· Formal education refers to the hierarchically
structured and chronologically graded learning organized and provided by the formal
school system and for which certification is required in order for
the learner to progress through the grades or move to higher levels.
·
Non-formal education refers to any
school-based educational activities undertaken by the DECS and other agencies
aimed at attaining specific learning objectives for a particular
clientele, especially the illiterates and the out-of- school youths
and adults, distinct from and outside the regular offerings of the formal
school system.
·
Informal education is a type of education which can be
acquired anytime and anywhere.
·
Naturalism is an educational philosophy which
adheres to the belief that education should be in accordance with the nature
of the child.
·
Idealism focuses on the conscious reasoning of the
mind in order to attain truth. This includes the activities pertinent to the
human mind such as introspection and intuition and the use of logic.
·
Realism is concerned with the actualities of
life, what is real. Ultimate reality is the world of physical objects.
Reality is independent of the human mind.
·
In
existentialism, learning is based on the willingness of the student to choose
and give meaning to the subject.
·
Essentialism refers to the traditional or back
to the basic approach in education.
·
Pragmatism stresses on the application of
what have learned rather than the transfer of the organized body of knowledge.
·
In
perennialism truth is universal and does not depend on
circumstances of place, time and person. Curriculum must be based on recurrent
themes of human life for it views education as a recurring process based on eternal
truths.
·
According
to humanism, education is a process and should not be taken abruptly. The
unfolding of human character proceeds with the unfolding of nature.
·
Progressivism focuses on the child as a whole rather
than of the content or the teacher. Curriculum content comes from the
questions and interests of the students.
·
Nationalism emphasizes on the development of loyalty,
patriotism, national feeling and responsible citizenship.
·
Constructivism is a philosophy of learning which asserts
that reality does not exist outside of human conceptions. It is the individual
that construct reality by reflecting on his own experience and gives meaning to
it.
· The primary
goal of Reconstructivism is to achieve the elusive social change.
·
In
utilitarianism, actions are geared toward the greatest total amount of happiness
that one can achieve.
·
In
rationalism, the source of knowledge is the mind, independent of the
senses.
·
Experimentalism is a form of empiricism and asserts
that the only reliable form of knowledge is gained through scientific
experiments.
·
According
to Hedonism, pleasure is the only good thing to a person.
·
Epicurianism is considered as a form of ancient
hedonism, it identifies pleasure with
tranquility and reduction of desire.
·
UNESCO
defies global education as a goal to become aware of the educational conditions
or lack of it, and aim to educate all people to certain world standards.
·
The
1987 Constitution states that the state shall protect and promote the
right of all citizens to quality
education at all levels and shall take appropriate steps to make such education
accessible to all.
·
RA 7722 is otherwise known as the Higher
Education Act of 1994 which states that the state shall ensure and protect
academic freedom.
·
CHED is tasked by the state to identify centers
of excellence in program areas needed for the development of world class
scholarship, nation building and development.
·
RA 7796 is known as the Technical Education
Skills Development (TESDA) Act of 1994. This law provided for the creation
of the TESDA.
·
Batas Pemba nsa 232 or Education Act of 1982 states that
students have the right to receive primarily through competent instruction,
relevant quality education in line with national goals and conductive to their
full development as person with the human dignity.
·
Education For All (EFA) 2015 institutionalize
early childhood care and development and provide universal quality primary
education.
·
Characteristics
of a Child Friendly School System (CFSS) include: gender sensitive and not discriminating, child-centered,
promotes good health, has the best interest
of child in mind and works closely with children's families.
·
RA 7836 is known as the Philippine Teachers
Professionalization Act of 1994. This law provided for the creation of the Board
of Professional Teachers composed of five (5) Commissioners appointed by
the President of the Philippines upon the recommendations of the recognized and
accredited association of teachers, institution of the Licensure Examination
for Teachers (LET) which shall replace the Professional Board Exam for
Teachers (PBET) and the transferring of authority of administering the LET from
the Civil Service Commission and DECS to the Board for Professional Teachers in
the Professional Regulation Commission.
·
RA 4670 is the Magna Carta for Public School Teachers which ensures
stability of employment. Teachers shall enjoy academic freedom, particularly
with regard to teaching and classroom methods. Teachers salary at the very
least will keep pace with the rise in the cost of living by payment of cost of
living index,
· The three basic
skills a professional teacher must possess are functional skills, adaptive
skills and professional skills.
·
Functional skills involve the skills of a teacher in
planning, organizing, controlling, communicating, motivating, developing and
managing.
·
Adaptive skills are the skills like creativity,
dependability, resourcefulness, persuasiveness, discipline, memory,
perceptiveness and other personal skills related to self-management.
·
Professional skills refer akin to work content. It
includes the teacher's knowledge of the subject matter to be taught, as well as
his understanding of the philosophical, psychological, legal, social,
historical dimensions of education.
·
The
NCBTS is a unified framework for teacher development. It is an
integrated theoretical framework that defines the different dimensions of
effective teaching.