CONSTANT REFORMS to BOLSTER QUALITY EDUCATION

A major change in our country’s educational landscape has taken place wherein the Department of Education (DepEd) has implemented the K to12 curriculum adding two more years to our basic education.

In line with this, the 1987 Philippine Constitution states that, “The State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people and the society.” Such mandate gives justice to the basic rights of every Filipino child: the right to quality education and the right to a quality life.

As a dynamic system, constant reforms in our basic education are being introduced through legislation and other administrative policies so that our system can be rated to be globally competitive and aligned with other countries.

Among the dominant reforms that are geared to heighten the quality of education are the K to12 Basic Education Curriculum, School Based Management (SBM) and the Mother Tongue as medium of instruction in the early grades, specifically in K to 3.

One of the reforms, however, that needs greater appreciation is the rallying effort to enhance the teacher’s proficiency through the conduct of English Proficiency Test for Teachers (TEPT) and Process Skills Test (PST) in Science and Mathematics.

It is noteworthy that the teacher plays the biggest role in molding the minds of the learners. Thus, it is just and proper that their competency in teaching must be enhanced by undergoing series of test by way of the said programs. The result of the test will be used as basis to determine and address the lacking skills and other abilities that a teacher should poses in the practice of teaching profession.

With these, teachers are encouraged to embrace these reforms rather than interpreting these as measures that undermine their pride and ability, bearing also in mind that the program had n other purpose but primarily to benefit the learners. In fact, one of the interesting consequences of the same is to pave the way for the aggressive and vigorous implementation of the K to 12 programs by using the result of the TEPT and PST as a support information and/ or data.

It is with high hopes that a continuous and frequent implementation of the programs be made to effectively address the challenge of reforming and/ or bolstering the quality of education in the Philippines.

 

Published and owned by: MARK BRYAN B. LOTERTE, MPA,- MNCHS