Transcript Spare 2

European BED systems
Italy
Germany
France
Licensure or Diploma Year Upper tier: Gymnasium
Scuola Professionale (18-19 (academic track) ending
years)
with Abitur (16-19)
Licensure Year
Scuola superiore (14-18)
Middle tier: Hauptschule
ending in voc-tech or
Berufsfachschule (16-19)
Lower tier: Realschule (1619) which is half-academic,
half-vocational, leading to
industry apprenticeships
Lycee (15-18 years)
Baccalaureate professional
(scientifique, economique,
literaire, technologique)
Scuola Media (11-14)
Grundschule (10-15)
Scuola Elementare (6-11)
Scuola Materna (3-6)
Kindergarten
USA educational system
Other Systems
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China, India, Thailand all have 12-yr BEDs
Japan: 6-3-3
Malaysia: 6-3-4 (2-2 post secondary)
Singapore: 6-4-5 (2-3 post-secondary or preuniversity) education at junior colleges,
centralized institutes, and pre-university
centers prior to admission to universities
• Australia 6-7 primary, with 5-6 secondary
• Sweden: 3-6-3
BED reform Initiatives
• Front-loading for headstart: nursery, preparatory,
Daycare
• Mid-loading: Grade 7 (and Year 5)
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De la Salle Toledo
STC
DepEd Sec. Edilberto de Jesus
Gr. 7 as year of English
• International Baccalaureate (IB) Program as at CIS
(Cebu International School) or at AdZU
• Kindergarten Education Act (40% of students enrolled
in Gr. 1 public schools do not really qualify; by 2012
Kindergarten becomes mandatory to enter Gr. 1)
Trade Schools in PHL
• St Louis College in the 50’s and 60’s
– Silversmithing
– Shoemaking
– Weaving
• Catholic Trade School in the 50’s and 60’s
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Electroplating
Printing
Statuary and candle-making
Furniture (pews, radio cases, TV shelves)
• Don Bosco today
– Electrical
– Mechanical
– Furniture
• Rogationists
– Automotive
– Information Technology
SEISMIC IMPACT
• Game-changer; “forcing event” in the whole of
PH education
• Forerunners at USC:
– Ched HRM program vs AQF (Australian Quality
Format)
– Passerelles Numeriques
– Demand for short English language courses
– Ladderization strategy at various departments
• Future: the birth and proliferation of tech-voc
academies and institutes
Various Notes
• History of guilds and craftsmen in
Europe
• Impetus from PH business sectors:
Pbed (Phinma), Coalition for Better
Education, FUSE, SKILLS (School of
Kn for Industrial labor, leadership
and service, of PSEFI), - need to
customize, tailor fit to industry.
US debate: do you need college?
• “.... many people that work on motors,
computers, heating and air, plumbing and
electrical, communications equipment, law
enforcement and rescue units, CNA and LPN
nurses ... require certificates and not a full
fledged college degree that have rewarding
careers. Ever had to call a plumber and see
how much they charge??”
Luistro BED AGENDA
• SHORT TERM (2011-2012): Close resource gaps: build more
classrooms, hire and train enough teachers, acquire quality
instructional materials, coordinate with other gov’t
agencies to improve teachers’ welfare. Institutionalize
Kindergarten in all public schools (free universal preschool).
• MID-TERM (2012-2013): Prepare for K+12. Coordinate with
DOST, DSWD, CHED, TESDA, NCCA, NBDB in preparing the
curriculum. Integrate Madaris into the national system.
• LONG-TERM (2015-2016): Senior HS with (a) technical
training with TESDA and (b) academic pre-university with
CHED
• Target 2018: first products of the new curriculum will
graduate from senior HS.
• Target 2024: first group to complete the cycle from
Kindergarten to 2nd year senior HS will graduate this year.
Partnership Samples between VocTech schools & business corporations
• At the Royal Denmark Zoo Restaurant, Ana, a
16-year-old Filipina whose mother re-married
a Danish airline personnel, dons her red apron
everyday after school to serve as a waitress at
one of the restaurants of the famous Tivoli
Gardens of Copenhagen. She is one of the
many apprentice high school students of
Copenhagen. Her 15-year-old brother chose to
work at a furniture store. Both of them earn
enough to buy their basic needs as students.
• Ricardo, a Filipino-French student of the well
known state-supported Ecole Hotelier of Paris
has chosen the short basic two-year course of
bartending in this technical school whose
graduates are readily employed as bakers,
chefs and bartenders in the bistros and
restaurants of Paris. The school welcomes
them back after two- to three-year experience
to do the advanced course of management.
• Tino is a Filipino high school student in Den
Hague, Netherlands. While visiting his school, I
saw the carpentry workroom filled neatly with
different kinds of saws, pliers, hammers, and
lathes, which later would be the same tools he
would use as a professional carpenter in Holland.
These Dutch, Italian and German high schools like
other European secondary schools have a total of
six years within which students have a choice of
specialization in the last two years in several
technical training programs. These include food
technology, butchery, bakery, agronomy,
electronics, plumbing, welding, etc. In Germany
and Denmark, state laws provide apprenticeship
experiences in business establishments for these
manual trades.
• The first Australians had to clear up the numerous forests
to set up the first towns and villages. The British crown
sent brides for the British convicts they sent here as the
first settlers. Rural schools which taught agronomy
provided practical education for their children. To this day
such schools are still existing like the Royal High School
Academy of Melbourne, the Rural Agricultural High
School of Adelaide and Saul’s Farm school in Sydney.
Here, high school boys and girls learn the poultry business
and animal husbandry, winning awards in sheep fleecing
competition. During the World’s Fair at Tsukuba, in the
suburb of Tokyo, senior high school boys and girls in
workers’ uniform attend to the shitake mushroom farm in
the conifer forest where hundreds of shiny shitake are
growing on the fallen pine tree trunks. In another section
of the huge estate, I watched the horticulture teacher
show the students how he would only keep one flower
out of a dozen growing on a vine to produce the priceless
Japanese melon.
A challenge to our corporate businessmen
to develop quality workmanship
• Would our businessmen and industrialists help
revolutionize the working force of the country?
Do they have the heart and therefore care for the
people on whom they depend for business? If
they do, must not only provide the material
needs, but also the learning opportunities for
young adults.
• Source: Preciosa Soliven, “P-Noy's K-12 plan must
first overcome BEC deficiencies,” in A Point of
Awareness, in Philstar, Oct. 14, 2010.
For longer-term reflection
• What is the national Vision, if any? Do we have a
broad-based consensus on the same? What does
the Pnoy Roadmap look like? Are we on board
that agenda?
• What are the development needs of R7 in the
social, economic, political, technological, cultural,
religious and other areas? How should the
educational system in R7 address those issues?
• What strategy should USC adopt in face of the
new education agenda? Should USC merely
adapt according to its current offerings? Should it
reinvent itself, and if so, how?
Thank you for your attention.
CEAP NTEC Conference
08 July 2011