THE PROBLEM AND ITS SETTING
In the last quarter of the twentieth century, an increasing consensus developed concerning the link between economic prosperity and effectiveness of a country’s educational provision. As globalization gathered pace dramatically in the 1980’s and 199’s, this link became more overt as the comparison and competitiveness between nations inevitably increases. At the heart of the argument for the link, is the need for an educational workforce, without which a country’s economy will not keep pace.1
In the World Conference on Education For All, which assembled Jomtien, Thailand, it was recognized that the current provision of education seriously deficient and that it must be made relevant, qualitatively improve and made universally available to enable every person, child, and adult to meet the basic learning needs. These needs comprise both essential earning tools such as __________________
1 David Middle Wood and Carlo Cardno, “Managing Teacher Performance.
and the learning content (such as knowledge, skills, values and attitudes) required by human beings to be able to survive, to develop to their full capacities to live and work with dignity, to participate fully in development, to improve the quality of lives, to make informed decisions and to continue learning. 2
Education is the vital key to national development. More important is the training and development of human resources of teachers who are the frontiers of our educative pursuit. 3
American may continue to lead the word of science and technology but its record of educating its citizens in those subjects is fairly dismal. An NSF panel has spent 128 months examining the state of Science, Mathematics, Engineering and Technology (SME) and at the undergraduate level and reviewing hundreds of comments from academic. The overwhelming consensus is that most of the SME
courses acts as filters. They screen out all but the promising students- those embarking on __________________
2 Varavan, Kasama, “Effective Delivery of Quality Education in rural Areas.” Third SEAMED INNOTECH International Conference” InfoTech Journal.
3 Five Year Action Plan to Accelerate Improvement in Science Education, 1992).
careers, leaving majority of the graduates with litters understanding of how science works. This worries the policy makers because many disgruntled students become teachers with little enthusiasm for the subject perpetuating a cycle of scientific and technological.4
Ana Marie Pamintuan, in her column entitled “Sketches”, in the December 12, 2000 issue of the Philippines Start stated:
“In a season of bad news, there was one item I found particularly depressing. Filipino first year high school students ranked 36th among 38 countries in the Third International Mathematics and Science Studies (TIMSS). According to result, in the latest TIMSS, Japan ran fifth in Mathematics and fourth in Science.
It can be expected that many people will really blame the education system for the Filipino students’ dismal performance. Although the schools along with the curriculum, teacher, supervisor, administrators and other elements that comprise the input components of the school as a social system, should take part of the blame. 5
4 National Science Foundation, 1999).
5 Aquino, G. Effective Teaching.
EDCOM reports that teacher is poorly trained. Many teachers at all levels do not have the optimum qualification for teaching. The proportion of high school teachers of science and mathematics, for example, do not have even the minimal preparation for the teaching ranges from 54.6 percent to 5 percent. IN the 1991 DOST test given to both teachers and students in first year of the Second Education Program (SEDP), the total mean percentage score (54.08) of the first year high school teachers was only 8.79 points higher than those of the students (42.29)....
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