CAJEFE, NICOLAI M. DR. JAMESON TAN

MAED 2

TASK # 1

CRITICAL AREAS OF EDUCATIONAL BUDGET

1. What are the basics of budget in its broader and application in school/educational institutions?

In accordance with Better Schools: Resource Materials for School Heads in Africa (Module 5), school budgeting is being defined as the process of preparing a statement of the anticipated income and the proposed expenditure. In other words, it is a process for preparing a summary of the programs of the school reflecting the expected revenues and expenditures.

Based on the aforementioned statement, it only proves that school budget served as the soul/guide to attain various school activities, as well as towards achieving the objectives of the school, thus, should be properly liquidated and audited.

It is indeed that budget plays a pivotal part in an educational institution for the school to be operational. Without it, the school can’t attain its goals, projects and programs and in achieving the objectives of the school as well. The government is the one that funds the school in most countries. However, in some schools, they obtained their funds from other resources.

Some sources of school funds that can be utilized in an educational institution are as follows:

1. The Maintenance and Other Operating Expenses (MOOE) which is the allocated funds for public elementary and secondary schools that can be spent for teachers and students’ development and necessities (e.g. electricity and water) that support learning programs and help maintain a safe and healthy environment in schools, whereas, the process of dispensing money/finances from MOOE is guided by the standards implemented by COA. More so, the school is mandated by law to have a transparency board.

2. PTA Fund that can help for the improvement of the school and of the students as well. The parents and the community itself served as a big help in promoting good quality education in terms of donating some educational resources like computers, LCD Projectors, LCD TV and the like. The “membership fee” coming from each parent would help to achieve the school’s objectives and goals.

3. School Fund such as canteen and retail fund which can used for students’ development in terms of trainings/seminars/workshops for some students for

upcoming competitions (District, Division, Regional or even National Competitions).

4. Donations coming from LGU, NGO, Private Organizations and even from the stakeholders. Since the MOOE can’t be utilized in purchasing computers or any devices, the LGU, NGO, and even Private Organizations can donate some supplies for the betterment of the school and the students as well.

Since the school can attain these sources, the funds/budget should properly be audited and liquidated.

2. What are the roles of the school head in the financial aspect of academic institution?

As the overall-in-charge of governance of the school as stipulated in R.A. 9155, the principal is responsible in managing finances and has the jurisdiction to implement directives and policies formulated by DepEd.

The principal as the primary manager in a school system should lead the planning, budgeting and dispensing of school finances.

He/she may also take effective and appropriate steps to prevent any irregular expenditures. Moreover, performs and carry out in managing professional, personnel and finances and has the power to control the whole school.

Since the principal is the over-all manager of an educational institution, he/she is the ultimate liable/accountable in dispensing/managing school finances. All transactions are signed by the principal.

As mandated by laws and orders, the principal may create a finance committee. This committee is composed of teacher-finance officer, school’s accounting officer, school’s disbursement officers and property custodian. This committee may attend seminars/meetings and shall follow rules and procedures in dispensing school finances and of course they prepare proper liquidation and list of transactions and bidding of school finances which are subject for auditing by the COA.

CAJEFE, NICOLAI M. DR. JAMESON TAN

MAED 2

PHILOSOPHY OF EDUCATION

ANALYSIS ON THE PHILOSOPHICAL FOUNDATION OF K to 12 CURRICULUM

K to 12 Curriculum’s main objective is to holistically develop students with 21st century skills where the learners would definitely grasp higher learning on life skills, self-actualization and to be prepared for the world of work, entrepreneurship, and higher education and for them to be progressive and productive citizen of the country.

With its goal and curriculum’s description provided by DepEd, K to 12 program is basically founded on the constructivism foundation and as stipulated on DepEd Order No. 31, s. 2012.

In the K to 12 Curriculum, learning involves constructivist’s approach. The learners use their experiences as an instrument for them to enhance their knowledge and abilities. Engaging with their teachers and peers during activities give them a better understanding which of a great help. Having an integrated and broader reflection on things that are being taught in spiral progression – a concept of constructivism.

Further so, all teachers should let the students have their options to navigate their learning. Using the constructivist philosophy, standard-based assessment is part of the learning process. By following the principle of SBA, the students will be graded prior to their understanding for the topic’s point.

On the other hand, it also uses the outcome-based education which is integrated and interdisciplinary curriculum. It also focuses on what students know, can do and are like after all the details are forgotten.

Furtherance, in accordance with the Enhanced Basic Education Curriculum, it caters its standards and principles (based on Sec. 8.3, RA. 105 33) as:

1. Learner-centered, inclusive and developmentally appropriate;2. Relevant, responsive and research-based;3. Culture-sensitive;4. Use pedagogical approaches (such as constructivist, inquiry-based,

reflective, collaborative and intergrative);5. Contextualized and global;6. Use spiral progression approach to ensure mastery of knowledge and

skills; and

7. Be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their educational and social contexts.

CAJEFE, NICOLAI M. DR. JAMESON TAN

MAED 2

MIDTERM EXAMINATION IN PHILOSOPHY OF EDUCATION

1. Discern how philosophy and theories of education influence teaching and learning in school, particularly of school’s curriculum, learning environment and the role of teachers and students.

According to John Dewey, education “as a deliberately conducted practice,” while philosophy as the “general theory of education.” Thus, the relation is the relation between theory and practice, not between two kinds of theories or kinds of practices. Consequently, the phrase, philosophy or philosophy of education, is a theory of a specific practice, in other words; education.

As the above mentioned, it may be deemed that philosophy and theory are interrelated.

Philosophy is a rational thought about all issues that influence human life. We hold our own beliefs and judgement which are based on important thoughts such as the aim of life, purpose of education and many more. Such beliefs control and produce a pattern in our life and an attempt to understand the assumptions on which they are based creates our philosophy. As we analyzed and question our beliefs and the footing of the systems in which they are rooted, we bring forth our personal philosophy.

Every school has its own philosophy, mission and vision. Philosophy furnishes a set of criteria or measures to estimate the character of the shoal. Vision describes what difference would the school do to the order as a whole. The commission serves as a pathfinder of the school's action, and provide a path and guide in decision making. These are important elements of any institution to function smoothly.

Therefore, these should be communicated across the institution and across the stakeholders. As an educator, we have to realize that our beliefs in life and the role of education in shaping them need to be identified, examined, justified, and defended. Every plan and decision made by every institution should be anchored in their philosophy.

Philosophy of education influences teaching methods. Methods of instruction, are tempted by the philosophy of education a society embraces.

Societies, which tend towards idealism prefer to have a system of education, which prescribes rigid methods of teaching such as lecturing, and prefer learning through imitation, memorization and discussion. Pragmatism stresses problem solving and project methods of teaching.

Philosophy of education influences theory and practice of discipline. The concept of discipline and its practice are also influenced by the philosophy of education. To naturalists, discipline is to be learnt by natural consequences.

The idealist on the other hand, wish to enforce discipline through cultivation of higher values, moral and religious teachings and strict control over the child.

In the same way, several other aspects, such as the place of the child in education, the importance of the teacher, preparation of textbooks, etc. are influenced by the philosophy of education adopted by a system of education.

2. Examine one’s own belief about education in light of existing philosophies of education and formulate educational philosophy.

It is of known fact that Education is a universal thing that is important as life itself. What makes it unique is its relevance and function to human beings, to all the living and non-living things, to life and the world.

Since time immemorial, all of us shaped, molded in families with values both positive and negative ideal for the preparation of the present and the future life’s adversaries, struggles, combats and undertakings look up to and take the course or the path to obtain quality education with having the different ideologies and philosophies pertaining to education and life. Of course, what we ought to attain is first and foremost, wisdom, by which we gain the ultimate learning thru Divine Providence and having that knowledge, no other most fulfilling and highest knowledge may be achieved.

Achieving highest degree of education thru one’s determination to progress and be equally competent with other citizens of the world with proper and positive values in all undertakings.

As for Dr. Jose P. Rizal educational philosophy, he stated, "My countrymen, I have given proofs, more than anybody else or desiring liberties for our country and I still desire them. But I place as a premise the education of the people so that by means of education and labor they might have a personality of their own and make themselves worthy of liberties."

Which is for him education is "the culture which each generation purposely gives to those who are to be its successor, in order to qualify them for at least

keeping up, if possible, for raising the level of improvement which has been attained."

Rizal’s philosophy of education, hence, centers on the provision of proper motivation in order to boost the great social forces that make education a success, to create in the youth an innate desire to cultivate his intelligence and give him life eternal.

In his philosophy in involves with some of the educational philosophies one of which is as existentialism is basically being free to what happens to or exists to himself. So it is our choice of what we become. That no matter how we push our students to do their best and make the most out of their time and selves, it is their lookout to what they would be in the future.

Second, behaviorism as learning thru individual behavior is like psychological process that touches on the emotions of man as to his learnings in life. How he thus accepts the reflections of his education in his life creates how he is as an individual and person.

In addition, it includes progressivism which involves learning by doing. Students are involved in experiments and laboratory activities to obtain the proofs and great results of whatever they must learn in and out of the four corners of the classrooms in schools. Idealism then based in education through life’s learning are not so much of what’s ideal but what is real therefore realism is then given relevance much better than idealism.

As an educator, based on these educational philosophies and as accordance with Dr. Rizal’s philosophy, I prefer to be an essentialist. For it is a common knowledge that anyone can teach but anyone can teach by example. I always tell my students that even you are the most intelligent student in the world, still you should have to be well mannered. Attitude is must than intelligence. I also want my students to master the basics for them to be more equipped and more knowledgeable about a certain thing.

As one of professors has once said, “Values cannot be taught, it can be caught”. I definitely disagree because you for me you can also teach your students the right value. Yes, you can’t change their bad attitude right away but I do believe once you have touched your students’ lives you can make a difference and indeed you can change them.

Therefore, I may say, with all of these educational philosophy, it is up to you to choose and what philosophy are you going to apply.