'Curriculum Evaluation Essay\r'

'The report ac distinguishledge a disablement of performance in reading, langu shape up and arithmetic due to poor observeingal methods, fully grown class sizes, and myopic supervision presidential Commission to measure Philippine in silenceing (PCSPE) 1. Analyze performance of the teachingal system and its relevance to national cultureal goals 2. go through the efficiency of the system\r\n3. Identify atomic number 18as which motive more detailed investigation.\r\n4. The report let ind findings on :\r\na. Mismatch in the midst of educational service and manpower requirements b. Mismatch between education priorities and the national ontogeny priorities c. unfair distri unlession of educational facilities and resources across the regions d. wishing of systematic planning and paygrade\r\n conform to OF OUTCOMES OF ELEM EDUCATION (SOUTELE)\r\n1. Battery of achievement tests normaled to beat the out mothers of primary(a) education 2. planetary mental ability test of non-verbal lineament designed to measure association 3. student’s attitude inventory aimed to measure affective objectives 4. Questionnaires in order to ca-ca the profiles of pupils, teachers, school heads, etc. 5. The study revealed deficiencies of elementary education in terms of inputs (resources), processes ( computer program and instruction), and outputs (students’ achievement). These ar affected by socio economic, school types, timbre of teaching. The Ho lend oneselfhold and School Matching Survey (HSMS)\r\n1. The survey hypothesized that learning is predicated on the ascendent academic, social, physiological variables. 2. The findings of the investigation showed that home- connect and community cerebrate variables have greater influences on learning than school related factors such as cost per pupil and numbers of textbooks per students. The congressional Commission on Education believe (EDCOM)\r\n1. Enhancing the innate capability of the system to satisfactorily implement the constitutional provisions on education 2. Providing the system with necessary pecuniary and somewhat other infrastructure support 3. strengthen the system’s linkages with all sectors pertain in human resource teaching 4. Assisting the system to achieve its sectoral goals and targets through strategies that argon consistent with the nation’s development goals. The National rating and Impact cogitation of PRODED\r\n1. Teacher factor is crucial in the success of the teaching-learning process 2. There is a need to improve the pre-service and in-service training of teachers that should intromit the development of skills in classroom management, teacher-pupil interaction, and the habituate of instructional aids, etc. Monitoring and evaluation of RBEC\r\n1. Defines what takes of learning students of schools and divisions meet\r\nat confused stages of the staple fiber education cycle establish on the national course of instruction. 2. Setting of tokenish national standards for capabilities, structures, processes and output establish on a template for school receipts processes from planning to implementation to monitoring and evaluation 3. Nationally standardized student assessment, out derives standard and reporting of staple school statistics presidential Commission on Educational refine (PCER)\r\n1. Created through E.O. in 1988 to define a budget feasible class of reform, and nonice executive priority policy recommendations and items for a legislative agenda on education. 2. Comprised of multi sectoral theme\r\n3. Proposed the establishment of National Education Evaluation and Testing System (NEETS) that assumes responsibility for educational assessment of all levels, including technical and skills development\r\nCURRENT TRENDS AND ISSUES\r\nBILINGUAL EDUCATION\r\n1. expression 14, sect 7 of 1987 constitution †â€Å"for the purposes of confabulation and instruction, the official languages of the Philippines be Filipino and until differently provided by law, English.” 2. DECS Order 52, s. 1987 †the policy of multilingual education aims to crystallize every Filipino competent in both Filipino and English at the national level 3. DECS defines bilingual as â€Å"separate use of Filipino and English as media of instruction in specific subjects.” Early childishness C ar and Development (ECCD)\r\n1. Art 15, instant 2, 1987 Phil. Cons. †recognizes the â€Å"right of children to assistance, including proper care and nutrition, and finical protection from all forms of neglect, abuse, cruelty, exploitation and other conditions prejudicial to their development.” 2. UN Convention on the Rights of sister\r\n3. Education for All (EFA) agenda of DECS, 1990 see 90% in 2000 of early childhood care and development either home-based services or kindergarten / nursery classes Other issues\r\n1. irritate to pre-school education\r\n2. Private Pre-school e ducation\r\n3. global education\r\n4. Environmental education\r\nThe K to 12 Program\r\nThe K to 12 Program covers kindergarten and 12 years of basic education (six years of primary education, tetrad years of junior high school, and devil years of senior high school [SHS]) to provide sufficient time for achievement of concepts and skills, develop lifelong learners, and prepare graduates for ordinal education, middle-level skills development, employment, and entrepreneurship. The adoption of the program is in response to the need to improve the fight of our country’s graduates as the ten-year basic education cycle is seen as inadequate for work and higher education. In fact, afield Filipino workers are not automatically recognized as professional in other countries that view the ten-year education program as insufficient. The Philippines is the only country in Asia and is one of only three countries in the world with a ten-year basic education cycle.\r\n1. Universal K indergarten Education.\r\n2. Mother Tongue-Based Multilingual Education.\r\n3. outcome Academic Areas\r\n4. Specializations.\r\nTYPES OF CURRICULUM (PHILIPPINE SETTING)\r\nOvert, explicit, or pen computer programme\r\nIs simply that which is written as vary of clod instruction of crop experiences? It may refer to a course of instruction document, texts, films, and supportive teaching materials that are unconcealedly chosen to support the intentional instructional agenda of a school. Thus, the overt political program is usually confined to those written understandings and directions evening gownly designated and reviewed by administrators, platform directors and teachers, often collectively.\r\nsocietal syllabus\r\nAs defined by Cortes (1981). Cortes defines this course as: the massive, ongoing, informal curriculum of family, peer groups, neighborhoods, churches organizations, occupations, mass, media and other socializing forces that â€Å"educate” all of us th roughout our lives. The inscrutable or covert curriculum\r\nThat which is implied by the very structure and nature of schools, a lot of what revolves around daily or completed routines. Longstreet and Shane (1993) offer a commonly authentic definition for this term. The â€Å"hidden curriculum,” which refers to the kinds of learning’s children derives from the very nature and organizational design of the exoteric school, as well as from the behaviors and attitudes of teachers and administrators.\r\nExamples of the hidden curriculum might include the gists and lessons derived from the mere organization of schools †the emphasis on: sequential room arrangements; the cellular, timed segments of formal instruction; an annual schedule that is still arranged to accommodate an agrarian age; disciplined messages where concentration equates to student behaviors were they are sitting up straight and are continually quiet; students getting in and standing in line tacitu rnly; students quietly raising their hands to be called on; the endless competition for grades, and so on. The hidden curriculum may include both positive or banish messages, depending on the models provided and the persuasions of the learner or the observer.\r\nThe unsubstantial curriculum\r\nThose lessons well-educated through hard-hitting the Internet for in system, or through employ e-forms of communication. (Wilson, 2004) From Eisner’s perspective the null curriculum is simply that which is not taught in schools. Somehow, somewhere, some people are empowered to make conscious decisions as to what is to be include and what is to be excluded from the overt (written)\r\nFrom Eisner’s perspective the null curriculum is simply that which is not taught in schools. Somehow, somewhere, some people are empowered to make conscious decisions as to what is to be included and what is to be excluded from the overt (written curriculum. Since it is physically impossible to teach everything in schools, m some(prenominal) topics and subject areas must be intentionally excluded from the written curriculum. But Eisner’s position on the â€Å"null curriculum” is that when certain subjects or topics are go forth out of the overt curriculum, school force-out department are sending messages to students that certain subject matter and processes are not important affluent to study. Unfortunately, without some level of awareness that at that place is also a well-defined unquestioning agenda in schools, school personnel send this same type of message via the hidden curriculum. Phantom curriculum\r\nThe messages ordinary in and through exposure to any type of media. These components and messages play a study part in the enculturation of students into the dominant meta-culture, or in acculturating students into narrower or generational subcultures. Concomitant curriculum\r\nWhat is taught, or show at home, or those experiences that are part of a family’s experiences, or related experiences sanctioned by the family. (This type of curriculum may be received at church, in the context of religious expression, lessons on values, ethics or morals, molded behaviors, or social experiences based on the family’s preferences.) Rhetorical curriculum\r\nElements from the rhetorical curriculum are comprised from ideas offered by policymakers, school officials, administrators, or politicians. This curriculum may also come from those professionals involved in concept formation and sum changes; or from those educational initiatives resulting from decisions based on national and state reports, public speeches, or from texts critiquing outdated educational practices. The rhetorical curriculum may also come from the publicized works offering updates in pedagogical knowledge. Curriculum-in-use\r\nThe formal curriculum (written or overt) comprises those things in textbooks, and content and concepts in the dominion curriculum guides. However, those â€Å"formal” elements are oftentimes not taught. The curriculum-in-use is the actual curriculum that is delivered and presented by each teacher.\r\nReceived curriculum\r\nThose things that students in reality take out of classroom; those concepts and content that are truly learned and remembered. The internal curriculum Processes, content, knowledge combined with the experiences and realities of the learner to create new knowledge. While educators should be aware of this curriculum, they have little tame over the internal curriculum since it is crotchety to each student. The electronic curriculum\r\nThose lessons learned through searching the Internet for reading, or through using e-forms of communication. (Wilson, 2004) This type of curriculum may be either formal or informal, and inherent lessons may be overt or covert, good or bad, correct or incorrect depending on ones’ views. Students who use the Internet on a regular basis, both for recreational purposes (as in blogs, chatrooms, listserves, through instant messenger on-line conversations, or through personal e-mails) and for look and information, are bombarded with all types of media and messages. Much of this information may be factually correct, informative, or even entertaining or inspirational, but other information may be very incorrect, dated, passive, biased, perverse, or even manipulative.\r\nThe implications for educational practices are that part of the overt curriculum needs to include lessons on how to be wise consumers of information, how to critically appraise the the true and correctness of e-information, as well as the reliability of electronic sources. Also, students need to learn how to be artfully discerning nigh the usefulness and appropriateness of certain types of information. And, same other forms of social interaction, students need to know that there are inherent lessons to be learned about appropriate and unobjectionable â€Å"ne tiquette” and online behavior, to include the differences between â€Å"fair habit” and plagiarism.\r\n'