling the
non-teaching “frontline services” their qualification must bestly suited
to the services they rendered.
Likewise, TESDA competencies are required. Genuine concern for employees is evident in: just
terms of employment, an orientation and a development program, good working
conditions, a mechanism for dialogue and grievance procedure. A system of supervision and evaluation
helps both the institution and the employees themselves. The evidence needed
are the Institutional Teaching; Non-Teaching Personnel Manual and
the Administrative Manual.
Financial Management (FINANCE, CASH, BUDGET,
ACCOUNTING OFFICE-
FCBAO)
The fiscal administration of the institutions should
be well-organized and managed by qualified and competent personnel. These would mean that preferred program of
studies in the frontline area must be either Bachelor of Science in Business
Administration or Bachelor of Science of Commerce and other related courses of
FCBAO. Business functions must be
well delineated to ensure its attainment of educational objectives and fiscal
integrity and economy of the institution. Frontline services must be defined in
the FCBAO Manual and the structural organization to avoid the overlapping of
functions. All document must be in tacked ready and available for the
communication audit. Relevant
documents relative to the financial matters must be treated classified and
highly confidential. Likewise, the office must be secured as defined by the
FCBAO Manual for non-residents of the office for safety and security of the
documents and the office.
Supply Management (PROCUREMENT, INVENTORY CONTROL)
The Supply Management Center includes the listing of
the total requirements of the institution as well as inventories and
distribution of materials as specified to the entirety of the documents. The Input – thruput – output on documentation must be observable. The roadmap track must be available. And all document is ready for the communication audit for the interested party
authorized by law. The approved
AIP (Annual Investment Plan) should be the bases
for the PPMP (Program Procurement Management
Plan) then, when approved it will be the bases on the (PR) Purchase Request and the PO (Purchase Order) then, when it is approved the delivery receipt
and
Records Management Center -RMC
A
system of records keeping should be in place for easy retrieval and reference.
Records Management Center
(RMC) is the system used to control an organization's records from the creation
of the record until the record is archived or destroyed. A records management
process is comprised of identifying records, classifying records, and storing
records, as well as coordinating internal and external access. It is advisable
that the institution must have their own Quality Assurance Management Center
(QuAMC) who is responsible in RMC handling, securing and monitor institutional quality
output or return of their collegial and
institutional services as central to all communication audit necessary for
immediate retrieval of the system. Likewise, academic unit offices and support
services and development must have their own recording management archives or
banking as to time primary sources of the information must be “data mine.” The
file from the areas of immediate concern such as: governance; faculty;
curriculum; student development and services; entrepreneurialship and
employability; adopt the community program; research; library; laboratories and
physical plant are made available for immediate / ready at all sort for
“communication audit “ and other relative services such as planning and
research.
This center must be managed, supervised and administered by a
competent director whose qualification at least Master of Science or Master of
Arts or preferably a PhD in the field in education/ social sciences and related
courses to the appreciation on the documents. As a general rule all information and documents must be
protected by law and explicitly be done by the party involve in writing.
Internal Safety and Security
are stipulated in the QUAMC (Quality Assurance Management Center) Manual/RMC Manual. This
is not an office but a center because all software and hardware of the
documents and documentation are stored; all evidences of the claims are found
for quality control and quality assurance. Therefore, ventilation and relative
protection of the document
must be the highest order or command
of the center. All
information in this center are considered classified.
Institutional Planning
and Development Center– IPDC ched.gov.ph › wp-content
› uploads › 2017/08
› CHED-Strategic-Planning; www.scribd.com › document › CHED-Strategic-Plan-2017-2022-as-o.
Sound institutional planning
and subsequent development require concern for and attention to the following: The Vision, Mission, Goals (VMGs) and Objectives of the school,
awareness of national, regional
and local needs.
The programme of development
and improvement prepared by an educational institution on the basis of its felt needs and the
resources available or likely to be available, with a view to improving the
school programme and school practices. There is a need for adequate allocation
of resources, participation of the whole academic community in the planning
process formal documentation of all plans and the progress of implementation
for periodic review and updating, and the appointment and supervision of an institutional officer who shall be responsible for the
coordination of the planning activity. Qualified personnel at least Master of
Arts or Science in her/his vertically align field or program of studies.
However, preferably doctor of philosophy in educational administration and
supervision.
For purposes of smooth flow on the short, medium
and long-rage institutional plan the data are taken from the
unit/department/college so as to create smaller picture into a big one. The
unit/department/college plan must be done for the completion of their
respective college/unit/department Vision, Mission and Goals (VMGs) measured
according to their OPCR (Office Performance Commitment Review) and IPCR
(Individual Performance Commitment Review). Likewise, the Institutional plan
collated and collaborated unto the unit/department/ college and institutional plan in addendum
to the bigger picture of the Institutional Plan. In another words, the Institutional Plan
always include the unit/department/college development plan as institutionally incorporated. And, it should be deposited to the reservoir of the document which is the Quality Assurance Management
Center (QuAMC) for ready reference, assessment or evaluation. These has been
considered document found on the RMC. However, there are short, medium and long-range Institutional Plan reflected on the college/department/unit are not included institutionally.
Linkages and Networking – LN RA No. 11448; CMO No. 55, s. 2016; www.slideshare.net › kyutipatuti
›ed10-linkages-and-networking;
The institution has an official responsible for
linkages and networking. Qualified
and eligible personnel in manning
the center is commendable. At least
the personnel assigned has the background on research. Handling and
managing data are superficial. Data-collecting and gathering is crucial. These
should be the bases for any decision-making. Therefore, at least
a master of arts or
science is required academic discipline however, PhD or any allied doctorate degree is preferable.
Significant experience, “merit and fitness” is highly demanded in the office.
The effectiveness and efficiency in handling “data” is a time bomb of the institution. Public relations are
highly demanded in a criterion for administrative excellence and expand on
institutional linkages and networking. Institutional building images on the
assigned officer is magnanimous. Generating resources capability and promoting
employability is the centrality on the VMGs (Vision, Mission and Goals) of the
center.
The personnel assigned in this center are highly
socially engaged personnel in a socio- politically and socio-culturally
constructed diverse society. Diplomacy, camaraderie and inter- relationship and
intra-relationship are incomparable. They secure the image building of the
institution to their community counterpart
partners. Public relation is an optimum value of doing linkages and liaisensing. It is responsible on the life of the school curriculum and the employability of the graduates. He is the
ambassador, consulate officer, charge d’affairs, ambassador plenipotentiary of the center.
Translate all plans
in linkages and networking unto glocal connection through Memorandum of
Understanding (MOU) or Memorandum of Agreement (MOA). Evidences needed are the
Input – Thruput – Output on documents and documentation.
FACULTY
(MC17s2013; CMO No. 40, s. 2008; CMO No.30, s.2009; CMO No.52, s.2007; CSC MC No. 10, s.2012; CMO No. 69, s. 2017; E.O. No. 292, Bk No. V, Title 1-A, Chap 5 Sec 22 (3); CMO No.103, s. 2017
Academic Qualification and Teaching Experiences are
demandable (CHED MEMO No. 52, s. 2007; art ll, par., A-E). The educational background of faculty
personnel should be adequate
for teaching in the college
level; it should
include graduate (Masteral) degrees or their equivalent;
e.g. outstanding achievement or years of experience in the
field of specialization. The faculty should have college relevant (teaching the
field of expertise) teaching experiences. E.g. the undergraduate studies
specializing mathematics and graduate studies is mathematics taught mathematics and allied subjects.
The faculty member
in the TEIs shall maintain
50% of the faculty members
teaching in the teacher education program as full time and must be a board
passer. The professionalization of teaching must be always the safeguard.
The teaching load requirements for
the teacher education program
shall be as follows:
(1) A faculty should not be assigned more than four (4) different courses/subjects within a semester/term;
(2) A faculty may be assigned an overload; (3) In no instance should the
aggregate teaching load of faculty exceed 30 units (inclusive of overload and teaching loads in other schools); and (4) Teaching load per day should not exceed six (6) hours.
Likewise, the institution must have a system to support faculty development (stated in the Manual). It should require the faculty members to: (1) Complete doctoral degrees in education and other allied fields; (2) Attend continuing education seminars, workshops, conferences and others; (3) Undertake research activities related to the teacher education program and to publish the research outputs in refereed publications; and (4) Give lectures and present papers in local/national/international conferences, symposia and seminars. The TEIs must provide opportunities and incentives such as: (1) Tuition subsidy for graduate studies; (2) Study leave with pay; (3) Deloading to finish a thesis or carry out research activities; (4) Research grants; (5)Travel grants for academic development activities such as special skills training and attendance in local, national and international conferences, symposia and seminars and (6) Awards, recognition, merit incentives and other economic incentive awards.
Lastly, a “meritoriously and fit”
faculty for the “rank” and “position” must be given an opportunity and priority
to be “regularize” for work security and tenure of service. The administration
shall keep potential and asset “faculty” in the teaching organization.
RECRUITMENT AND SELECTION (RS) www.slideshare.net › viviandabu › recruitment-and-selection- in-govern; www.csc.gov.ph; www.academia.edu
› The _Recruitment_ and_ Selection_ Process_ of _the; ro.mwss.gov.ph › wp-content › uploads
› 2017/01 › PM-03-01-Recr.
The publication of vacancies is mandatory to RA No. 7041 otherwise known as the “publication law,” requires that vacancies in the government service should first be announced to the public before they will be filled – up to provide transparency and promote equal opportunity in hiring personnel. Its implementation is lodged with the agencies (as needed) and the civil service commission (CSC). The announcement of vacancies should include the following: 1) position title; 2) item number; 3) full qualification standards, 4) and job description of work and the corresponding station. In the recruitment, selection and hiring of faculty members, the minimum requirements of the Civil Service Commission (CSC) and the University/college criteria/standards are taken into consideration (the approved submitted Quality Standard). Thus, the Civil Service Commission may allow agencies to establish qualification standards for highly specialized positions with highly specialized unique duties requiring specialized education, training or skills which may not be required through formal education, training programs, or experience gained from service-wide positions.
The Recruitment and Selection is a systematic
cooperative process involving the administration, dean or department heads,
area chair, HR director, and faculty representative headed by the Vice
President for the Academic Affairs constituted the Faculty Selection Board
(FSB). Selection process is focused
on the applicants’ educational qualifications, teaching competencies,
character, personality, professional and work relevant experiences, and health
condition. The civil service provisions and other allied or related laws shall
be made applicable. Such as: 1) strengthening the merit and reward system; 2)
integrate all human resource development for all levels and ranks; 3)
institutionalized a management climate conducive to public accountability.
Likewise, the general policy
on recruitment and selection policies
must be upholded
to wit:
1) appointment shall be made only according to merit and fitness to be determine, and, except to
positions which are policy—determining, primarily confidential or highly
technical by competitive examination; Open to all qualified men and women according to the principle of merit and
fitness;
4) when a position in the first, second or third level
becomes vacant, applicants for employment who are competent, qualified and
posses appropriate civil service eligibility shall be considered for permanent
position.
RANKING, PROMOTION, TENURE
and SEPARATION (RPTS)
A college should
have a well-defined system of ranking, promotion, tenure, and separation provisions which is clearly
described in the Faculty Handbook/Manual or University/College Code. Criteria for ranking, promotion, tenure
and separation including the point system must conform to the approved
Civil Service Commission – ALCU rating
form. A written notice
of any change or retention of
status and relative provisions the faculty members before the end of the
probationary period (at least six month) must be informed. Definite procedures for separation/
They must be well disseminated and duly
observed in the separation/dismissal of faculty members. All must always within
the spirit on due process. However, when three (3) years commence for his/her
uninterrupted probationary status
and no movement made after
such tenure the candidate
shall be automatically lifted his/her probationary period and change it to
“regular status” unless impediment is challenged. Therefore, the ranking, tenure,
promotion and separation board must anticipate the availability on the prospected
“item(s) to those lifted their probationary period. Management, supervisory
and administrative responsibility must be on guard for the frontline services
for the responsible office to process the matter.
Separation from service must always in conformity to the Labor Laws and other relative laws applicable therein. The no employee – employer relationship shall apply depending on the nature of the job/work to be done. As the case may be to a “faculty” a fiscal or school year application to be done and once hired or not will received written advance information to be done at least six (6) months ahead on the separation for the Job Order or non-regularized teaching employee. Bases for the non-renewal must be clear and transparent for accountability purposes. Evidence needed are the personal vertical 201 files in tabbing form.
FACULTY LOADING (FL)
The teaching load of faculty members is
governed by the institutional policies following the requirements of the Commission on Higher Education in terms of the following: (1) Academic Qualifications – at least master of arts/science
vertically articulated (evidence needed-CHED, Certificate of Authentic
Verification – CAV) ; (2) Field of Specialization – baccalaureate graduation is
aligned to the graduate program(evidence needed-CHED,CAV); (3) Number of
Preparations – at least to the maximum
of three (3) preparation (evidence needed-load report); (4) Number of Units of Teaching Loads –
institutional maximum 30 units(evidence needed-load report); (5) Administrative
Support – scholarships, grants, fellows & academic upliftment (evidence needed-transmitted report to the CHED); and (6) Twenty-One (21) units to the full-time employment and nine (9) units
for the part-time outside to the full-time employment to total of thirty (30)
units (evidence needed-load report).
Take
note always that a part-time
employment needs to have the permit/certificate to teach
with a rating of Very Satisfactory coming from the employer renewable every semester. The mere fact that we will be requiring the “teacher” teaching
qualification, we have demanded the “legate”
document that can proved to be so. That is “beyond” the “beyond” I am talking
on the “no employer – employee relationship” on the Job Order (JO) status. In order to be hired they must have to
comply the needed qualification provided by law and so the Institution must be clear and
PROFESSIONAL PERFORMANCE AND SCHOLARLY WORK (PPSW)
The University/College promotes the
strengthening of the faculty members’ research capability vis-à-vis responsiveness to community needs. Thus, faculty
members are to demonstrate
its’ productive contribution to the community through relevant research
studies, publication/ forum/dialogue/fellowship on research outputs, and
development of community counterpart partners. All teaching and non-teaching personnel in the institution are
encourage to come-up an IPR (Intellectual Property Rights) in order to belong
the intellectual community, rose from the rank, increase the salary and to be
cited in the intellectual community/forum/IPR/RRLS.
PERFORMANCE EVALUATION (PE)
There should be a regular performance
evaluation of faculty using the standardized instrument duly understood by the
faculty that includes teaching competencies, research and community
involvement. For the Major Final Output (MFO-1) – Academic leadership,
Management and operation; (MFO-2) – Curriculum Development; (MFO-3) – linkages
with relevant industry, businesses, company with other entities; (MFO-4) –
students academic evaluation; (MFO-5) – classroom instruction/teaching; (MFO-6)
– scholarly works and academic pursuit; (MFO-7) – Student
support services; (MFO-8) – Submission of reports; (MFO-9) – administrative
services and support operation. For the office and individual performance
evaluation the Civil Service Commission provide the OPCR (Office Performance
Commitment Report) and the IPCR (Individual Performance Commitment Report) tool
kit for the evaluation. However, evidence needed in the institutional
performance evaluation tool kit maybe designs to include the following: (1)
student; (2) peer; (3) superior; and (4) self-evaluation tool.
FACULTY DEVELOPMENT PROGRAM (FDP)
The FDP of a college should have a
long-term FDP which takes into account provisions for scholarships, leaves of
absence, research grants, seminars and trainings and other activities relative
to the professional growth and advancement. Faculty
members must have affiliation in professional organizations and must actively
participated in regular and special faculty development programs and
assemblies. Faculty are encouraged to engaged on the HEIs or TEIs National
Higher Education Research Agenda (NHERA) forum for instructional development.
Evidence needed is the faculty development plan.
FACULTY RELATIONSHIPS
A college should have an atmosphere of
professionalism, camaraderie, congeniality and intellectual sharing. Satisfactory relationships should exist
among faculty members or between and among faculty members, administrators,
students and other sectors of the community platforms. It is advisable that the
Faculty and Staff (teaching and non-teaching) association
must be stronger enough
to foster and promote camaraderie through sports, socio-cultural activities and other
relative activities that would engage on a group, team, panel, fellowship and
etc... for the academe they are highly esteem when cooperative and
collaborative authorship on instructional materials must be socially engaged
and the intellectual property rights must be work-out by the administration.
SALARIES AND BENEFITS
The HEIs / TEIs Institution should
introduce measures and policies to enhance the compensation package of all
personnel. A compensation that becomes attractive to the teaching and non-teaching personnel so as to package
the entire “Personnel Development Plan.” The salary
and benefits received by the teaching and non-teaching personnel must be always
in accordance to the labor laws, civil
service provisions and other relative
laws to the government as an employer and employee relationship. To
keep the assets, gyms and jewels of the HEIs / TEIs through personnel
capability, salary and benefits must be enticing enough to get the human pool
in the organization. Salary, benefits and other compensation package will
become the magnet on the “capability building” of the human resources in the
organization to compete the set standard by the HEIs/TEIs submitted in the CSC.
CURRICULUM
The school (Institutionalization) and a college must provide some types of recognition to reward faculty who have rendered long, efficient, and devoted service to the
college, by having a system of financing and promotional advancement for the faculty. Performing
faculty deserve to be rewarded in the
form of economic incentives package or scholarship granted by the CHED/ALCU/ ALCUCOA
and other allied
agency to foster
quality and affordable education. The
curriculum design by the institution once it was institutionalized are within
the breath and dimension of the community counterpart.
Total representation of the company, business and
industry counterpart must not be discounted during the deliberation on the
curriculum making and construction. If possible, the curriculum evolved and
devolved within the ambit of the needs of the community. Make the curriculum as
a “menu” in the community partners and counterpart to promote employability.
PROGRAM OF STUDIES
The program of studies required and implemented by the
college should meet prescribed standards. The
program of studies in the course that the student enrolled. It can be the
curriculum required or it can be a prospectus.
It should work towards the specific objectives of the institution
and of the courses concerned. The program of studies should
provide for a curriculum with clear- cut goals
for human and national development and for practical experience directly related to the
professional roles for which the students are being prepared. Provisions should be made for a planned
periodic reassessment of the curriculum in which both “faculty and students”
should be involved. The reason for these
is the “specialization” on the program of studies to be delivered by the school without an expert on the field (vertically align faculty) and the one who wanted
to learn and to be train
(student who took the major/specialization) indispensable.
It is ironical for the HEIs/TEIs offering the major
course for specialization yet no specialized
“faculty” can handle
the said “curriculum needed for the program.” While
it is true that everybody can teach as a person but not as a teacher and as a professional. Let it be the eye-opener to all HEIs/TEIs offering the
program of studies. Evidence needed are received/approved curriculum by the
CHED and the ready reference OBTLP (Outcomes-based Teaching Learning Plan) for
implementation.
INSTRUCTIONAL PROCEDURES
The methods used in imparting instruction are employed
with a view of guiding the student’s self-realization through
the development of his analytical and critical judgments
and the stimulation of his
social awareness. They are adapted to subject matter, situational needs and
individual differences, and are conducted on a collegiate level. A variety of instructional procedures is
normally be expected, such as lectures, team-teaching, group techniques, etc. The college/university should
make judicious use of a number of teaching devices,
such as audio-visual aids, modern multimedia
infrastructure through Computer Aided Instruction (CAI) that can facilitate
information technology, etc. The google classroom can help a lot having one
server of many Smart K-TV monitor in the classroom. Increase the WIFI dedicated
area or spot. Evidence needed Physical Plant roadmap and budget.
CLASSROOM MANAGEMENT
The rules and practices relating
to classroom management should be conducive to effective
instruction and should be carefully observed. Measures should be undertaken
to ensure punctual attendance of faculty
in their scheduled classes. Student
absences should not exceed the required
number specified by the institution (see the approved student,
faculty & administrative code of the institution). Records of these absences
should be kept for
future reference (through the beadle a copy of which is available
to the student services).
Overcrowding of classrooms should be avoided. The
number of students should be appropriate to the size and acoustics of the room (1.5
sq. m. each student). Proper discipline should be
maintained. The classroom atmosphere
should be conducive to learning. E.g. while the teacher “facilitating” the
learning encounter of student must not disrupt by “chewing” foods/gums/etc.;
oftenly standing and going out; generally, disrupting the holiness of the classroom. In other words, high respect on the given time,
space and presence of everybody during
the learning process.
ASSESSMENT OF THE ACADEMIC
PERFORMANCE
Students’ response to instruction should be evaluated
according to the procedures which ensure just appraisal
of student performance. Individual differences (the exceptional, the slow but persevering student) should be
considered. Graphs should be drawn-up showing percentages of promotions and
failures. Student as the recipient party for the quality education must be
inform regarding their instructional or classroom or academic performances. The
teacher concern must design several or different mechanics/tools/ machinery in
assessment or evaluation to determine the progress of the learning and how much
percentage achieve on the given or set objectives for learning.
In order not to prejudice the interest of the student,
the institution must design the institutional
tool or mechanism to evaluate
or assess the performance of the student independent to the professor. If it is
possible, the Research and Instructional and Publication of Materials
Reproduction Center (RIPMRC) must design the institutional tool for the
evaluation process on the student performance. It is the conduit effort of the
academic and non-academic personnel to achieve its purpose to come-up a very valid and relevant result. Likewise, it is suggested that the
Admission, Testing and Scholarship Center will all together with the IRDC must
design an independent periodical exam suited to the submitted OBTLP by the
individual professor not to evaluate the teacher but the learning outcomes of
the learners.
SUPPORT FOR EFFECTIVE INSTRUCTION
Supervision of instruction should include such
practical measures as: requirement of
syllabi, visits to classes, informal dialogues with faculty and students,
evaluation of tests, and examinations (both of questions and of the manner of
correcting papers). The faculty
should be encouraged to join seminars, educational associations, and to experiment where
viable and feasible with new approaches in teaching.
Documents needed are the following input-process-output: (1) medical dental
services; (2) cafeteria/canteen and development services; (3) AVR and other
amenities; (4) library;
(5) laboratory; (6) Research and Instructional, Publication and Reproduction
center; (7) etc... Relevant papers such as: (1) approved communication of doing such purpose; (2) program design or program of activities;
(3) budget of the said purpose; and lastly (4) documentation or relevant
picture as an exhibit in achieving such purpose.
ACADEMIC COUNSELING, CURRICULAR, CO-CURRICULAR AND EXTRACURRICULAR ACTIVITIES
The students should be oriented on the
availability of the academic guidance and counseling. Persons in-charged of academic counseling are available to the
students for consultation. Personnel
in-charged must be Curricular, Co-curricular and Extra-curricular activities
“engaged.” It should be given a
proportionate role in the overall academic program. A well-rounded student personality should result from participation in such program. The institution maybe able to build-up her own image through these
activities. Evidence needed are the; Input (Communication – permit), thru-put
(how it was done – mechanics), and Output (documentation – received documents
and pictures). See to it that feedback mechanism tool must be prepared as sort of evaluating the activity.
MECHANISM FOR MONITORING AND REVIEW OF CURRICULUM
The Academic Administrator should
exercise sound judgment in the development and management of curriculum. Periodic conferences with the Directors,
Deans, heads, faculty and students should be held. Management Conference
(ManCom) must be regularly done as sort of follow-upping and feedbacking the
weekly planned activity. The academic deans, chairperson must conduct the
regular assessment or evaluation to the offered program of studies according
to its validity and reliability as far as their feasibility of the program of
studies within the nearby environment and the community it may serve.
Evidence needed is the tactical
plan that implement the short, medium and long-range
plan.
GRADUATION REQUIREMENTS
Information regarding requirement
for graduation should be provided to all students
at the start. Class size will be considered satisfactory if they remain
within the following limits: (1) For regular lecture classes, the class size
shall have a maximum of 50 students; (2) For language courses, the class size
shall have a maximum of 40 students; (3) For laboratory and research classes,
the class size shall have a maximum of 25
students; (4) For computer laboratory classes,
a ratio of one computer per student is recommended; (5) For special lectures
with class size of more than 50 students may be allowed as long as the
appropriate facilities are provided; and (6) For purely lecture classes, the
class size will be considered depending on appropriate physical facilities.
The HEIs/TEIs has the social
responsibility to cooperate with the family and other social institutions to develop the total personality of the student (Dron et al., 2014). Thus,
a program of student services, directed and coordinated by a
professionally trained staff, is an integral part of institutional planning and
operation. This program should be
designed to assist the individual student to attain maximum self-realization
and become effective in his social environment. The institution’s program of student services should complement
the academic program.
___________________________________________________________________
STUDENT DEVELOPMENT AND SERVICES
RA No 9155; CMO No 09, s. 2013; Art Vlll, sec18-23; DO No 277 s.2008; DO No. 13, s.2017;
ADMINISTRATION AND SUPERVISION
The institution’s program of student services should
clearly reflect the purposes and objectives
of the HEIs/TEIs. It should
be supported by the needed
physical facilities and adequate
financial resources to meet its objectives. Lines
of administrative relationship and cooperation should be clearly shown. Its objectives and program of activities
and services should be known and accepted by the administration, faculty,
parents, students, alumni and counterpart partner in the community. The office
should be manned
by the qualified personnel whose qualification must be at least master of science/arts related to law or
government/public administration and services align to his/her baccalaureate
degree.
A relevant experience must be at stake specially
he/she is dealing laws, rules, regulation and policies to be implemented for the student either national, local and acted upon by the Board of Trustees for the institutional guidance
in the running of an institutional behavior of the student services and development. A
pro-student personnel is commendable in order for the easy access and
availability of the services and development inline to the
vision and mission of the
office and the institution.
ADMISSION (CMO No 09, s. 2013; Art lX, sec 24;
CMO No. 52, s. 2007; sec 7)
The admission program of a college or university
should provide proper selection and direction
of prospective students. The institution has always the prerogative to establish her own quality
standard approved by the Board of
Trustees (BOT). Policies and practices should clearly reflect the objectives of
the institution and meet the government regulations. Through the established
admission criteria, the institution should be able to select and classify applicants who show reasonable chance for success in the different courses that they have chosen. However, extra care being handle by the
administration on the ground that “NO ONE
LEFT BEHIND.” The free access to quality tertiary education on the Duterte
Administration made the filipino community truly be the community counterpart
partner on the “education for all.”
The basic requirement for eligibility for admission
of a student to any tertiary level degree
program shall be graduation from the secondary
level recognized by the Department of Education.
HEIs/TEIs must have a system of selective admission into the programs for
teacher education. These criteria shall include the passing of a standardized
admission test. For this purpose, HEIs/TEIs may use either of the following
testing options:
(a)
A standardized admission
test developed and validated by HEIs/TEI;
(b)
A
standardized admission test
developed and validated by another HEIs/TEI and used by the HEIs/TEI under a consortium agreement;
(c)
A standardized admission
test developed and validated by private testing
centers and
used by HEIs/TEI for a fee;
or
(d)
Some other national qualifications examinations which may be developed in the future. Student who do not meet the
minimum cut-off scores in the standardized admission test may be admitted under
probation. However, they must meet certain minimum retention requirements to be set by the school before
the student can proceed to the major/professional education courses.
In other words, “helping is the real
essence” which truly be “no one left
behind.”
GUIDANCE PROGRAM AND SERVICES
CMO No 09, s. 2013; Art Vll, sec 14,15
The college should have a program designed to orient
new students as well as to reorient old students to the vision, mission, goals, philosophy and the characteristic values of the particular
institution. This program, which
could be concentrated into a few days prior to the beginning of regular course
work, or extended for a longer period, should include general class lectures, group and individual
conferences and social activities. The
effectiveness of an orientation program is measured by the degree
to which students
are able to acquire or assimilate the necessary knowledge about the school. The purpose
is to align the Institutional VMGs into the personal VMGs of the student to
prepare him/her in the new learning environment as his/her second home.
This office is manned by one qualified Registered
Guidance Counselor (RGC) in every first 1,500 enrollees
and added number
of enrollees in every
500 is added one (1) RGC. However, counterpart to the RGC is
a Registered Psychometrician and can organized their own institutional Para-Guidance Counselor and
Para-Psychometrician. Conducive RGC office and Counselling Center must be
installed for the purpose on effective and efficient dole-out of frontline
services. Likewise, relative provisions on guidance services, counselling,
appraisal, follow-up, referral, career and job placement program and services
are provided.
STUDENT DEVELOPMENT PROGRAM
CMO No 09, s. 2013; Art Vll, sec 13-16
In
order to have a holistic development of the students, the institution should
provide programs pertaining to socio-cultural and sports development. LUCs must
help harnessing in preserving, protecting and promoting locally
established culture, arts and sports during fiestas
and special occasion on the locality.
The
institution should also establish the Instructional Material Reproduction and
Publication Center (IMRPC)
in order to allow the Intellectual Property
Rights (IPR) of the Faculty and the Student a venue for publication. And through this programs and publication on faculty and students physical, artistic, creative
and writing skills
will be honed and harness locally, nationally and internationally. Evidence needed are the available Input-thruput-output process and
STUDENT ORGANIZATIONS AND ACTIVITIES
ched.gov.ph › wp-content › uploads › 2017/10 › CMO-No.09-s2013;
ched.gov.ph › sites › 2019/04
› SAS-Evaluation-Report-April-24-2019
The
institution provides a variety of suitable
curricular, co-curricular and extra-curricular activities contributory to student development and supportive of the
institution’s objectives. The co-curricular programs are
well-organized and directed by competent staff including qualified faculty. Students
are encouraged to take advantage of such activities that would contribute to the
development of their talents, skills
and potentiality. Programs and
activities are evaluated so as to determine their effectiveness in promoting
student development. Evidence needed are the available Input-thruput-output
process and documentation. Manual, school calendar structural organization and
other relative primary and secondary sources of information that the student
may be inform must be ready and available at all times.
STUDENT ASSISTANCE PROGRAM
CMO No 09, s. 2013; Art lX, sec25
The institution should have student assistance program
like scholarship or grants. The scholarship should provide
students privileges such as monthly stipend, book allowance,
uniform allowance and board and lodging. Likewise, there should have a clear
policies and guidelines in the selection and retention of academic scholars and
grantees. Evidence needed are stipulated in the student, teaching and
non-teaching personnel manual. However, it should not be limited thereto.
SPECIALIZED STUDENT
SERVICES WITH MULTI-FAITH SERVICES
CMO No 09, s. 2013; Art lX, sec30
The institution should
guarantee the effective
delivery of specialized students services such as Medical, Dental and Health
Services, Food Services and Information and Communication Technology Services. Likewise, transportation and board and lodging services. If the institution is fortunate enough to avail the support granted from the
government and the non-governmental organization other relative needs for
schooling must be provided by the
school as best practice.
ALUMNI RELATIONS, SAFETY AND SECURITY
SERVICES
CMO No 09, s. 2013; Art lX, sec28
The influence of the college/university extends beyond
its walls through its alumni. The
alumni are formally organized and the institution has designated person(s) responsible for
alumni relations. Objectives of the alumni association are clear and
well-disseminated. The association
has specific role in the general program
of the institution and services
are available to alumni
ENTREPRENEURIALSHIP AND EMPLOYABILITY
CMO No 09, s. 2013; Art Vll, sec16
The involvement of the community counterpart,
business, company and industry in curriculum
development and planning is important in the employability of the graduates. Course offerings should be relevant to the needs of the
community counterpart, business, company and industry. Practitioners should be involved in the teaching learning
process in the same way practicum students are handled by professionals competent in their respective fields. In other word encourage the hiring and employment
on the “expert” or “practitioner” on the “specialized” field for teaching to
“share” or “impart” counterpart learned state-of-the art facilities.
“Involvement of Industry
in Curriculum Development and Planning
/Practitioners in the Teaching Process.”
Practitioners in different fields should be involved in curriculum development and planning as well as in the teaching learning process to make the curriculum relevant to the needs of the everchanging needs of the time and circumstances. The strong relationship to the community counterpart partner makes the institution more likely or favorable within the community it may serves. The short, medium and long rage plan created and formulated by the institution it should jibe or coincide to the needs of the community as reflected in the institutional VMGs.
However, the institution would design a
program that would cater to the other economic needs of students such as but not limited to (1) student cooperatives,
(2) entrepreneurialship, (3) income generating project,
and (4) savings.
If in case the HEIs /TEIs opted for the cooperative the same shall comply the necessary papers
for the documents needed in the CDA (Cooperative Development Authority) or SEC
(Security and Exchange Commissions).
ON-THE-JOB-TRAINING
The college / university and the
partner training institutions should have a good working relationship to assure
success of the training program. The
Ordinance if not the Memorandum of
Understanding or Agreement withheld the bilateral or unilateral relationship of the school
and the community counterpart
partners. It should be clear and transparent in the On-the-Job-training Manual.
There should be responsible office and qualified personnel to take-care the
duty, responsibility and obligation in the running of the machinery in the said office. The qualification of the DSAS
is the same as true to the OJT Director.
RESOURCE SHARING
BETWEEN SCHOOL AND
INDUSTRY
Facilities and equipment should
be shared between
the school and industry. As partner and strengthen by the Memorandum of Understanding (MOU) or Memorandum of Agreement (MOA) cemented by mutual relationship both
must extent the corporate social responsibility. In the instance that the community counterpart partner needs the school facilities and relative thereto
for the use of the community counterpart partner it should be made
available for the purpose. Likewise, if the
institution needs their expertise and the
state-of-the art technology or multimedia facilities may not be
refused. The resource sharing made by the institution to their community
counterpart partner may increase capability of both. Best practice for the LUCs & SUCs all human and physical resources owned,
controlled, managed and supervised by the national and local government must be
utilized for purposes of enhancing, enriching and augmenting the academic need
of the institution. Document needed is Municipal Ordinance.
LCU-LGU INDUSTRY
PARTNERSHIP FOR JOB PLACEMENT
AND EMPLOYMENT
There is a need for an office to coordinate this activity and help graduates identify possible
employment opportunities in coordination with LGU agencies. Best practices to
this aspect are that during the issuance of their business permit they are told
about their corporate social responsibility on the locality where their
industry or company established. They are given an approved ordinance regarding the “power
sharing” on the seventy percent
(70%) of their employee
must be coming from the locality
where their industry or company
established. Priority of which shall be given to the local
graduates on the community college owned, controlled, managed and supervised by
the local government unit. Likewise, to build the image of the school it should
be “practice” also that candidate for graduation who are applying
for On-the-Job Training
be assigned to distant places preferably chosen by the Trainee.
Personnel in-charge must at least be
master of arts/science in the
vertically aligned course in his/her baccalaureate course to understand more
about the duty, responsibility and obligation on the said office.
CONTINUOUS/EMPLOYER PROJECT COORDINATOR
There is a need for continuous search of industry
partner for on-the-job training of the students and future placement of
graduates. Strong Linkages and Networking Office is commendable in order to
build-up a strong relationship to community counterpart partners. The
development roadmap must be known by the Linkages and Networking Director to
ensure the proactive socio-economic and socio-cultural development legislation
must be anchored on the need of the community counterpart partner. The feedback
that the Director of this office will become a resounding echo to the President
of the institution to give feedback to the Board of Trustees so that knowledge about the need it will
become an eye-opener for “policy construction and deconstruction.”
ENTREPRENEURSHIP
CMO No 09, s. 2013; Art Vll, sec16
Students are entrepreneurially motivated, thus, the
infusion of Entrepreneurship courses across disciplines
is needed. It aims to prepare and enhance students’
entrepreneurial capabilities
to produce graduates who are knowledgeable in identifying opportunities,
developing and preparing business plans and actually starting and managing a
business. This cannot be limited only to business
world. It can be done also
in the college of education. Typical to it is the opening of a cultural and
sports clinic in the community. Tutorial, mentoring, coaching, and other form or relative thereto. In a wider scale
probably, opening a Kinder Garten
School, Primary, Elementary, Secondary and even the
opening of the HEIs or TEIs. Likewise, the making of the Instructional
Materials and other relative materials for academic enhancement.
Moreover, the
college of engineering can be bestly
suited in opening the shops,
inventing and reinventing “fine” product or “raw” material into a usable goods,
materials and services. For the college
of Hospitality Management, they could maybe open a mini restaurant and other relative “food change,” transitionary “Lying
Inn” and other relative
form as starting point to a bigger
one. Therefore, the curriculum offered must address this concern in
every program of studies/course/curriculum.
ADOPT THE COMMUNITY PROGRAM/COMMUNITY EXTENSION
ched.gov.ph › wp-content › uploads › 2017/10 › CMO-52-s.-2016.pdf; ched.gov.ph › wp-content › uploads › 2017/10 › CMO-No.60-s2006.pdf;
ched.gov.ph › 2018/11 › 2018-National-Inventors-Week_Presentation.pdf
Community involvement is basic and all-pervasive
aspect of a university or college education.
This is true, most especially in a developing country like the
Philippines, where community involvement may be equated to the total efforts
whereby the college or university relates itself to national, regional and
local imperatives of development. Extension aims at initiating, catalyzing and
sustaining the development of various communities using their own professional
and cultural expertise and available physical resources (Cramp, et al 2016). A university or college that is involved in the community actually
enhances its dignity and
integrity extends its identity beyond its walls and achieves a larger goal. In the attainment of this goal it should provide
services generated through
research and technical studies for community adoption which will involve the institutions various
units. LCUs are mandated to plan, organize
and conduct extension and
community development work.
The community involvement of the university or college today
consists not only in building community awareness and producing quality graduates in the professions or vocations where they
will later serve their fellowmen competently and thereby experience personal
upliftment. It also includes directing
and motivating its students and faculty toward adopting the community service while the students are still
studying and, specifically, as a part of their studies. This will serve as
their laboratory. Only in this way a university or college make its programs, structure and resources
RELATIONSHIP WITH THE COMMUNITY
The University/College maintains harmonious relationships with the various
sectors of the community. Its educational VMGs, objectives, philosophy, programs and services
should be made known. It should share its resources with the community. The
institution’s commitment to community service and development should be
expressed in programs, projects and activities, which are well planned,
organized, implemented, evaluated
and supported by the school and other
available resources inside and outside the institutional capability. Meaning,
more than the availability of money, effort and time human investment are made
indispensable.
ched.gov.ph › wp-content › uploads › 2017/11 › NHERA-2;
ched.gov.ph › uploads › 2017/10 › CMO-no.-03-s.-2015.pdf;
ched.gov.ph › research-development-extension;
ched.gov.ph › wp-content › uploads › 2017/10 › CMO-52-s.-2016.pdf
This material looks at research as the
systematic investigation of sources in order to establish facts and reach new
findings and conclusions. Thus, the following mantra are needed below:
PRIORITIES AND RELEVANCE
The Institutional Research and
Development Center (IRDC) should be managed by a Director and staff who are
educationally qualified (at least Master’s degree with thesis background) and
competent. However, doctorate degree is most preferable. The program should be relevant to the priorities and needs of the institution.
As to the relevance of the research
agenda it must conform to the
National Higher Education Research
Agenda (NHERA). Likewise, it will be “fit and meritorious” in the part of the
HEIs or TEIs research agenda.
FUNDING, INSTITUTIONAL SUPPORT AND OTHER RESOURCES
Specified budget for research
should be allotted.
The institution must allot or apportion the equivalent percentage (10% discretion) on the gross
income of the entire population in support or finance the intended institutional
research and development. Besides the institutional initiative done it should and must harness her own capability to capacitate her research
institute open to the
outside research grants
and funding. Evidence
needed is the Linkages and Networking of research
to other research counterpart partner
to the different industry, company,
business and other agency
to “share our resources” and capacitate to one another.
QUALITY OF RESEARCH OUTPUT
To ensure that researches are of good quality, it should follow the
institutional guidelines and format. Approved Institutional Research and
Development Manual made by the BOT are necessary to capacitate the working
machinery of the center. The Director must be grounded by research with
associate personnel. Besides, he/she is a doctor
or master in his/her vertically articulated profession, he/she is also a
practitioner. He/she engaged on the local, national and international research
forum. Engaged on a refereed publishable
paper and other relative paper publication. In the local setting, he/she
is proactively engaging
research material for development.
PUBLICATION, DISSEMINATION AND UTILIZATION
Before the research results are disseminated, they
should be reviewed by a panel. The
panel of academe must at least within their own forty. They have the right to
set down and be a panel of academe for the refinement of the paper and
scholastically engaged on the “research
problem.” As much as possible a doctor by profession is preferable.
However, if there is no availability of the said profession, a Master of Arts
or Master of Science align to their field of specialization well do. Measures
are taken to ensure integrity in research. The institution must design a
mechanism that will protect the Intellectual Property Right (IPR) of the author
or the writer. The publication, dissemination and utilization on their
respective output author must be inform in writing.
IMPACT OF RESEARCH ON COMMUNITY DEVELOPMENT
Evidences
to improved community is a consideration should be fully documented. The
Input-thruput-output process must be rigorously documented as an evidence for the claim. See to it that the less fortunate or underprivilege community must deserve to be the counterpart
partner. The most indigenous ingenuity development
to meet the needs of the populace in the area are of great value. The reinventiveness, innovativeness and
reengineering tactical knowhow of the “institutional wisdom” of the school is
creditably honored.
SLCU RESEARCH
ARM OF LOCAL GOVERNMENT UNIT
Evidences of research trust/ project of the State
& Local Colleges and Universities (SLCU’s) aligned to the Local Government
Unit’s priorities. This has something to do on the “translation” on the VMGs, objectives, philosophy and core values
of the institution and the Local
Government Unit. The conduit effort made by the Research Institute of the LGUs
and the Institution all together hand in hand working for the “validity and
reliability” on the identified concern and response for the credible
decision-making made by the authorized offices. So, research should be the
forerunner of the said decision.
LUC RESEARCH AND DEVELOPMENT PROVIDER OF INDUSTRY
The reason for this is because the LCU are community –
based created institution, there existence is according to the needs of the
community. The community counterpart partners are closely engaged within the
academe because the program of studies or curriculum or courses offered in the
institution comes from the businesses, company, industry and community
counterpart partner. To whom the led man in their “presence in the area” are
coming from the school or the institution. Therefore, the culture of research
environment in the academe must be establish so as to meet the need of the
community counterpart partners.
LIBRARY
The library is the reservoir of the intellectual property rights. Evaluative materials to measure contribution of the research to industry must be provided. The Library is of paramount importance to the students and faculty. Researches made by the students and personnel shall be made available. Intellectual property rights must be the greatest concern protecting the rights of the author. It is an essential source of intellectual advancement in an institution. In line, with the VMGs, goals, philosophy, and core values of the institution, it should endeavor to meet the needs of all its patrons by providing an adequate, well-selected and well-organized library holdings and collection to support the curricula and programs of studies.
As a vital component of the total
academic environment, it collects the records of civilizations and documents on scientific pursuits. It also offers
various programs to teach or assist
users in the retrieval or interpretation of these records
and documents. These information resources are essential for members
of the academic community to pursue their programs successfully. The total fulfillment of these roles is, however, an ideal goal which
continues to be sought and is yet to be attained.
Expectations as to the degree
of success in achieving this goal vary from institution to institution and this diversity
of expectations prompted
the library profession to offer criteria for college librarians.
The type and variety of books and other
materials will depend on the nature of the institution and they must relate realistically the institution’s educational VMGs, goals, philosophy, core values, curricula, size,
complexity or degree level, and the diversity of its teaching, learning and research
requirements. The library
needs a chief librarian at least Master of Science in Library
Science or Master of Library Science and a License in Library
Science holder. The associates and
staff at least they are license librarian. The library is the heart of the
intellectual holdings of the college/university.
ADMINISTRATION AND PERSONNEL
The university/college library should be administered
and supervised by a full-time licensed librarian under a clearly-drawn
organizational set-up. It should be
administered in a manner which allows and encourages the fullest and most
effective use of the available library resources. The chief or head librarian
of the university/college is appointed by the
President and reports directly to him/her or the Vice President for Academic Affairs
or chief academic
officer of the institution. The head librarian should have academic
status and should participate actively and interact with the faculty in
curricular, instructional and
research matters.
A faculty-library committee should serve as the main channel of communication between the library and its users. It should work toward the continued development and improvement of library resources and services. The library should formulate a long-range development plan. It should have a systematic and continuous program for evaluating its performance and for identifying needed improvements. The library should have written policies and procedure manuals on the internal library administration and operational activities.
The library should keep essential
accurate statistical data on its holdings and services. It should prepare and submit periodic reports and other
documents to inform the administration as well as the public of its
accomplishments, problems and needs, and also of its plans for development. As
far as possible, the library shall participate in inter-institutional
consortia, regional/international activities and utilize such cooperative
programs that will enhance its resources and services, and reduce its operating
costs.
THE LIBRARY STAFF
The size of the staff is determined by several factors such as
enrollment, teaching needs, nature of
the curriculum, the involvement of the
faculty and graduate students
in research, the nature of the library’s resources and services and
the number of hours the library is
open. Based on enrollment, at least
one (1) full-time librarian should be employed for the first 500 students, and an additional one (1) for every increase
of 1,000 students.
In addition, there should be adequate
support staff.
CLASSIFICATION
The library may have the following types of personnel: Professional Librarian with a bachelor’s degree in Librarianship to serve as Head Librarian and perform administrative, bibliographical responsibilities and those requiring contact of a professional nature with the public.
a.
Support Staff:
1) Paraprofessional Librarian – holds a Bachelor’s degree in a discipline other than Library Science.
2) Clerical/Technical Staff – has at least two (2) years of college education.
3) Student Assistants.
QUALIFICATIONS OF CHIEF/HEAD LIBRARIAN
The services and needs of today’s academic libraries
have become more complex; hence the necessity to employ the services of an
academically prepared and competent librarian. A college should have a licensed
full-time chief/head librarian with at least a bachelor’s degree in Library
science, and a minimum of three (3) years library work experience. In addition, he/she should work towards a
Master’s degree in Library Science. A
university should have a licensed full-time Chief Librarian with a Master’s
degree in Library Science and minimum of three (3) years library work
experience.
Professional staff should be given academic status*
with corresponding privileges, compensation
and other benefits
comparable to those
of the faculty. This is one way of considering the library personnel are academic in nature and nomenclature. The reason for this because
library was considered as the heart of the academic journey of the
institution.
RECRUITMENT, SELECTION
AND PROMOTION OF STAFF
In order to hire the best qualified among the applicants, the head librarian works in cooperation with the Personnel Office (or its equivalent) in the recruitment, screening and selection of library staff. The chief/head librarian conducts an annual performance evaluation of all library personnel as basis for their promotion and corresponding salary adjustments. If possible, they were sent to training, seminar and workshop and relative thereto.
STAFF DEVELOPMENT
A continuing staff development program should be provided and participation in professional activities should be encouraged. Personnel from the library should not be behind the academic changes and adjustment in the learning environment simply because they were the lifeblood of the organizational development on the systemic behavior of the institution.
COLLECTIONS
Collection development is the joint responsibility of
the faculty and the library. The
emphasis is on quality rather than quantity.
It is recommended that a written collection development policy be
formulated by the librarian with the cooperation of the faculty.
There should be a year-round and carefully planned
program of selecting and procuring library materials. The faculty should actively participate in the selection of
print and non-print materials, especially in
their areas of specialization. The library on the other hand,
should set up written policies and procedures
to facilitate and effectively carry out
its selection and acquisition activities.
HOLDINGS
The library holdings should be adequate to meet the curricula,
instructional, research and recreational needs of its clientele. The collection should consist of, but
should not be limited to up-to-date and relevant books, serials, pamphlets, and
documents and non-print materials. Multiple copies of frequently used materials
should be provided. In matter of
reserve books, a provision of at least one copy per 30 students is deemed sufficient.
The
collection should also include an extensive Filipiñana collection to meet the increasing demand of the users for this type of materials.
A basic book collection of 5,000 well-selected titles is deemed necessary for the college/university with an
enrollment of 500 or less to support its educational programs effectively. Moreover,
a minimum of two selected
titles should be provided
for every student.
In addition to the basic
collection, a core periodical collection of current and relevant titles (local and foreign) should also be provided. The recommended number of periodical
titles based on enrolment is as
follows:
|
Enrollment |
Number of Periodicals titles |
|
Less than
1,000 students |
50 |
|
1,000 to 3,000 students |
75 |
|
Over 3,000
students |
100 |
Every major subject field should be covered adequately
by relevant and appropriate journals and periodicals. Even if the institution meets the above
requirements, it should spend the
budget allocated for library materials to further develop and update
its resources. To maintain the quality of the library collection, a
weeding program should be undertaken regularly to discard obsolete materials. And, these materials will become a “blue print”
of the library collection stored separately as an archive.
To enhance its collection and reduce costs,
the library should initiate and maintain resource-sharing arrangement
with other libraries, if and when feasible.
ORGANIZATION AND CARE OF LIBRARY RESOURCES
The books should be catalogued and classified
according to an accepted system of classification. A card catalog
containing author, title,
and subject entries should be maintained to provide easy access to and retrieval
of items. Periodical records should be complete, accurate
and updated; in-house indexes should be made available to the clientele. All other library materials should be
organized systematically for easy use. There should be provision for the
binding of selected standards titles of
periodicals for the different subject
fields. Provision should also be
BUDGET
The head/chief librarian should prepare an annual
budget plan covered by the Annual Investment Plan (AIP), Project Procurement
Management Plan (PPMP) and followed by the Purchase Request (PR) and Purchase
Order (PO). In the process he/she should justify all library needs and apportion expected revenues according
to these needs. He should
also justify and, upon
approval, administer the library budget in accordance with the fiscal policies
and procedures. Adequate funds should be allocated for the maintenance and
administration of the library. All
library fees should be used solely for library purposes. Other ways of
augmenting the library financial resources of the library should be explored. These include securing endowments and
donations, and participating in exchange programs and consortia or cooperative
projects.
SERVICES AND USE
The university/college library is a very useful
intellectual resource of the academic community. It should therefore gear its services to implement the general
program and specific educational objectives of the college. There must be clear indications of frequent,
judicious and productive use of library facilities by the students, faculty
and other members
of the college. This is the
ultimate test of its effectiveness. Coordination between the library staff and
faculty should be strengthened to promote effective use of the library by the students. The faculty should utilize
the library more fully for their professional growth and for the improvement of
the instructional process.
The professional staff should be available to provide adequate and efficient services at all hours that the library is open.
The university/college library should be open not only during the hours that the college is in session, but also outside of these times in
order that students
may have adequate opportunity to complete assignments and pursue personal
interest in a fashion that is truly characteristics of genuine scholarship. This means keeping the library open for an uninterrupted period of a
minimum of ten hours daily, from Monday to Friday and four hours on Saturday. Due to
the Saturday classes skeletal scheduling should be design by the librarian
in-charge for the services being delivered during the eight (8) hours period on
the delivery of frontline services.
Equitable lending policies should be extended to all
qualified patrons. Where possible,
photocopying services and other relative hard copying from the software through
multimedia should be provided in the library
to enhance the availability of reading materials. The open shelf system
should be encouraged to afford the students and faculty greater accessibility
to the collection of books and other reading materials in the library. Regular
announcement of new acquisitions and other promotional activities should be
made periodically. If and when feasible, inter-library loan arrangement should
be provided through consortia agreement. Other
resource-
Other services should include instruction and advice
in the effective use of the library, information retrieval, reader’s guidance,
assistance to teachers in putting up reserve section, obtaining necessary reference materials, and bibliographical and abstracting services. The library may
provide audio-visual services but it should have a corresponding budgetary
provisions and additional staff, if needed.
PHYSICAL SET-UP
The university/college should provide a library which has adequate space and appropriate
facilities, and which is accessible to the students and faculty. It should be strategically planned and
functionally designed to allow for future rearrangement and expansion. A separate library building for a university would be ideal.
Separate library facilities such as: (1) Audio Visual
Room (AVR); (2) Audio Room; (3) Visual Room; (4) theatre;
and other relative
amenities on the library
holdings and facilities should be provided separately to the books,
journals, magazines and relative
thereto on separate building.
SPACE REQUIREMENTS
The library should have adequate
space to accommodate the reading and research needs of
users, and to house the growing collection. It
should likewise provide space for a suitable work area for special serviced and
for proper shelving and storage. The reading room should have a seating
capacity of not less than 10% of the total enrollment computed at 1.6 sq. per
reader. Allowance for an increase in enrollment should
be considered. Shelving
space should be adequate.
The shelves should generally not be more than 2.12, meter high with ample space
in between for free access to the collection.
Allowance for the growth of the collection should be provided.
Space provisions for special services such as
photocopying, exhibits and displays should be adequate (250watts illumination).
For better management of the library, the chief/head librarian’s office should
be readily accessible. The work area
should be adequate in size with proper ventilation, lighting and other
facilities. Stack and storage spaces for important library materials and
equipment should be amply provided. Where
the library administers audio-visual and multi-media collection, proper housing
of these facilities should be provided.
PHYSICAL PROVISIONS FOR READING COMFORT
(https://www.noao.edu › QLTkit › Safety › Light Levels_
outdoor +indoor)
Provisions to
encourage the maximum use of the library and to enhance the users’ reading convenience should be made. The library should be adequately well
lighted which illumination passed the International Standard Operation (ISO), properly ventilated suited for quiet reading. It
SAFETY AND SECURITY CONTROL
CMO No 09, s. 2013; Art lX, sec28
Safety and Security Control measures for safeguarding
the library and library holdings should be carefully planned and implemented.
Sanitation and hygiene must be upholded with utmost care. Preventive measure
plan must be conventionally posted
to the most visible area in the library. Likewise, blueprint of the
library must be made available anytime for purposes of emergency reason. Fire
fighting gadgets and facilities must be made visible and available.
TECHNOLOGY (CHED MEMO NO. 52, s. 2007; Art ll, sec. 4 par. C)
The library should be furnished with functional, well-designed standard furniture and equipment. It should now include interactive Library Web page. Provisions should be made to include integrated library system which offers On-Line Public Access, etc.. However, this should not be a replacement to the hard-collection on the library holdings on library books.
LABORATORY
Laboratories are essential parts of the curricular programs of an institution. These include not just the space but also the supplies, equipment and useful features of good laboratories to help attain specific course objectives. However, for best practice of the institution they may utilized the community as their learning laboratory provided that can support the needed equipment and relative facilities. E.g. the do me, covered court, etc.
LECTURE AND LABORATORY ROOMS
Science rooms should be spacious, well ventilated,
well-lighted and safe. Furniture
arrangement should not obstruct traffic when, and facilities should be readily
available when needed. They should
have adequate space and provisions for appropriate demonstration and exhibits
are functional.
SPECIFIC LABORATORY REQUIREMENTS
There should be special laboratories adequately
equipped to meet the needs of science courses in Biology, Zoology, Botany,
Chemistry, Physics, Computer Studies, Engineering, CISCO, relative
multimedia infrastructure and etc.
The laboratories provided
are in accordance to the
needed program of studies or curriculum or course offered by the institution.
It should and must be seen according to the needed requirements by the
Commission on Higher Education (CHED) for recognition and accreditation.
SAFETY AND SECURITY
Since the laboratory is a potential
area for accidents and fires due to certain
equipment and heat sources,
a regular monthly,
safety check-up is needed. Safety checks
include removal of
EQUIPMENT AND SUPPLIES
There should be adequate equipment and supplies for each of the laboratory courses offered by the College to allow students
to work in small groups.
The apparatus, tools
and materials should conform at least to the minimum
requirements of the Commission on Higher Education Memorandum Orders and to
such other standards as may be set to achieve the specific VMGs, objectives,
philosophy and core values of the college and of courses offered.
MAINTENANCE AND IMPROVEMENT
The colleges should continuously maintain the
laboratories and equipment in good condition.
Sustainability is always the almanac in the institutional practice. It
must adapt to changes and developments in education and provide for expansion of facilities
and acquisition of equipment,
apparatuses and required supplies. Laboratory assistants or technicians are
indispensable members of the laboratory staff.
They relieve the subject professors from routine maintenance, up keep
and record-keeping chores and other minor laboratory requirements.
SPECIAL PROVISIONS
Special consideration should be given to any specific
provision for scientific work in accordance with the specific objectives of the institution. These provisions may include
research facilities, science libraries, etc.
Certain courses require specific equipment and supplies. For Commerce or Business Administration,
for example, there should be adequate office machines, filing and indexing
equipment and office forms.
For Teacher Education, there should be a multi-media
center for the production of appropriate teaching materials and aids,
especially those required for field study and student teaching. For Food
Technology, there should be cold or hot kitchen where students are taught
culinary skills. For Housekeeping,
there should be a housekeeping laboratory with adequate equipment and
chemicals. For Language courses, there should be a speech laboratory with
adequate equipment and materials needed
by students to acquire language
skills, i.e. records,
tapes, discs, CD’s. VCD’s,
DVD’s and other
storage devices. Likewise, for the engineering courses
PHYSICAL PLANT
www.academia.edu › The_National_Building_Code_of_the_Philippines.;www.chanrobles.com ›
republicactno6541;ray.dilg.gov.ph › files › national_building_code_of_the_philippines;CMO No. 9, s.2013;
ched.gov.ph ›gender-and-development
ched.gov.ph › wp-content › uploads › 2017/10 › CMO-no.-01-s.-201;
ched.gov.ph › wp-content › uploads› 2017/10 › Revised-Policies;
ched.gov.ph › wp-content › uploads › 2017/10 › CMO-No.25-s2005; www.doh.gov.ph › sites › default › files › publications; ceap.org.ph › upload › download;
ched.gov.ph › wp-content › uploads › 2017/10 › CMO-No.25-s2005;
ched.gov.ph › wp-content › uploads › 2017/10 › CMO-14-s-2017;
ched.gov.ph › wp-content › uploads › 2017/10 › CMO- No.35-s2008;
ched.gov.ph › faculty-development-program-facdev;
ched.gov.ph › wp-content › uploads › 2017/10 › CMO-No.60- s2006;
The Physical Plant of a university/college should be
adequate for the attainment of its objectives.
Physical Plant includes site,
campus, buildings, equipment and building services. In the planning of new
school buildings or in the remodeling of old ones, the function of each
building, or more specifically, of each room,
must first be considered, and then carefully studied, since form follows function. The architect can best
serve his client if even at the earliest stage of planning and remodeling he/she can already
consult with the department
heads concerned and not
only with the school head or the financial officer. He/she should not only be concerned with the particular building
to be built or remodeled, but also must take into account the relationship of that
building with the whole campus in general. Thus the following below are needed:
SITE
The site should be located in a wholesome environment
that is safe from traffic and transportation hazards, sufficiently free from
noise, dust, odors, smoke, and other undesirable elements. It should be provided with adequate facilities for drainage and sewage disposal.
Its size should be adequate
to meet the needs of the present school population and of foreseeable future
expansion. The school should be accessible to the present and the anticipated school population.
Therefore, the campus development plan roadmap must be landscape in the form of
the “blue print.” This should be
displayed in public for the awareness of the general clientele regarding the site campus development
plan.
CAMPUS
The campus should be well-planned, adequately
facilitating the social, physical, cultural, spiritual needs and well-being of the institution. It should be kept aesthetically attractive. It should be provided with sufficient
facilities for foundation activities (academics), intramural (sports&
cultural) programs and for physical education
classes and athletic
activities. Provisions should be made
for military drill grounds, if required by the school. It should have adequate parking area and open spaces and other
relative amenities for curricular, co-curricular and extracurricular
activities. However, if the
institution cannot provide within her own physical plant the
ordinance
BUILDINGS
The buildings should
be functionally designed, constructed of strong
and resilient in natural
catastrophe, durable materials
and equipped to withstand earthquakes, typhoons, and fire hazards.
Their design should be pleasing
to the eye, in harmony with the surroundings and at the same time conducive to quiet and effective
learning. They should be satisfactorily planned so as to meet future expansion
needs. There should be well-planned
entrances and exists to insure the safe and convenient movement
of the school population. Stairways
and fire exist
should be adequate
in size and number,
and should be conveniently located.
There should be no obstructions in corridors that would impede the free flow of students and faculty traffic.
Other amenities required
in the National Building Code of the Philippines shall be provided.
CLASSROOMS
The size and number of classrooms should be adequate
to accommodate the student population. Classrooms
should have pleasant atmosphere and should be clean and adequately equipped with furniture and black/white boards.
There should be satisfactory provisions for proper lighting,
ventilation and freedom from noise.
(Reference: CHED Specifications
and the National Building Code of the Philippines).
OFFICES AND STAFF ROOMS
Adequate provisions should be made for administrative
offices, staff rooms, private counseling rooms, and reception areas. There
should be an institutional, unit/department/college bulletin board
facilities, and if possible, fire proof vaults
for storing permanent records. The faculty should have rest rooms that are conveniently located,
restful, pleasant and equipped with adequate
facilities and amenities. If possible,
all mandated offices in the OS
(Organizational Structure) are assigned in their own respective
offices effectively and efficiently rendering their frontline civil service
required by the commission on civil service for their OPCR (Office Performance
Commitment Review) and IPCR (Individual Performance Commitment Review).
Evidence needed is the “User Manual” and “Log-Book” with pictorial.
AUDITORIUM AND STUDENT SERVICES
WITH PWD
CMO No 09, s. 2013; Art lX, sec 32
The auditorium should have a seating capacity adequate
to meet school requirements. It
should be functionally designed and should have good acoustics and proper ventilation. Necessary facilities and equipment
should be adequate
and kept in good condition. Evidence needed is the
ATHLETIC FACILITIES CMO No 09, s. 2013; Art lX, sec
34
The athletic facilities should be accessible to the student
population as well as sufficient in number and in variety to meet the requirements of the
school. There should be suitable
arrangements for athletic activities during the rainy season. Evidence needed
are the “User Manual” and “Log-Book.” Input-thruput-output process must be
strictly observed for the workability of the “facilities.” Likewise, users are required to kept their
own documentation specially the pictorial if not the Closed-Circuit TV or a
self-contained surveillance system comprising cameras, recorders and displays
for monitoring activities are present.
MEDICAL/DENTAL CLINIC
CMO No 09, s. 2013; Art lX, sec 27
An infirmary and a school
clinic for physical
and dental examinations should be adequately equipped to serve the school
population. Observance of privacy and
quietness should be maintained. (Preferably on the ground floor of the
building.) However, if the institution cannot provide their own sufficient medical dental services within the physical plant they may outsource through memorandum of understanding or agreement and
part and parcel of their best practices. Evidence needed are the “User Manual”
and “Log-Book.” Input-thruput-output process must be strictly observed for the workability of the “facilities.” Moreover, users are required to kept their own documentation
specially the pictorial if not the Closed-Circuit TV or a self-contained
surveillance system comprising cameras, recorders and displays for monitoring
activities are present.
Likewise, updated health records including disability records for students with disabilities
that are kept and maintained as required by the DOH and other related agencies.
Mechanism to promote healthy lifestyle such as not limited to healthy diet,
physical activities, and no smoking and drinking of alcoholic beverage
and substance abuse;
and provide healthy
environment not only inside the campus but also outside
the school premises the school shall provide
these policies for healthy lifestyle.
FOOD SERVICE AREAS CMO No 09, s. 2013;
Art lX, sec 26
The food service
areas should be adequate for the school
population. The area must be free
from hazard, discouraging and dilapidated facilities, food are nutritious that
meet the grow, go, and glow foods. Street and junk foods
are discouraged in the food service area. They should be
STUDENT CENTER/HOUSING & RESIDENTIAL SERVICES
CMO No 09, s. 2013; Art lX, sec 29
An adequate area is provided for a student center
where students can meet and discuss issues and
use as working area. These venues are different to the Supreme Student Council office and area. This is intended for the whole studentry can
work, develop, promote, siesta, and other relative activities to be done by the
student to foster camaraderie and other student activities. Student launch and
other amenities for curricular, co-curricular and extracurricular work activity
made by the student are possibly haul and crowd control venue here. The student
center is the common place where
student “harnesses” their hidden talents,
skills and potentialities. Unique and best
practice to be done in a community college in all LGUs must issue ordinances to
utilize all government infrastructure facilities and amenities to support the
learning environment of the established and created LCUs within their own
respective place. Likewise, shall enter into MOU to the accredited dormitories whose housing facilities that are safe, clean, affordable, accessible to
students with disabilities and conducive to learning.
CONCLUSIONS
Teacher is an agent of curriculum change. The CSQ (Classroom Standard Qualification) for Qualified teacher (LPT – License Professional Teacher) must possessed a competitive educational qualification and possessed relevant qualification, work performances and experience. License in teaching education are indispensable. Educational qualification mentioned in this article provided by the CHED Policy Standard Guide (PSG) of at least Master of Arts or Master of Science in its articulated vertically aligned field of specialization or any allied sciences in any institutionally recognized school/institution. Work performance also means that the evaluation “take-off” by the student, peer, program head, dean and the vice-president for the academic affairs resulted at least “very satisfactory.”
Added to the needed
“forty” on the teaching personnel
is the assurance of quality
services. Fit and meritorious to the position
held and applied.
“Relevant” teaching training
and experiences would mean
developing “professionalization of teaching” based on RA No. 7836. With this,
discrimination is avoided to the learner. Calling or name dropping of the
student’s name to participate in the class is not a good teacher best practice.
Variety of teacher technique and academic support from the administration will make the teacher and the school-community curriculum
“practitioner” on the field
of teaching as a “blender”
in a google classroom.
School as a social system has a sound perspective to address network of social responsibilities. It offers free schooling, scholarships and grants to many aspects of the school and the school organizations which are full of social beings. Schools are different from profit organizations; they produce public service instead of goods. It is expected to render quality services being delivered. Mechanistic views fail to focus on human relations side of educational settings. It is more rational to think schools through the lens of social systems theory. Several RRLS and even in any practicable science investigate teachers’, administrators’, students,’ parents’ and even community counterpart perceptions. Many variables related to “interactions” among people in schools. Social systems perspective set the stage for constructing a background and rationale for those researches in order to foster a dynamic social order through school system.
Qualified teacher declared by
PRC-TESDA-DepEd-CHED and other accrediting institution with the recognized
school (institution) plus recognized curriculum quality assurance of “academic
services” are assured. No circumvention on the regulatory provisions made the
institutionalization as the gate-guard of quality service
and competitive graduates. The institutional
desiderata on governance, faculty, curriculum, employability, student services,
adopt the community program, researches, library, laboratory and physical plant provisions of the school
are indispensable category in the life cycle and continuing existence of
the quality services of the school.
Thus, the teacher and the school
curriculum must be revisited, reinvented, reengineered and renovated in coping-up the changing trend
and landscape of the time, space and circumstances.
Let it be the curriculumnization, institutionalization, internationalization,
globalization, and integration with the multiculturalization of the curriculum
in the socio-politically and socio- culturally constructed diverse society be
the eye-opener on equal access to quality education through the UniFASTization
of the school/institution.
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1 This is a generalization of the study which constitute a little thing of everything. It will give you the entire perspective of the paper on The Teacher and the School Curriculum.
2 It is a facts, information, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject or philosophically understood as the raw material on the material activity of the mind as the building bloc which constitute subject, object and cognition.
3 the ability to do something well; expertise.
4 the ability to do something successfully or efficiently.
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