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Sorsogon nat’l high school offers open secondary school program this year

by Irma a. Guhit/PIA Sorsogon

SORSOGON CITY , May 30 (PIA) — Sorsogon National High School is offering the Open High School Program (OHSP) that will allow students who graduated from the elementary and who were not given the chance to proceed and finish secondary education due to some reasons or circumstances

“The new learning program is very different from the Alternative Learning System (ALS) since this will be more of a structured learning program and students will be in a modular system, home-based but is also more patterned on the basic education scheme or principles “, Dr. Blanca Rempillo, principal of the SNHS explained during the interview in the radio program, Sararo Sarabay this morning.

SNHS is inviting students who graduated from the elementary and who would like to finish their secondary level education but can not go to a regular class yet still wish to graduate by just reporting once a week and can study by bringing home structured modules that will provide them a comparative education same as that of a regular class but will be more flexible and home-based.

According to Joan Lagata, OHSP program coordinator, announced that those who would like to enroll will undergo examination and pass the test that will show that they are independent learners and are independent readers and has the capacity to study on their own.

Lagata said that in the OHSP, the student who passes the examination will be enrolled in a modular class equivalent to the regular 8 subjects offered in the basic education scheme. The student will bring home these modules, study and answer the questions and will report once a week or may schedule a meeting with teachers who are handling the subject.

A student may finish the module depending on his capacity to pass the given module. They will also be given summative test and other needed tests required as a requirement to pass aside from the 8 modules equivalent to the eight subjects offered equivalent to a year level.

According to Lagata one can finish within 6 months the first year of high school depending on the student’s capacity to pass the modules and examinations given. If the student pass the 8 modules within the six months period, the student will be promoted to the next year level just like being promoted in a regular class.

The OHSP has a maximum of six years to finish and should the student needs more time.Students who are more advanced and can really prove that they are able to do the modular system of learning may finish it on a four year schedule.

“This scheme that the SNHS is offering is really part of the academe’s thrust to provide everyone, specially those who needs a high school diploma to pursue college education and will be provided the chance to finish their secondary level education and go to a university and have a degree”, according to Lagata.

“What is very important here is the attitude of the student enrolling to really be an independent learner. The OHSP will ensure less expense on students specially if they are having families and if they really can not attend a regular class because of other constraints, usually because of age too or other circumstance. This program of the SNHS willl give them the chance to finish their secondary education aside from the ALS “, according to Rempillo.(MAL/IAG, PIA Sorsogon)

Filed under: Education, Sorsogon News Updates, , , , , , , , , , ,


SORSOGON CITY (June 28) – Dala ang paniniwalang malaki ang papel ng edukasyon sa paghubog sa mga kabataan at pagsulong ng bansa, muling isinagawa ng Energy Development Corporation Bacon-Manito Geothermal Production Field ang kanilang taunang pamamahagi ng mga school supplies sa mga mag-aaral sa elementarya kabilang na ang mga day care at kindergarten pupils sa siyam na host barangays nito dito sa lungsod ng Sorsogon.

Limang libo’t anim na raan at siyam na mga mag-aaral ang nakatanggap ng kwaderno, sulatang papel, lapis, pangtasa, krayon, gunting, ruler, ballpen at iba pang mga school supplies noong nakaraang Huwebes at Byernes, June 24 at 25.

Ayon kay EDC Community Relations Officer Ed Jimenez, naging aktibong katuwang nila sa distribusyon ang mga kapitan ng siyam na barangay na kabilang sa kanilang host communities pati na rin ang mga school principals at guro ng mga elementary schools doon.

Sinabi ni Jimenez na maliban sa pamamahagi ng mga school supplies ay taunang aktibidad din nila ang pagsagot sa miscellaneous fees ng mga elementary schools ng kanilang host barangays na may layuning matulungan ang mga magulang sa gastusin sa kanilang mga pinaaaral na mga anak.

Samantala, tulad ng EDC-BGPF ay naghayag din ng pledge of support si National Grid Corporation of the Philippines Regional Corporate Communications Officer Nelson Bautista sa school principal ng Bibincahan Elementary School sa pamamagitan ng pamamahagi ng mga school supplies sa mga mag-aaral dito.

Siyam na raan apatnapu’t limang mga mag-aaral naman mula kinder hanggang grade six ang nakatanggap ng assorted school supplies mula sa NGCP noon namang nakaraang Byernes, June 25.

Ayon kay Bautista, ang pamamahgi ng mga school supplies ay bahagi ng kanilang “Balik Eskwela Project 2010”.

Sinabi ng opisyal na ang Bibincahan Elmentary School ang napili nilang pamahaginan sapagkat nakalagay diumano sa malapit dito ang kanilang transmission towers.

Naroroon upang maghayag ng pasasalamat ang kinatawan ng City DepEd at ang mga opisyal ng paaralan.

Naging emosyonal naman ang mga magulang ng mga bata sa kabutihang-loob na natanggap ng mga mag-aaral. Malaking tulong diumano sa kanila ang mga kagamitang ipinamahagi upang higit na ganahan ang mga anak nila na mag-aral ng mabuti. (Bennie A. Recebido, PIA Sorsogon)

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Filed under: Education, Sorsogon News Updates,

DepEd supports teachers’ adjusted salary

The Department of Education (DepEd) expressed its support to the immediate release of the adjusted salary of teachers that would further assure the upgrading of the quality of education in public schools.

Education Secretary Mona Valisno said that a set of urgent concerns will be presented to the next administration, top among which is the salary adjustment of teachers.

“I will be former secretary by July 1. But the team at DepEd will bridge with President Noynoy our concerns as he committed that education will be a priority in his administration,” said Valisno.

Earlier this week, an association of public school teachers nationwide pressed DepEd for the prompt implementation of the salary adjustment of teachers under the Salary Standardization Law III (SSL3) approved by President Gloria Macapagal Arroyo in June last year.

Valisno revealed that the Department will make representations with teachers on SSL III through DepEd’s agency transition officials including Legal Affairs Undersecretary Franklin Sunga, Undersecretary for Finance Manaros Bonansing, and Assistant Secretary Special Projects and Legislative Affairs Jonathan Malaya.

By Ina Hernandez- Malipot/Manila Bulletin

Filed under: Department of Education, Education,

Sex ed modules to be uploaded on DepEd website

The Department of Education (DepEd) clarified on Thursday, June 24, 2010, that it is not distributing illustrated comics on sex education in public high schools contrary to what the Catholic Bishops Conference of the Philippines (CBCP) claims. DepEd also plans to upload the modules which will be used for the pilot-testing of sex education program in 159 elementary and high schools to give everyone the chance to scrutinize it.

According to Education Secretary Mona Valisno, the comics which were shown on television by members of the CBCP were never part of the modules which will be used for the sex education program. “They may have obtained it from other sources but definitely it is not part of our learning modules on sex education,” she stressed.

Valisno emphasized that the fear of some —parents, teachers, and other stakeholders— that DepEd will teach the act of sex in school is not true. “Why would we do that? I believe that discussion on sex should be the responsibility of the parents who should draw guidance from the moral teaching of the Catholic Church. Both are our partners in educating our children,” she explained.

She said that DepEd is not insensitive to the students’ state of mind as what some critics allege the DepEd to be. “I believe it is grossly unfair to make public such document without really checking the source of the said sex education materials,” she lamented.

Meanwhile, to give the public the chance to review the contents of the modules, Valisno said electronic copies will be uploaded to the DepEd website. “Once the modules (are) uploaded, we would leave it to the public to judge if the critics of sex education are right in claiming that the materials are only about sex and condoms,” she said.

Valisno said that the modules to be uploaded are the same ones that have been used for the past three years in teaching students about hygiene, practice healthy behavior, and looking at the consequences of their actions. The materials also aim to enable young adults to plan parenthood.

She also maintained that the modules of DepEd that will guide the teachers on integrating sex education in various subjects were carefully prepared to suit the understanding level of students from Grade 5 to 4th year high school.

“We assure you that child psychologists were part of the team that developed these modules and we are careful that what is contained in the learning modules are age-appropriate,” said Valisno.

She clarified that the sex education program and the use of the modules are still in its pilot-testing stage and have not yet been implemented nationwide.

Valisno agrees that parents still have the primary roles of molding their children but there is also a need to complement this with proper teaching that will help strengthen the child’s values. “With topics on sex and sexuality circulating on all medium, the parents believe that teachers, who spend more time with their children, play an important role in building the character of the child,” she ended.



Filed under: Department of Education, Education, Sorsogon News Updates,

Erroneous textbooks still rated perfect by DepEd

Why we’re left behind

(First of a series)

MANILA, Philippines—Question: Where can one make three major mistakes, and still get a perfect grade?

Answer: At the Department of Education (DepEd).

Over a decade since the issue cropped up, major errors can still be found in public school textbooks because DepEd rules allow authors to make three major mistakes and still get a “perfect grade” from reviewers, according to a University of the Philippines (UP) professor.

UP history professor Maria Serena Diokno said the manual for textbook reviewers from the DepEd Instructional Materials Council Secretariat (IMCS) gave a “perfect grade” even for textbooks that have three major errors.

Diokno discovered the flaw after she led UP professors in reviewing the social studies textbooks used in elementary and high school and found factual errors, biases and serious conceptual omissions.

She said that when she informed the DepEd about their study, one official replied that “no textbook would pass” the review process if the rules were tightened.

“I reviewed the manual for how they check the errors and how they grade them and mark them, and the rating scale is so built that it accommodates error,” Diokno told the Philippine Daily Inquirer in an interview.

“You can have three major errors and get a perfect grade on a scale of one to six with six as the highest. You can get a grade of six (with three major errors). That’s in their manual,” she said. “The review process within the Deped, the IMCS, is flawed.”
Making room for errors

For those textbooks that have four up to 10 major errors, the manual even suggests giving its second highest rating of 5. A rating of 4 (for 11 to 20 major errors), 3 (for 21 to 30 major errors), 2 (for 31 to 40 major errors), and the lowest rating of 1 (for more than 40 major errors).

“It’s very generous. For me, if you have 10 major errors, why would you still give it the second highest rating? It should already fail,” Diokno said.

She said DepEd textbook reviewers, who are usually hired temporarily from schools like UP and Ateneo de Manila University did their reviews by looking at a book’s learning competencies, content, presentation and language.

Learning competencies account for 40 percent of the total grade; content, 35 percent; presentation, 10 percent; and language, 15 percent, Diokno said.

“These four areas are divided further. Like for learning competencies, accuracy and up-to-dateness account for 15 percent,” she said.

“That’s 15 percent of 40 percent so that means if there is an inaccuracy, it can slip through (because it’s just 15 percent),” she added.

The second major area of review—content, which accounts for 35 percent of a textbook’s total rating—should already be enough to prevent errors, but it is here that one finds the rule giving a perfect rating of six to textbooks with “one to three major errors,” Diokno said.

“The highest grade is six but that still contains one to three major errors. Shouldn’t that be error-free?” she said.

Inconsistent grading system

If the textbook gets the “perfect rating of six” and its accompanying teacher’s manual also does the same, then that means the book “perfects” that 35 percent allotted for content, Diokno said.

She also pointed out that the grading system for the four major areas of review were “inconsistent” with one rating scale’s top score allowing for “one to three” major errors while another one even allowing “one to 12” mistakes.

“Normally when you do this, you should have a statistical basis for determining the range, but this is not explained so it comes out as arbitrary,” she said.

But it should also not just be about the number of errors. Diokno said the focus of the rating system on the “quantity” of errors in each textbook failed to provide a “sense of scale.”

Errors of omission

“Some errors are more significant than others, but they only look at the quantity,” she said.

Diokno said that the Philippine history textbooks that her team reviewed did not even mention the American idea of “Benevolent Assimilation” as a driving force behind the US conquest of the Philippines in the late 19th and early 20th century.

“But that is the whole philosophical framework behind why the Americans came here. You can’t understand what happened there if you don’t look at that philosophy,” she said.

“But, of course, that does not come up (in a DepEd review) because it’s not an error. It’s totally omitted. So how do they consider omissions? For me, that is a major error,” she added.

The Philippine history textbook for high school freshmen also does not call the country’s struggle to resist American colonization by its proper name: the Philippine War of Independence against the United States, Diokno said.

“They call it an ‘alitan (quarrel)’ as if it’s just a lover’s quarrel. It was a war with so many dead on both parties, particularly on our side. There were atrocities, torture, the water cure, all of that. And yet they just call this a quarrel,” she said.

“It was the first war of liberation in all of Asia.”

Biases against minorities

Diokno said that social studies textbooks fostered biases against cultural minorities like the Agta and the Igorot, in violation of the DepEd’s own guidelines.

“The students are asked, ‘An Igorot will visit your house and stay for two weeks. Look at them, their habits are different (iba ang ugali). What will be your reaction?” Diokno said.

“The student should answer he or she is ‘happy,’ but (then) you preface it with ‘iba ang ugali nila’ which in Filipino is pejorative. But this slipped through,” she said.

Stereotyping women

According to Diokno, the social studies textbook for Grade 2 students also maintains the stereotype that it is a woman’s job to clean the house, cook in the kitchen, and wash the dishes and the laundry.

“This is a major mistake considering all the international conventions on women and gender equality. You don’t want to train children at a young age that a woman can only go so far. It’s really, really bad,” she added.

Diokno said the curriculum behind the social science studies textbooks was also flawed because it did not “spell out the cognitive competencies” that children should learn.

“They say ‘children should be able to understand and discuss,’ but in their testing, it’s just (memorization). Understanding is not memorizing. But then they told me they test higher order skills but again when I looked, there are not higher order skills. It’s practically memory,” she said.

“For me, that’s very important because my thinking is even if they forget the facts, when you teach them how to think and where to find the facts, then they will know where to find it and they will know how to deal with it, how to interpret it, and how to infer from it,” she said.

Reviewers from top schools

Diokno also said the DepEd should not use having textbook reviewers from prominent schools as an excuse for the textbook errors.

“A consultant has no control over the final outcome. They can discard what you say when you leave the room,” she added.

Diokno said one mathematics professor who reviewed an “error-filled” Math textbook had told her that when she saw the printed copy, she realized her recommendations to correct the mistakes were not followed.

Drastic proposals

To remedy the problem, Diokno’s team had a drastic proposal: The government should set up a body composed of specialists from the various disciplines and teachers from the ground that would formulate the curriculum and review the textbooks.

“I think that the curriculum shouldn’t be left with the DepEd,” she said. While many in the department were excellent civil servants, she said they were not only “underpaid, but they’re overloaded with work.”

According to Diokno, DepEd officials hardly have the time to keep up with the latest books and “explosive” trends in pedagogy.

For his part, long-time “sick book” crusader Antonio Calipjo Go said the errors had persisted because there was still no specific law to punish those responsible.

“It should be put in the law that it is wrong to have these error-filled textbooks and have students use these, and then set the corresponding punishment,” said Go, academic supervisor of Marian School of Quezon City.

He said that he knew of a legislator who is preparing to file a bill in the Senate which will set penalties depending on the number of errors found in the textbook.

“It’s not enough for us to identify the errors because all of us accept that these are errors. But because there is no law, just about anybody can write and even if you bring the author to court, nothing will happen,” Go said.

“The writer would just be humiliated somewhat, but that’s about it,” he added.

Moonlighting execs

Go also said that one reason error-filled textbooks might have passed through the DepEd screening process was that education officials, both retired and in active service, sometimes acted as “authors, editors and coordinators” for publishing houses.

“There are some officials of the DepEd moonlighting as authors, editors, and consultants of publishers of private school textbooks, perhaps not realizing that these publishers also happen to be suppliers or future suppliers of public school textbooks to the DepEd. There is something very wrong with this arrangement,” he said.

Go showed several textbooks showing the names of ranking DepEd officials, both active and retired, on their covers.

“That’s already your pass to get into the DepEd. That name will be the pass that shall get you in,” he added.

Go said publishers also had to cut expenses because they had to pay grease money to government officials.

Proof of crime

“We cannot prove corruption but for me, we do have a dead body, which is the proof of the crime, the dead body being the defective textbook,” Go said.

He said that instead of getting an excellent writer, editor or researcher, the publisher would just get someone “cheaper” to cut his expenses.

Go added that way back in 1996, one publishing house even offered him a Mitsubishi L-300 van just so his school would agree to get all the books it needed from the publisher for three years.

“It won’t cost me a thing because that would have been passed on to the students. But what I did then was to review the books and that was when I saw the errors. It was a big eye opener. It was providential because had I seen a good textbook, I won’t have done all of these,” he said.

“But after 13 years of doing this, we have 13 Senate resolutions and many more in Congress (about textbook errors), I’ve gone through 10 secretaries of education and had put out 10 paid ads but nothing has happened. Instead, what I got were four court cases filed against me by the authors and publishers of the textbooks I had exposed.”

By Philip Tubeza
Philippine Daily Inquirer


Filed under: Department of Education, Education,

DepEd extends enrollment until June 29, targets fewer dropouts

THE Department of Education (Deped) extended the enrollment for elementary and high school until June 29 to make sure more children can go to school.

Deped Secretary Mona Valisno issued the order despite complaints about a shortage in classrooms, toilets, teachers and facilities.

Aside from the extension, teachers were also ordered to provide make-up sessions and extra assignments so that late enrollees can catch up, said DepEd 7 Director Dr. Recaredo Borgonia.

Enrollment in public schools, so far, has reached 20.17 million, while private schools have listed three million students. Last year’s enrollment in both public and private schools stood at 22.39 million.

Valisno said the DepEd’s mandate is to provide quality education to all, regardless of the difficulties.

“With the support of the community, we can achieve the quality of education we all aspire for. Even if our classrooms are
packed, we are finding ways to get them all in,” she said.

DepEd also aims to cut the dropout rate in the country’s more than 44,000 public schools to nine percent this school year.

The 2010 target reflects a consistent decline from the 8.35 percent dropout rate in school year 2006-2007 and 7.45 percent in 2007-2008.

Survival rate has also improved. In 2005, 70.02 of elementary pupils graduated. This percentage rose to 75.39 three years later.

In high school, the survival rate was 67.32 for 2005, increasing to 75.39 in 2008-2009.

In 2009, DepEd declared there were 5.6 million out-of-school children.

In Central Visayas last year, the average school participation rate for the elementary level was 81.38 percent, said Borgonia.

In high school, the school participation rate was 45.49 percent.

Borgonia also revealed dropout rates in high school were higher than in the elementary level.

One reason was that teenagers were forced to drop out so they could work, he said.

With the enrollment extension, Borgonia said, DepEd hopes to improve the survival rate among public school students and attract out-of-school youths to attend school. (JKV/(Sunnex)

Filed under: Department of Education, Education, ,

Corruption in DepEd is a major challenge for Aquino

When the agency that has the main responsibility for educating the youth is notorious for setting a bad example, what’s an incoming president to do?

President-elect Benigno “Noynoy” Aquino III has promised to end the systemic corruption that has corroded many Philippine institutions, one of them the Department of Education (DepEd). For some quarters, improving the state of the basic education system would be a good start.

“The problem with the Arroyo administration is that it is rooted in perceptions of corruption and bad governance. Even the programs that are meant to help the poor were in fact utilized in the context of patronage,” says former Education Secretary Butch Abad.

There was the so-called noodle scam involving a contract awarded by DepEd in 2007 to a supplier that sold noodles at a staggering P18 per pack when the market price was only P4.50.

Before that, there was the textbook scam, with whistleblower Antonio Go alleging that the numerous errors in textbooks used in public schools resulted from an allegedly “secretive” evaluation process that “breeds graft and corruption.”

E-Net Philippines, a consortium of education advocates, had also opposed Arroyo projects like the Food-for-School program which “has become a strategy for patronage” as local government units, along with the DepEd, are the ones who select beneficiaries.

Abad, who served as the Liberal Party campaign manager in the May 10 elections, says Mrs. Arroyo was “driven by the fight for political survival” so she pandered to the corruption of some politicians instead of ensuring that they implement education programs honestly.

But Abad believes that once Noynoy—who had a clean slate in his nine years as congressman and three as senator—takes over, Filipinos can expect him to ensure that the education department will not be a breeding ground for corruption.

“In the case of Noynoy Aquino, it would be in the context of good governance and empowerment. I think that’s a dramatic departure from the Arroyo administration’s framework,” he says.

Abad was one of the Cabinet secretaries who resigned from President Gloria Macapagal Arroyo’s government in 2005 at the height of the Hello Garci scandal that put in doubt the legitimacy of her victory in the 2004 elections.

The legacy of his iconic parents, the martyred Benigno Aquino Jr. and former president Corazon Aquino, and a vigorous anti-corruption platform swept Noynoy to victory in the May 10 polls. Now that he’s president-elect, many are expecting Aquino to fulfill his campaign promises and ensure that none of the corruption scandals during the Arroyo administration will happen during his term.

12-year basic education

Noynoy and his education reform team won’t have it easy. Data from DepEd show that out of 100 children who enter Grade 1, only 43 finish high school, only 23 pursue college or vocational courses, and only 14 are able to finish tertiary education.

With nearly half of high school graduates choosing to work rather than pursue higher education, Aquino is looking at re-introducing technical-vocational education in public high schools “to better link schooling to local industry needs and employment.”

But his foremost plan for basic education is ambitious: to expand the duration of formal schooling from the current 10 years (six for elementary and four for high school) to the global standard of 12 years starting school year 2011-2012.

“We need to add two years to our basic education cycle to catch up with the rest of the world,” Aquino says.

The plan is still “subject to fine-tuning,” says former Education Undersecretary Juan Miguel Luz, who currently sits as the vice president for policy and research of the Liberal Party think-tank National Institute for Policy Studies.

A possible division is Grades 1 to 7 for elementary, Grades 8 to 10 for high school, and Grades 11 to 12 for senior high school in preparation for college.

“What’s most important is that Grade 1-12 be seamless and that the curriculum have no gaps between the elementary school and high school levels,” Luz tells GMANews.TV in an email. “The rest of the world has added more years of formal basic education and this has helped them build stronger economies.”

The proposal to add more years to education is nothing new, says Raymond Palatino, the representative of youth party-list Kabataan in Congress.

Former president Joseph Estrada had the pre-baccalaureate program, which proposed an additional year for high school, while President Arroyo introduced the optional one-year Bridge program for incoming high school students who scored low in the High School Readiness Test (HSRT) for English, Math, and Science.

In 2005, the DepEd conceptualized the Basic Education Sector Reform Agenda (BESRA) in response to the United Nations’ Millennium Development Goal (MDG) of universal primary schooling by 2015. The BESRA also proposes two additional years to basic education.

Additional school years, however, were never made mandatory due to opposition from some groups and budgetary constraints.

Palatino says, “All presidents, at the beginning of their terms, want to add one or two years in elementary or high school. The problem: funds. Lack of funds. Where will the new president source the funds?”

ACT Teachers party-list president Antonio Tinio, who taught the P.I. 100 (Rizal’s life and works) course at the University of the Philippines for 18 years before he resigned last semester to prepare for his work as incoming congressman representing his group, says Aquino should prioritize lifting the quality of education over quantity.

“Yung kasalukuyang sampung taon nga natin ng basic education hindi nai-deliver nang maayos ng gobyerno,” laments Tinio in a phone interview. “Sa ganyang kalagayan pano naman natin pag-uusapan pa yung pagdagdag ng dalawa pang taon?”

Ritchie, mother of five, can barely afford to send four of her kids to school even though she doesn’t have to pay tuition.

A mother of five, 33-year-old Ritchie Escubido, says she can barely make ends meet as she is sending four of her kids—aged 13, 11, 8 and 5—to school even though she’s jobless and her husband works as a finishing carpenter on an irregular basis.

“Mahirap,” she says. “Kung dadagdagan pa, lalo pang mahirap.”

Big Spender

Expanding the basic education system to 12 years will definitely cost a lot. Aquino’s education team admits that an investment of close to P100 billion, or P20 billion a year from 2011 to 2017, will be needed to build additional schools and classrooms, hire more teachers, buy more textbooks and equipment, and pay for operating expenses.

These figures do not even include the necessary funding for the additional one year of universal pre-schooling that Aquino also wants to implement during his term. According to his team’s own estimate, this could cost P9.6 to P11.1 billion a year.

“Families will have to bear additional costs whether in public or private schools. The real argument though should be that the additional two years of basic education/schooling should translate into better chances at a good university education or work,” says Luz.

Aquino has more proposals to improve education: strengthening the science and math curricula, expanding assistance to private schools, and building more schools in coordination with LGUs.

But Palatino points out that Aquino’s basic education agenda somewhat “mirrors” the education program of the Arroyo administration.

“Under an Aquino presidency, expect no fundamental change in the education programs of the country,” says the young lawmaker.

Palatino, however, concedes that Aquino’s education agenda has “specific proposals on the amount needed to revive Philippine education.”

Luz, who once served as DepEd undersecretary for finance and administration, says Aquino will work on allocating six percent of GDP to education, as recommended by the UNESCO: 4.5 percent for the DepEd, and 1.5 percent for tertiary education and private elementary and high schools.

Aquino will also work on making the budget allocation for education closer to 18 percent of the total national budget, Luz says. He added that under the Arroyo administration, only around 2.4 percent of the GDP or 11 to 12 percent of the total national budget was spent for education.

Where will they get the funds? Aquino has promised throughout the campaign to increase the government’s budget by plugging loopholes in tax collection and getting rid of corruption. Because of Aquino’s clean record and strong anti-corruption stance, investors are also expected to gain confidence in the Philippines and boost economic growth.

President Arroyo’s erstwhile economic adviser, Albay Gov. Joey Salceda who defected to the LP in the middle of the election period, estimates that P642 billion in investments would likely enter the Philippines in the first 18 months alone of the Aquino presidency.

Problem areas

To start over, Aquino plans to get rid of Arroyo programs such as the education voucher system, which gives financial assistance to qualified beneficiaries but is largely seen as a vehicle for political patronage.

He also promises tougher screening for textbooks to ensure that sub-standard and erroneous books would not make its way into schools, and into the minds of the youth.

Madaris education with Arabic Language and Islamic Values Education as additional subjects will also be offered in public schools for Muslim Filipinos.

Some of the things Aquino intends to do for the rest of the country, such as his goal to end the conflict in the Autonomous Region in Muslim Mindanao, will also ultimately benefit school children, says Abad.

“In those areas, to be able to go to school without interruption, you also have to make sure that the peace process is pursued and that development is introduced. Instead of going to war, you introduce livelihood,” Abad says.

Aquino’s dedication to the peace process was obvious early on: even before his proclamation as president, Aquino had already instructed former presidential adviser on the peace process Teresita Deles (later announced to be his own peace adviser) to get a briefing from Malacañang on the status of the peace negotiations.

Aquino has yet to name his education secretary, although rumors are rife that Abad might make a comeback or De La Salle University president Bro. Armin Luistro might take the reins of the DepEd starting June 30.

Whoever he appoints will have to bear a heavy load, as the UN’s goal of primary schooling for all by 2015 falls under Aquino’s watch. –


Filed under: Department of Education, Education,

12-yr education cycle under Aquino mulled

MANILA, Philippines – A plan to add 2 more years to the country’s basic education cycle will soon be a reality under the Aquino presidency, according to Aquino’s campaign manager Florencio “Butch” Abad.

Abad, who is rumored to be the future education secretary of Aquino, said the 12-year education cycle is part of the 10-point agenda proposed by Liberal Party bet and President-elect Benigno “Noynoy” Aquino III during the campaign.

The 12-year education plan includes 7 years of primary (elementary) education, and five years of secondary (high school) education.

He said the proposal also includes one year of pre-school for pupils before entering Grade 1.

Abad said the current 10-year basic education cycle in the Philippines is already obsolete since most nations already implement a 12-year education plan.

He said one Japanese consultant noted that Filipino students end up being more tired than Japanese students “because we cram so many subjects in such a short period of time.”

“What happens is that there are subjects that high school graduates don’t really get to focus on, like introduction to calculus or the science and math subjects. Students aren’t given enough time to study and delve deeper into the subjects,” he told radio dzMM.

He added that in some countries, Filipino graduates are required to study for another 2 years to make up for the lack of years spent in school.

Abad said students in Japan and South Korea actually spend up to 14 years in school before entering college to make them more competitive.

He also noted that adding more education years would allow the Department of Education to focus on new subjects such as information and communications technology.

Abad said many parents complain about the proposed 12-year education cycle because they want their kids to finish high school and start working immediately.

“They don’t want their kids to go to college. They just want the kids to work so that they will benefit from them,” he said.

He said one option being studied by the new administration is to extend President Arroyo’s conditional cash transfer program. The program gives P1,500 to impoverished families whose kids are in school.

“We may need to extend that program so that the parents will get some support or subsidy while their kids are in school,” he said.

He also noted that the Aquino administration needs to address the classroom shortage in more than 45,000 public schools nationwide.

The Alliance of Concerned Teachers (ACT) earlier said the country needs an additional 61,343 classrooms to accommodate the more than 21 million students this year.

Filed under: Department of Education, Education

Do not deny any student – DepEd

By GUIA TRINIDAD, Contributor

Amid the problem on classroom shortages, the Department of Education (DepEd) has instructed its officials to accommodate all children of school age in the more than 45,000 public schools nationwide.

These include all enrollees and transferees with incomplete documents as well as those who were never enrolled or are out of school for years.

“Every Filipino child must be assured of the opportunity to get high quality education that will make him or her, a whole person, a responsible citizen, and lead him or her to a successful entrepreneurial venture,” said Education Secretary Mona Valisno.

Valisno also said that she is counting on the creativity and innovativeness of the school principals and teachers in order to accommodate all those who will enroll, and calls on school heads to work with the community and the private sector in campaigning for more enrollees.

“With your support we can very well go beyond the estimated 23.4 million school children and move towards reaching 100 percent participation,” Valisno said.

She also reminded school officials and parents that even though enrollees with incomplete documents would be accepted, they must still complete the lacking documents as soon as they can.

For those who were out of school, they will be given the accreditation and equivalency test (A&E) to get them back to the mainstream of Education.


The DepEd has also came up with a way on how to decongest public high schools; the Government Assistance to Students and Teachers in Private Education (GASTPE) will support poor but deserving students to enroll in private high schools. Valisno is positive that the problem on classroom, shortages will be addressed and efforts shall be undertaken to coordinate possible solutions with concerned agencies and patterns like the local government, other government agencies, private businesses, community leaders and private individuals.

DepEd is also opening its Oplan Balik Eskwela – Command Center (OBE-CC) in its national headquarters in Pasig to help parents get their children to school. Similar action-centers are also open in various regional, provincial and city offices of DepEd.

(The writer is a Journalism major at the University of Sto. Tomas)

Filed under: Department of Education, Education

ROTC option in NSTP made ‘more attractive’


MANILA, Philippines – The National Service Training Program (NSTP) will undergo a major revamp this year with college students being required to initially undergo a 25-hour lecture module before they can choose which of the 3 program tracks they want to pursue.

The Philippine military sees this development as an opportunity to make the Reserve Officers Training Course (ROTC), which is managed by the military, “more attractive”.

Enacted in 2001 as a response to calls to revamp the ROTC, then a required course for all male college students and reportedly prone to abuses, the NSTP law effectively made the ROTC optional as it gave students the option to take two other tracks the Civic Welfare Training Service (CWTS), or the Literacy Training Service (LTS).

The NSTP law requires all students in the tertiary level, including those taking 2-year vocational courses, to take any of the three separate tracks for 60 hours.

The NSTP’s implementing rules were amended last February, however, to pave the way for a common module that all college students must now take.

Philippine Army spokesman Maj. Ronald Jess Alcudia said this module intends to help college students understand the NSTP and its components – the ROTC, the CWTS and the LTS.

According to Alcudia, “We are making our ROTC more attractive for the youth…This is optional but the defense of our country should not be optional,” said Alcudia.

He said that through the lecture series, students will be made aware of disaster response preparations, leadership and national security issues.

Alcudia could not say what will be the nature of the lecture on national security, saying the 25-hour module will be pursued by officials in charge of the ROTC, CWTS and LTS.

Alcudia said the military is just waiting for the Commission on Higher Education (CHED) for the implementing directive. “We do not know the status. But we are coordinating with the CHED regarding the implementing directive,” he said.

Alcudia added that the changes are supposed to be implemented during this school year.

‘We in the Army…are preparing in case [we] will be tapped to coordinate with the schools to come up with the module lectures,” he said.

The 25-hour lecture module is included in the 60 hours under the NSTP course that students are required to undergo, according to Alcudia. –

Filed under: Department of Education, Education,

DEPED to Congress: Ratify Special Education Act

By Mitchelle L. Palabusanon/JPM (The Freeman) 

CEBU, Philippines – The Department of Education (DepEd) is urging the House of Representatives to ratify the Special Education Act of 2010, as the passage of this bill will finally give due attention to the education of 5.49 million children with special needs (CSN) and people with disability in our country.

Deped Secretary Mona D. Valisno, in a statement, said that only two percent of Filipino children with special needs are able to get support from the government, unlike in other countries where they get 100% state support.

The passage of the law, Valisno said, will pave the way for the creation of a new Bureau of Special Education along with the existing bureaus of elementary, secondary, and alternative learning.

The law will also mandate the creation of at least one SPED center in each city and province of the country.

If approved, the new bureau will be tasked to formulate an appropriate curriculum and other appropriate programs to achieve functional literacy for all children with special needs.

Under the bill, the DepEd will prepare a scheme for financial and medical assistance, including nutritional programs, to poor but deserving children with special needs.

It will also draw up incentives to encourage private sector participation in the education and rehabilitation of children with special needs.

The education department estimated that there are 5.49 million CSNs in the Philippines or 13 percent of the total population of children.

Deped added that of this number, an estimated 4.2 million are persons with disabilities while1.27 million are gifted children. — THE FREEMAN

Filed under: Department of Education, Education,

Teachers not ready for sex education, prolife group claims

The unpreparedness of teachers to guide pupils on the subject may yet be the biggest snag in government’s sex-education program, a pro-life group claimed on Saturday.

Many teachers themselves grew up in environments where the subject was considered taboo, pro-life group Philippines Foundation Executive Director Marisa Wasan said.

“So how can we make this program successful when the ones who will execute them are unprepared and unmotivated?” Wasan said in an article posted on the Catholic Bishops’ Conference of the Philippines news site.

Wasan urged the Department of Education (DepEd) to reassess its decision to include sex education in schools in time for the opening of classes on June 15.

DepEd, she said, should instead be consistent in its vision of helping Filipino children achieve their full potential in a learning environment suited to them.

She also stressed the primary right to instruct children on sexual matters belongs to the parents or children’s guardians, and not to the school.

“Although schools have the right and duty to assist parents in this undertaking, sexual morality must not be imparted in a group setting while this moral education must conform to the tradition and teaching of religion and culture,” she said.

Wasan cited complaints from her group’s members that teachers supposed to teach the subject are apparently not well trained, “so they ignore the curriculum or do not know how to deal with it.”

Pro-Life also expressed concern the targeted students are as young as 11 years old, and the program includes “videos and sessions [that encourage] use of contraceptives and [show] situations involving decision-making over committing sexual intercourse.”

“If we teach children to use condoms, we tell them in effect that it is all right to have sex thus they gain a false assurance in a situation where they themselves should not be trying out at an early age,” Wasan said.

“Yes, knowledge is power but if they are given to the wrong hands, it could be detrimental,” she added.

She said sex and sexuality, “by their very nature are private and intimate,” so teaching sex education in school would make them “public and open,” because “education is an activity which is essentially public.”

Wasan said she sees no reason for sex education to be taught as a separate subject in school since education on sexuality is already integrated in various programs.

The DepEd, however, said sex education would be integrated in other subjects.

“If sex education is about the anatomy of the reproductive system, sophomores take up Biology and elementary students get a basic glimpse in their Science and Health subjects. If sex education is about personal hygiene, don’t we learn that from our Good Manners and Right Conduct subject? And if sex education is about chastity and delayed
gratification, aren’t those handled already by Values Education teachers?” she said.

On the other hand, Wasan acknowledged the department’s efforts to curb the spread of sexually transmitted diseases and lower pregnancy rates among teens by stressing abstinence.

by  GMANews.TV


Filed under: Department of Education, Education,

DepEd: No more triple shifts in public schools

This coming school year, the Department of Education (DepEd) said it will do away with “triple shifts” in all public elementary and high schools nationwide.

Education Secretary Mona Valisno said 97 percent of 44,114 public elementary and secondary public schools already have “single shift” or “one shift” while there is a remaining 2.18 percent that still practice “double shifts” or “two shifts.” “The double shift is inevitable since we want to accommodate all the children who want to enroll but DepEd is trying its best to eliminate the double shift to ensure quality of education,” she explained.

In an interview, DepEd Assistant Secretary and Spokesperson Jonathan Malaya revealed that compared to the previous years, there is a significant decrease in the number of schools that implement the double and triple shifts. “As much as possible, we don’t want to implement double or triple shifts this school year to maximize learning among students and lessen the burden of the teachers in handling their classes as well,” he said.

Based on the reports of DepEd, there is a steady decline in the number of schools engaging in double shifting and triple shifting. In fact, last year, there were only 100 schools that implement the triple shifting. “But for this school year, we are finally eliminating these last 100 schools,” he said.

Malaya also noted that the schools that engage in double and triple shifts are those located in Metro Manila and in other urban areas nationwide. “Those schools in the provinces, majority of them have been implementing one shift already,” he explained.

Data released by the DepEd-Physical Facilities and Schools Engineering Division (PFSED) revealed that 3,613 additional classrooms are expected to be completed before the classes start Tuesday, which will augment the 429,390 existing classrooms. Malaya said that the Department is looking at a total of 10,000 new classrooms to be completed before this year ends.

Overall, Malaya concluded that the opening of classes in the elementary and secondary level in public schools next week is more manageable. This, according to him, was made possible by the accelerated construction of classrooms by DepEd in partnership with the Department of Public Works and Highways (DPWH).

For Susan Lambino, mother to incoming third year high school student Michael and incoming freshman student Liza, the elimination of triple shifts is a very good news. “My son used to belong in the 4 to 9pm shift when he was in second year. It was so hard to force him to go to school since it is already late in the afternoon,” she explained in Filipino.

In the triple shifting, classes start at 6 to 11 a.m.; 11 a.m. to 4 p.m.; and 4 p.m. to 9 p.m. while in the double shift, classes start from 7 a.m. to 11 a.m. and 1 p.m. to 6 p.m.

Meanwhile, Teachers’ Dignity Coalition (TDC) national chairman Benjo Basas said that it would be more ideal to have one shift in all grade and year levels. “We are one with DepEd in accommodating all children who wish to go to school but we would also want to remind them that quality of instruction should be the utmost priority,” he said.

TDC said that with the elimination of triple shifts, teachers will be forced to accommodate more students in the morning and afternoon shifts. “We have to make the necessary adjustments to accommodate all the enrollees while ensuring that quality of learning will be given to them as much as possible,” Basas explained.

Currently, there is 1:45 classroom to student ratio but it is expected that there will be 1:60 ratio because the estimated enrollees for SY 2010-2011 are around 23.43 million compared to 22.39 million in SY  2009-2010.

Filed under: Department of Education, Education,

DepEd to watch Internet shops for class-cutting pupils

Students cutting classes to play online games may have to play hide-and-seek instead with monitoring teams from the Department of Education (DepEd).

According to dzBB radio, DepEd secretary Mona Valisno has ordered a tighter watch on Internet cafés, particularly those in school zones, during class hours.

Valisno said the DepEd has received many reports of students cutting classes and spending their time online instead, playing online games or dabbling in social networking sites such as Facebook and Friendster. More worrisome, she noted, are the students who would visit pornographic sites.

Valisno appealed to owners of Internet cafés not to allow students –especially those still in uniform– to spend time in their establishments, especially during class hours.

The DepEd’s move coincides with efforts by local government units to regulate Internet shops in time for the opening of classes on June 15.

In Iligan City, for example, dzXL radio reported that city authorities are tightening regulations on Internet shops to discourage students from playing hooky. The Iligan city mayor’s office also ordered inspections of the Internet shops to see if they have the proper business permits.



Filed under: Campus Talk, Department of Education, Education, Youth,

Sorsogon-Retiree sponsors PDI learning center

By Ephraim Aguilar, Inquirer Southern Luzon
Philippine Daily Inquirer

SORSOGON CITY—In a village named after its natural springs, her generosity gushes forth for poor children thirsty for learning.

Browsing through the pages of the Philippine Daily Inquirer, Rosalia Laganzo-Enerio, a recently retired government worker, found a way to help some 300 pupils of cash-strapped Bucalbucalan Elementary School.

She set aside part of her retirement money to sponsor a daily supply of newspapers and to put up an Inquirer Learning Corner (ILC) on the campus west of this city.

Having grown up in the same coastal village, the 66-year-old donor said it had long pained her to see the school still lacking books and updated resource materials, particularly those which could improve the students’ communication skills in English.

“By putting up a learning corner here in Bucalbucalan, the students will be provided with updated news and information. It will develop in them the good habit of reading,” Enerio said during Wednesday’s signing of a memorandum of agreement among her, the school and the Inquirer on Wednesday.

She said the majority of students here grew up without enjoying reading materials at home, items considered a luxury for their parents who eked out a living mostly as fishermen.

Education is close to Enerio’s heart. Before working for the National Manpower and Youth Council in 1975 and the National Housing Authority main office in 1981, she taught at Bucalbucalan Elementary School from 1968 to 1975.

Sensing the deterioration of the country’s educationsystem, Enerio left teaching and found employment elsewhere in the bureaucracy.

The search for better pay also drove her to switch jobs. Public school teachers at the time were paid a measly P212 a month, she recalled.

But even after quitting teaching, Enerio continued to support various projects on education. She volunteered, for example, for the Alitaptap Storytellers Philippines, a group that promotes literacy through the art of storytelling.

Every graduation season, Enerio would also donate medals to different schools in Sorsogon City.

But soon she realized that she had to give something that would leave a lasting impact on the students.

Enerio came across the Inquirer’s Learning section and read about the ILC program, wherein public schools can get free subscriptions to the Inquirer courtesy of reader-sponsors. The newspapers are to be kept in a school corner called “Inqspot” for easy access.

First non-politician donor

The ILC program is aimed at creating a place in public schools where teachers and students can read the paper and discuss the day’s news or issues.

Enerio said she had been an avid reader of the Inquirer since its founding during the martial law years, when the Marcos regime dismissed the fledgling but stinging newspaper as part of the so-called “mosquito press.”

Inquirer senior product manager Roselle Fortes-Leung said Enerio had the distinction of being the first ILC donor who is not a politician.

The ILC in Bucalbucalan is also the first to open in southern Luzon, Leung added.

Three ILCs have been set up earlier in Quezon City and Zambales province, all sponsored by politicians.

In honor of parents

“This is my way of giving back to the community and to this school in honor of my parents,” said Enerio, daughter of Feliza Aquende and Restituto Laganzo.

She said her parents, who were not able to finish their studies because of poverty, always reminded her and her siblings about the value of education, saying it’s the only priceless legacy they could give them.

School principal Antonio Jintalan gratefully acknowledged Enerio’s contribution: “We’re amazed that someone from this village is able to help this school.”

Jintalan said the ILC would go a long way in helping develop the children’s love for reading and their awareness of current events.

Mere P5,500 budget

Jintalan noted that the school, which operates on a measly budget of P5,500 for maintenance and other operational expenses, could only afford to set up a small library with books that were rarely updated.

A pity, Jintalan said, since “80 percent of our learning still comes from reading.”

With about 350 enrollees, the school has been relying heavily on private sponsors for its improvements, he said.

Enerio may no longer be able to go back to her first love—teaching—but she nevertheless vowed to continue her advocacy and community work for education.

The retiree called on other private citizens to do their share for the benefit of today’s youth and future generations.


Filed under: Community Service Group, Concerned Sorsoganon, Education, Encouragement, Inspiration, Natatanging Sorsoganon, Sorsogon News Updates, Touching Heart, Touching Lives, We will make you SHINE!, What's Happening Here?,

DepEd to disallow ‘Jejemon fashion’ in school

Despite the existing “no uniform” policy, the Department of Education (DepEd) on Tuesday said it will not tolerate “jejemon” fashion among school children adding that they should still wear the proper school attire.

Education Secretary Mona Valisno said, “we want school children to wear whatever decent clothes and footwear are available to them as long as its not expensive.”

The no-uniform rule seeks to allow pupils who cannot afford to buy uniforms to attend school. It is part of DepEd’s effort, along with the “no collection” policy, to ensure that all school age children are enrolled in schools.

Earlier, teacher-members of the Teachers Dignity Coalition (TDC) pressed DepEd for clarification on what to consider as proper attire of school children adding that this might cause confusion among them.

“The DepEd must establish a clear-cut rule on the imposition of the no uniform policy. The acceptability of fashion or clothes the learners wear must be properly established,” TDC national president Benjo Basas said.

“Does it mean we would allow even the Jejemon fashion? The youth sub-culture of texting and even fashion which are discouraged by DepEd,” he added.

The DepEd has expressed concern that younger generations were having difficulty in spelling words, both in Filipino and English, because of the “jejemon-style” of texting, which has significantly altered the construction of words through text messages.

Basas, a secondary school teacher at the Baesa High School in Caloocan city, said the no uniform policy should not mean that school children can wear “jejemon” clothes such as baggy pants and loose T-shirts.

“The school is a training ground for the children’s good manner, proper conduct and discipline. Perhaps the policy might run contrary to this purpose,” he said.
According to Basas, the policy might even be detrimental to the safety and security of the school children in the urban areas. (PNA)


Filed under: Campus Talk, Education,

CHED to colleges: Go easy on OFWs’ children who can’t pay tuition now

With just one week to go before the school year starts, the Commission on Higher Education (CHED) appealed to colleges and universities to go easy on students who cannot pay their tuition early, especially children of overseas Filipino workers (OFWs).

CHED Chairman Emmanuel Angeles said a promissory note should be enough for such students to be allowed to enroll and study this school year.

Ang nahirapan at hindi makapasok dahil may delay sa tuition, mga (anak ng) OFW, meron din tayong mga assistance, tutulungan natin. (Ang promissory note) pwede ‘yan(We have to assist those who have problems raising tuition money for enrollment, particularly children of OFWs whose remittances are delayed. A promissory note should do),” Angeles said in an interview on dzBB radio.

Maging considerate naman sila. Pwedeng gumawa ng promissory note (They should be considerate. A promissory note should be allowed),” he added.

He added Filipino students should not be denied the right to education just because the money for their tuition came in late.

On the other hand, he advised students in colleges and universities to approach the Office of Student Affairs for possible financial assistance.

Meanwhile, Angeles said late enrolment is still allowed within this week.

He said the CHED expects less than 10 percent of colleges and universities this school year to hike their tuition.

Angeles said they expect 70 percent of the tuition hike to go to increases in teachers’ salaries.

The commission earlier approved a tuition increase of up to P50 per unit in over 300 schools in the country. (See: More than 300 schools allowed to increase tuition)

Kung may problemang ‘di malutas [at the college level], pwede nila akong puntahan (If they have problems that cannot be solved at the college level), they can call my attention to it,” he said.

By Jerrie M. Abella/JV, GMANews.TV


Filed under: Education, Kwentong OFW, OFW Corner,

Church, schools to work together to help children of OFWs

Catholic schools have called on a Church-based migrant workers’ group to closely work with them in the formation of minors whose parents are working abroad.

Father Edwin Corros, executive secretary of the Catholic Episcopal Commission on Migrant and Itinerant Peoples (ECMI), said they have received reports from Catholic schools about children of overseas Filipino workers (OFWs) encountering difficulties in studies.

“It would be easier to form OFW support groups in various parts of the country because they would only do a simple survey to among elementary pupils and high school students who among have one or both parents abroad,” Corros was quoted in a report by the Catholic Bishops Conference of the Philippines’ CBCP News.

Corros added the school’s guidance counsellors have observed certain attitudinal problems from children of OFWs, including difficulties in comprehension and adjusting to regular school routines.

Corros said school teachers noted the below average scholastic performance which he attributed to lack of parental supervision.

“Ideally, parents have to be physically present to supervise their children but economic reasons made either or both parents leave for overseas employment,” Corros explained.

Some Filipinos are forced to work abroad away from their families due to financial reasons, particularly to better provide for children.

While the phenomenon of having one parent away to work abroad to work, there have been an increase of cases were both parents away to overseas jobs.

John Leonard Monterona, regional coordinator of the overseas Filipino worker group, Migrante Middle East, said that due to dire situationin the country, parents are normally forced by dire circumstances to be employed abroad.

“Usually, it is the father or the mother leaves the country to work abroad. But if this is the case, the remaining parent will be forced to leave the country to work, too. This is no good as this obviously weakens family ties,” he said adding that while both parents are away, the burden of taking care of the children will be transferred to the aging grandparents.

By Gilbert P. Felongco, Correspondent


Filed under: Church, Education, Encouragement, Kwentong OFW, OFW Corner,

DepEd, may module na para sa pagtuturo ng sex education; Ilang grupo ng mga guro, suportado ang bagong curriculum


May module na ang Department of Education (DepEd) para sa pagtuturo ng sex education sa mga estudyante simula sa darating na pasukan sa Hunyo 15.

Sa panayam ng ABS-CBN News Channel (ANC), sinabi ni Education Secretary Mona Valisno na maaari itong isama sa health and science subjects kung saan ipaiintindi sa mga mag-aaral sa grade 5 at grade 6 ang mga parte at kasarian ng lalaki at babae.

Ang usapin naman anya na tungkol mismo sa sex ay sa high school na mainam ituro.

Inihayag ni Valisno na 79 public high school sa bansa at ilan din sa elementarya ang unang pagtuturuan ng naturang subject sa darating na school year.

Tiniyak naman ni Valisno na ang pagtuturong gagawin sa mga estudyante ay hindi kontra sa religious belief ng mga Pilipino at makikipag-usap din sila sa religious sectors upang maipaliwanag ang kahalagahan ng sex education.

Samantala, suportado naman ng ilang grupo ng mga guro ang pagsasama ng sex education sa curriculum ng mga estudyante.

Sinabi ng ng mga grupong Teachers Dignity Coalition (TDC), Alliance of Concerned Teachers (ACT) at Action and Solidarity for the Empowerment of Teachers (ASSERT) na seryosong usapin ang sex kaya dapat pagyamanin ang paraan ng pagtuturo nito.

Hindi anila dapat ginagawang biro ang usapin sa sex kaya sang-ayon silang maituro ito sa mga estudyanteng may sapat nang pag-iisip o nasa tama nang edad.

Inihayag pa ng TDC, ACT at ASSERT na ang mga guro ang itinuturing na ikalawang magulang ng mga estudyante kaya natural lamang na maging kabahagi sila sa pagtuturo ng sex education kaysa magmula ito sa mga itinuturing na polluted source gaya ng internet.

Filed under: Department of Education, Education, , ,

Karagdagang budget sa edukasyon, hiniling ng DepEd kay incoming President Noynoy Aquino


UMAPELA ang Department of Education kay incoming President Benigno Simeon “Noynoy” Aquino na dagdagan ang budget para sa edukasyon.

Ayon kay Education Sec. Mona Valisno, layon nitong matuldukan ang kinakaharap nilang sandamakmak na problema.

Aniya, kulang na kulang kasi ang nakalaang pondo na 2 percent Gross National Product (GNP) para makamit ang kanilang target.

Tinatayang nasa dalawampu’t tatlong milyong mag-aaral ang bubuhos sa mga pampublikong paaralan ngayong darating na pasukan kung saan mas mataas ito ng dalawang milyon kumpara noong 2009.

Pangunahin pa rin nilang problema ang kakulangan sa silid-aralan, guro, libro, armchairs, laboratoryo at mga teknolohiya ang maraming paaralan sa bansa.

Filed under: Department of Education, Education, ,

DepEd nagbabala kaugnay sa tutition increase ng mga pribadong paaralan

By: Jon Ibanez/DZMM Radyo Patrol 35

Nagbabala ang Department of Education (DepEd) sa mga pribadong elementary at high school sa bansa na nagbabalak magtaas ng tuition ngayong school year.

Sinabi ni Education Secretary Mona Valisno na bagamat mayroong deregulasyon na sumasaklaw sa mga pribadong paaralan ay hindi naman maaaring magtaas ang mga ito ng matrikula na hihigit sa 15 porsyento sa kasalukuyan nilang tuition rate.

Inihayag pa ni Valisno na kailangan din munang konsultahin ng mga pribadong paaralan na nais magtaas ng tuition ang mga magulang at mga estudyante na maaapektuhan nito.

Ginawa ng DepEd ang babala matapos humirit ng pagtataas ng tuition para sa school year 2010-2011 ang 78 pribadong elementary at secondary schools sa bansa.Report from Jon Ibañez, Radyo Patrol 35

Filed under: Education, What's Happening Here?,

DepEd orders drug test


The Department of Education (DepEd) announced Wednesday it will conduct anew its nationwide Random Drug Testing (RDT) this coming school year in private and public secondary schools.

The order is a follow-up to its drug test in 2009 where 72 out of 29,059 students tested positive for drug use or a prevalence rate of 0.24 percent.

Majority of the students who were confirmed positive for illegal drug use were from Metro Manila.

DepEd Assistant Secretary and Spokesperson Jonathan Malaya said the RDT was conducted among secondary students from February to December last year through the collaborated efforts of DepEd, Department of Health (DoH), and the Dangerous Drugs Board (DDB).

“It was conducted among secondary students in compliance with a presidential directive to include for testing all public and private secondary schools,” he said.

In more than 10,000 schools where the RDT was conducted, the initial results showed that there were 90 positive cases from the screening test. “But the final results show that 72 were confirmed wherein 70 students use marijuana and two use shabu,” said Malaya.

Although it was revealed that there was 0.24 percent or less than one percent confirmed positive from the testing, DepEd was saddened by the final result. “We are half-heartened but rest assured that we will strengthen our campaign against illegal drug use. It does not start and end here,” Malaya added.

To ensure that the 23 million incoming elementary and high school students will be informed about illegal drug use and its ill effects, DepEd continues to strengthen the implementation of the National Drug Education Program (NDEP).

“This gives emphasis to the integration of drug prevention concepts in appropriate subject or learning areas at both elementary and secondary levels and alternative learning system, and in co-curricular activities,” explained Malaya.

Although there is a relatively low rate of drug use among secondary students in the 2009 RDT, DepEd encouraged NDEP program coordinators to urge principals of schools – those who have students with positive cases – to come up with specific interventions.

“They are also encouraged to conduct periodic monitoring of program implementation in close coordination with the local government units and other concerned government and non-government organizations,” said Malaya.

DepEd also lauded the efforts of guidance counselors in the secondary schools because they were the ones who were more active in initiating different school activities that were geared toward drug abuse prevention.

Last year, DepEd and DoH officials discussed the coverage and the best practices as well as the issues and concerns for the program with RDT team members. The 2010 Work and Financial Plan for the drug testing and intervention was also formulated.

Filed under: Campus Talk, Department of Education, Department of Health, Education, Sorsogon News Updates,

DepEd Library Hub Project

We would like to thank the people behind the continued development of the DepEd Library Hubs. As we all know that library is a treasure-house of knowledge. The Schools in Sorsogon and the neighbouring towns will benefit from this Project.




If every child is to be functionally literate, there must be an infrastructure that makes available reading materials to support this agenda. However, the problem besetting the public schools in the country is the prohibitive cost of setting up libraries.

Hence, in 2003, the Department of Education (DepED), through the office of the Undersecretary for Finance and Administration, launched the Library Hub Project as one of its innovative initiatives. This project aims to develop the love for and habit of reading among public school pupils and students through building a warehouse of supplementary reading materials called the Library Hub. The Hub is anchored on the principle that every child can develop desirable reading habits and skills through greater access to reading materials. Ultimately, it will create pervasive reading culture and environment in public schools. Under the Project, the Department is tapping the support and cooperation of both internal and external stakeholders.

The Vision

A functional Library Hub in every schools division is a reservoir of reading materials envisioned to develop among pupils and students the love for and habit of reading.

The Mission

The Library Hub equipped with adequate and varied quality supplementary reading materials for public elementary and secondary schools shall be established in all schools divisions nationwide.

The Goal

In order to attain its vision and mission, at least one Library Hub shall be established in every schools division nationwide by 2010.


The Library Hub Project aims to:

  1. Provide greater access to reading materials to all public school pupils and    students through Library Hubs
  2. Provide quality and appropriate books to public schools nationwide
  3. Develop the love for books and habit of reading
  4. Make every Filipino child a book lover
  5. Support the development of reading and comprehension skills of public school pupils and students


Filed under: Education, Encouragement, Government, Inspiration, Sorsogon News Updates

Brigada Eskwela Plus

To prepare for the coming school year, the Department of Education (DepEd) conducts an annual Brigada Eskwela campaign for at least two weeks.

During the Brigada Eskwela campaign period, volunteers prepare the school for the start of classes in June. Minor maintenance work such as the repainting of the roof and exterior walls, repairing of leaking water pipes, ceiling boards, broken furniture and windows is done by volunteers with the help of donations in kind from corporations and non-government organizations.

Principals and school heads are encouraged to organize the activity in their respective schools. Working with their Parent-Teacher Community Associations (PTCAs) as early as February, they recruit parent volunteers and approach local businesses for donations by March, and organize work groups by April.

Through the years, our public schools have benefited from Brigada Eskwela in terms of Maintenance and Other Operating Expenses (MOOE) amounting to billions of pesos. This year, the DepEd expects more schools to participate and generate more community MOOE.

This year, the DepEd will launch Monday the Brigada Eskwela Plus all over the country. Beyond the material and financial benefits generated from this worthwhile endeavor in the form of better classrooms and campuses, the schools also benefit from the goodwill generated when people exert efforts for the common good – hand in hand with other like-minded members of the community.

Brigada Eskwela has become the current-day version of our proverbial Bayanihan spirit – that tradition of volunteerism we Filipinos value. Brigada Eskwela conveys to the students the essence of community and of humanity, which forms the core of the Filipino spirit.

Filed under: Education, Get Involved, Sorsogon News Updates, Youth Community Service Groups,

GSIS offers scholarship to relatives of members

The Government Service Insurance System (GSIS), in partnership with STI, is offering a 20 percent scholarship grant on tuition and laboratory fees this coming school year.

Now on its second year, the tie-up called GSIS-STI Grants, is open to all qualified relatives of GSIS members and pensioners, who are going to enroll as incoming freshmen in any STI campus nationwide.

The educational assistance is extended up to the 6th civil degree of affinity and/or consanguinity which means that not only the children of GSIS members and pensioners can avail of the partial scholarship grant but also the relatives.

To avail of the partial scholarship grant, GSIS members and qualified relatives need to present to STI the GSIS eCard, subject to verification.

In addition to making quality education more affordable, the tie-up also aims to boost the employment rate in the country. This, as STI is also committed to procure the assistance of Global Resource for Outsourced Workers, Inc. (GROW), which in turn will provide assistance in securing employment for qualified relatives of GSIS who have successfully graduated from their courses in their chosen STI schools.

GROW, a POEA-licensed placement company, is a member of the STI Education Services Group.

It forms part of STI’s Enrollment-to-Employment system (E2E).

STI is a leading provider of Information Communications Technolo (ICT) and ICT-enhanced education.

It has a network of more than 100 campuses nationwide with academic programs in ICT, Business and Management, Hotel and Restaurant Management, Engineering and Healthcare.

GSIS members and qualified beneficiaries can continue to benefit from the 20 percent scholarship grant in the succeeding semesters until they have graduated from their chosen field, provided that they continue to meet the applicable minimum standards and qualifications stated on STI’s scholarship guidelines and student handbook.

“We want nothing more but to provide quality education to our children and job opportunities when they graduate from college. Now, our members, pensioners, and their dependents, are assured of that dream, with the help of STI,” GSIS president and general manager Winston F. Garcia said.The Government Service Insurance System (GSIS), in partnership with STI, is offering a 20 percent scholarship grant on tuition and laboratory fees this coming school year.

Now on its second year, the tie-up called GSIS-STI Grants, is open to all qualified relatives of GSIS members and pensioners, who are going to enroll as incoming freshmen in any STI campus nationwide.

The educational assistance is extended up to the 6th civil degree of affinity and/or consanguinity which means that not only the children of GSIS members and pensioners can avail of the partial scholarship grant but also the relatives.

To avail of the partial scholarship grant, GSIS members and qualified relatives need to present to STI the GSIS eCard, subject to verification.

In addition to making quality education more affordable, the tie-up also aims to boost the employment rate in the country. This, as STI is also committed to procure the assistance of Global Resource for Outsourced Workers, Inc. (GROW), which in turn will provide assistance in securing employment for qualified relatives of GSIS who have successfully graduated from their courses in their chosen STI schools.

GROW, a POEA-licensed placement company, is a member of the STI Education Services Group.

It forms part of STI’s Enrollment-to-Employment system (E2E).

STI is a leading provider of Information Communications Technolo (ICT) and ICT-enhanced education.

It has a network of more than 100 campuses nationwide with academic programs in ICT, Business and Management, Hotel and Restaurant Management, Engineering and Healthcare.

GSIS members and qualified beneficiaries can continue to benefit from the 20 percent scholarship grant in the succeeding semesters until they have graduated from their chosen field, provided that they continue to meet the applicable minimum standards and qualifications stated on STI’s scholarship guidelines and student handbook.

“We want nothing more but to provide quality education to our children and job opportunities when they graduate from college. Now, our members, pensioners, and their dependents, are assured of that dream, with the help of STI,” GSIS president and general manager Winston F. Garcia said.


Filed under: Education, Scholarship Program, Sorsogon News Updates, ,

DepEd, nagdeklara ng giyera kontra ‘Jejemon’

By RMN News

MARIING tinututulan ng Dept. of Education ang pag-iba sa spelling ng mga salita na ginagamit sa pag-text o ang napapa-usong ‘Jejemon’ lingo.

Ayon kay DepEd Sec. Mona Valisno, hindi tama na ibahin ang pagbabaybay ng mga salita dahil hindi maganda sa paningin at lumilikha lamag ng kalituhan sa mga nagbabasa.

Kaugnay nito, hinimok niya ang mga gruo na ituro sa mga estudyante ang tamang pag-babaybay ng mga salita.

Hinimok din ni Valisno ang publiko na isulat ang buong salita sa pag-text upang mas matuto sa spelling at hwag gayahin ang mga jejemon

Filed under: Department of Education, Education, ,

Tech-voc graduates up – DepEd


The strengthened technical vocational (tech-voc) curriculum of the Department of Education (DepEd) continued to produce a new generation of high-skilled workforce as it generated a total of 1,751 holders of competency certificate after they passed various skills test administered by a national certifying body.

Education Secretary Mona Valisno said that with the kind of training and preparation the DepEd has been providing its students, it is anticipating an increase in the number of tech-voc graduates who will pass the highly-competitive skills test of Technical Education and Skills Development Authority (TESDA).

DepEd, under the Strengthened Technical-Vocational Education Program (STVEP), supervises a total of 282 tech-voc high schools where students can take specialization in automotive, computer hardware service, cosmetology, furniture, and cabinet-making, garments, air conditioning and refrigeration, food production, crop production, food processing, fish culture, and fish capture, among others.

“These fields of specialization are taken alongside academic subjects, thus producing graduates who are ready for both the world of work and higher education whichever they choose,” she said.

Valisno added that there are more than 4,000 tech-voc graduating students nationwide who have yet to complete this school year’s TESDA-administered skills assessment

Filed under: Department of Education, Education,

DepEd, nilinaw ang pagbubukas ng unang araw ng klase sa Hunyo a-kinse

(10:49 AM) NILINAW ngayon ng Department of Education (DepEd) na magsisimula ang unang araw ng pasukan sa Hunyo a-kinse.

Ito ay sa kabila ng kaliwa’t kanang kwestiyon kung bakit Martes at hindi Lunes ang unang araw ng pasukan.

Ayon ay DepEd Spokesperson Jonathan Malaya, sa June 12 ay ipagdiriwang ang Independence day, kaya’t sa susunod na Lunes, June 14 – matatapat ang nasabing Economic holiday.

Nakasaad sa Republic Act 9492 na ipinasa noong 2007 na ililipat ang ilang holiday sa pinakamalapit na Lunes maliban sa pasko at bagong taon

Source: RMN News

May 21, 2010

Filed under: Department of Education, Education, ,

Sorsogon teachers transform conflict affected-area into zone of peace

By Ben Cal/

CASTILLA, SORSOGON, May 16 — The government’s peace education program has paid-off, especially to school children in this conflict-affected area where teachers inculcate the value of peace to ensure a brighter future for their young pupils as law-abiding citizens.

The San Isidro Elementary School here has been selected as one of the pilot areas in the country, where peace education is taught –an initiative of the Bicol Consortium on Peace Education and Development (BCPED), in partnership with the Department of Education (DepEd) in Region V.

The project is fully supported by the Office of the Presidential Adviser on the Peace Process (OPAPP) and funded by the United Nations Development Programme (UNDP), through its Conflict Prevention and Peace Building Programme. Technical expertise is provided by the United Nations Act for Peace Program.

The program is to train teachers and administrators on how to mainstream peace perspectives into the basic education curriculum as well as into school policies, processes and relationships to make them conflict-sensitive and peace promoting.

Teachers are trained how to reach out to the families of the students and other members of the community for a holistic approach to build a culture of peace.

Emma J. Sario, a grade one teacher, upon returning from a training seminar, set up a corner in her classroom where she posted several ways on how to transform the classroom into a place of peace.

A co-teacher Sandra Aninipot encouraged her 55 students to come up with their own guidelines, many of which focused on respecting, helping and showing compassion towards their fellow students.

Aninipot has also adapted peaceful approaches in dealing with trying circumstances at home.

Barely five months after the implementation of the project, the teachers noticed remarkable changes in the behavior of their pupils, who now refrain from saying bad and hurting words to fellow students.

They also keep their composure and avoided retaliating when provoked by their classmates.

The phrase “Peace be with you” has become the popular saying heard around the campus.

School principal Teddy Jañola cited the importance of training the pupils on the importance of a lasting peace.

Aside from mainstreaming peace perspectives into the school program, Jañola and his teachers have spread the peace virus outside the school premises.

Jañola said a progress report has been submitted to the municipal and provincial officials about the project.

The school is actively working with the parents’ association to be able to reach out to the community more effectively.

Through peace education, the young students will be trained as peace advocates, he said.

With the success of the peace education program, teachers at the San Isidro Elementary School have felt a sense of personal triumph in helping the transformation of their students into peace- loving individuals.

Relationships among fellow teachers and students also have vastly improved.

For teacher Armie G. Buban, the whole experience reminded her of her commitment to become a peace advocate.

She said that being trained under this project has steadily helped her to keep her composure, especially in dealing with hard-headed students.

The school has already received commendations for the early success of the project resulting in the additional support being granted by the Department of Education and the expansion of the project to more schools in the Bicol region. (PNA) RMA/RBC/rsm

Filed under: Education, Encouragement, Government, Public Service, Sorsogon News Updates, What's Happening Here?, ,

DepEd to teach children how to be media savvy


MANILA, Philippines – The Department of Education (DepEd) is set to introduce a media literacy education curriculum that seeks to protect children from the negative effects of all forms of media.

“We believe that our young learners need to be protected from adverse media which they encounter everyday while in the process of acquiring information and entertainment,” said Education Secretary Mona Valisno.

The DepEd has created the Media Literacy Task Force (MLTF), which is tasked to develop a National Media Literacy Education (NMLE) curriculum that would help children understand and handle media.

“Our children need help in developing their skill to distinguish good news from bad news and good programs from bad ones,” she explained.

According to the Education Secretary, recent studies showed the prevalence of TV viewing among children and youth. It was also reflected in the 2009 study that 26% of Filipino children go online everyday, 50% of which use the internet for their homework.

The data came from Cartoon Network New Generations Philippines (2009), the 2008 AC Nielsen kids study and the 2002 PCTVF Media violence Study.

The NMLE is set to be integrated in the Basic Education Curriculum under Social Studies for the elementary level and under English/Communication Arts/Values for the high school level.

Teachers, school administrators, and peer educators will soon undergo training in preparation for the integration. Media learning resources will also be developed for use in public schools

Filed under: Education, Sorsogon News Updates

Sorsogon was Heaven for me. what about you?

By: Kaye Michelle Duran Agnes

Since ive been here in Barcelona, I´ve been asked alot of times of what country i originated from. I always tell people this exact phrase. “I come from a small town that even Filipinos haven´t heard of”
SORSOGON. I´m a proud Filipina,but I´m more proud to be a Sorsogueña.

The next question would be, so what´s the language you have? and i repeat this same phrase all over again.
“I have two language. One called Bikol and one called Filipino, the official language. Bikol however has different dialects too.”

And i admit, i don´t have a broad knowledge about my own native tongue… which is a sad thing…

I think as Sorsogueños we must be well educated atleast of our language and culture. We should add this to the educational system because this is what makes us special in the first place. We have to have our own identity as a community group.

I know its hypocritical having to say all these in English. But I think in english.. and i think most Sorsogueños do too… Why? because we are losing our language. Because we weren´t taught enough of our culture. I would hate to see Sorsogon be like every place in the world…exploited and victimized by outsiders. We should act now before we lose what´s left..

I grew up having a good childhood, having to enjoy nature. To be able to play outside the wholeday without my parents ever worrying. Sorsogon was home of the good people, where you dont even have to be smart or beautiful for someone to notice you. It was heaven.

So niyan tabi, naghahagad ako saindo tabang. tabang na mapakarhay naton ang sistema sin sadiri natong lugar. lain ko aram kung papano babatugan.. ang aram ko lng kaipuhan natun magbatog sa mga batit, kay sinda ang madali na turuan at tabangan. batugan naton sa edukasyon nang sa cultura kay amo na ang padiot diot na nawawara sa aton. kadamo sin mga kilalang mayad na bicolano..nakay??sukat san batit pa lang kita, maugma na ang buhay ta. wara kita problema sin gera, o malala na sakit. ang problema lang natun ang bagyo ng tag init… so saro pa ina na dapat aksyonan naton. pero pan-o? may mga sadiring role kita na ingaganapan.. may mga tawong mayad mag surumaton pero kulang sa gibo. May mga tawo man gusto mag gibo kaso kulang sa matiryal. May mga tawo na matibay mag isip pero lain niya aram kung sino ang kakadtuan para maghagat tabang. so niyan, warang alo tabi ako nghahagad tabang sa indo na tabangan ako sa sarong proyekto na sa kita ko pwede naton padakuon. kaipuhan ko ideas nindo… kaipuhan ko tawo na mayad ang intensyon na gusto talaga magtabang.. kung interisado kamo, email me at ikalat man tabi nindo ang impormasyon. do this, kung maurag man talaga kamo.

Filed under: Announcement and Suggestions, Community Service Group, Concerned Sorsoganon, Education, Encouragement, Inspiration, People who inspired Us, Youth Community Service Groups, ,

Jesus L. Huenda-Damath learning math the Pinoy way



Jesus L. Huenda


Damath comes from the Pinoy checker boardgame called “dama” and mathematics. It blends local culture, education and digital technology that aim to make math teaching and learning child-friendly, challenging and interactive. In its unique way, damath boardgame ushers the Filipino school kids into the new millennium by equipping them with competitive life-long learning for understanding and ICT-fluency skills. 

 When school children play damath boardgame they also learn to explore, firm-up, deepen, and transfer to daily tasks the concepts of real numbers and its properties and operations. 

Moreover, it stimulates the children’s capability to think deeper through creative math storytelling, flowchart, concept map, tree diagram, picture riddle, haiku, cryptogram, secret code decoding, simulation, role playing, jingle or rap composing, reflection journal writing, and problem solving. 

This joyful and practical approach to contextualized teaching and learning math is the brainchild of 1981 presidential merit medal awardee teacher Jesus L. Huenda. 

As a public high school teacher in Sorsogon, Huenda always thinks of ways to optimize his talents to help others. This describes best this ordinary teacher who was cited by no less than the President of the Republic for his out-of-the-box “contribution in terms of innovative approaches in teaching and learning mathematics”. 

According to Huenda, this is how damath works: “I integrate some math concepts and numeracy skills in the indigenous boardgame of dama. In the 32 white squares (the other 32 alternately arranged squares are colored green) of the 8×8-square damath playing board, I put the symbols of mathematical operations like addition (+), subtraction (-), multiplication (×) and division (÷). The 12 damath chips for each player are divided into two sets (blue and red chips): those with zero, and even numbers with positive sign (+); while odd numbers have negative (-) sign. The two players try to capture chips by adapting the existing dama rules to numeracy skills which result to higher positive points, while evading those with lower negative points.” When the learners play damath, they aim to get higher point over the opponent. Capturing the opponent’s dama chips is strategically planned such that a player would target a chip representing high number. The game becomes a combination of strategic higher order thinking skills and basic mathematical operations. 

This strategy in teaching and learning math with Understanding by Design (UbD) framework has helped students look at Mathematics as a subject not so difficult to learn. 

“Unknowingly, the players are using the mathematical fundamentals when they play damath”, Mr. Huenda explained. “Those who used to dislike math is actually learning how to use math when he/she plays the boardgame and in the process learn the subject,” he added. 

Aside from “damath”, Mr. Huenda has also developed the “pierdi-gana” boardgame. He calls this boardgame “scidama”. This is the opposite of damath in the sense that the players’ main target is to have their dama chips consumed by their opponent in order to win. Scidama is focused on bringing about environmental consciousness among the school children. 

Literally, pierdi-gana means to let go by disposing water, fuel and energy consumption that contribute to global warming and climate change. The main objective of the players in scidama is to divest themselves of extravagant consumptions that can lead to environmental degradation. Here, the scidama chips represent kilowatt hours of electricity used, cubic meters of water consumed, liters of oil consumed, cooking gas used among others. 

The players strategize in such a way that they will have to reduce their consumption of these resources and in the process help in arresting global warming and climate change. “The less you consume resources, the less you contribute to the destruction of the environment. This is what we want to instill in the minds of our learners,” Huenda pointed out. 

In the scidama, the player’s main objective is to have his/her dama chips be captured by the opponent in order to win. The player who first has his/her chips decimated by the opponent wins the game. This means that the winner is able to divest himself/herself of these resources and does not use them unnecessarily. 

|“Kabaliktaran ng damath ang scidama kasi ito ay pierdi-gana o ubusan ng chips. Dapat maubos ang chips mo para manalo. In other words, I have to dispose off my expenses in water, electricity, oil and others so that I will not contribute to global warming and climate change. Kung malaki konsumo ko, I will contribute to the destruction of the environment. Gagawa ka ng plano na pagkatapos ng laro konti lang konsumo mo at ibibigay mo ang dapat mong konsumo sa kalaban mo upang hindi ka makasali sa paglubha ng kapaligiran”, Huenda added. 

Another collaborative innovation which Huenda did in cooperation with some Computer Science students is the “eDamath” which uses digital technology in playing damath against the computer itself. The damath computer game helps develop the strategic and analytical thinking skills of the students. Similarly, when two players are interconnected in their computers through the Local Area Network, they can play damath in a remote platform and the computer becomes the arbiter or scorer. 

Mr. Huenda’s electronic damath playing board can be accessed through the DepEd website ( The eDamath appears in the computer monitor together with the damath chips that are properly labeled with positive and negative signs in even and odd numbers, respectively. 

Playing the electronic damath is also a contest on who gets the higher positive score which entails the use of the fundamental operations in math. “When students play the game, they tend to have deeper consciousness on the intricacies of the game. They get to consider every step that they make and how this can contribute to winning the game. In the process they develop analytical thinking skills,” Huenda explained. 

And there is no stopping Huenda from inventing edutainment games that teach students the basics in living such as entrepreneurship. Thus he came up with “entrepinoy damath,” a business venture game. 

Here, the fundamental operations of math and basic accounting are also used in the board game including debit and credit, simple bookkeeping, balance sheet and the like. The first set of damath chips represent rent, taxes, salaries, bonuses, discounts, cost price, and other operating expenses. The other half represents income like selling price, profit, savings, real property, building, equipment, etc. 

The game is played with the damath chips properly labeled: business expenses on one hand and business income on the other hand. The game is won by the one who has captured more chips representing incomes rather than expenses. “With this learning for understanding approach, the learners are honed on strategic business models like the efficiency of incurring less cost in order to have more income. The learners also become conscious of effectively running a business venture,” Huenda explained. 

But in business as in life, the learners still have to be trained on values and ethics. So he came up with “damath de honor”. Here the damath pieces represent positive and negative Filipino ways including interpersonal relation, consumer protection, anti-corruption and red-tape practices. 

“Ipapakain mo ang negative values at makakaipon ka ng positive values. Dapat walang greed na siyang dahilan ng corruption at illegal business transaction,” he emphasized. 

“Have you heard of damath on health and nutrition, People Power EDSA revolution, English-Filipino-Korean vocabulary-building? Or damath with three players? This is just the tip of the iceberg”, Huenda shared. 

Huenda remains a very active staff at the DepEd Central Office. Although he is a superintendent-eligible, Huenda opted to focus on educational technology innovations that will make a difference in basic education. The beneficiaries, no doubt, are the young school children who never imagined that the lowly boardgame of dama would ever play a significant role in their learning of life’s lessons. 


Originally posted: 



Filed under: Education, Encouragement, Inspiration, Natatanging Sorsoganon, People who inspired Us, Show your pride, Sorsogon News Updates, Sorsogon Outstanding Achievers, We will make you SHINE!, ,

Pablo D. Ayo- At 85, inventor keeps creative mind active

SORSOGON CITY, Philippines—Pablo D. Ayo Sr., who at 85 has survived two major strokes, is still inventing and designing devices that perform functions ordinary people would think impossible. One of these is a gadget that makes burnt out fluorescent bulbs light.

, who earned his doctorate in astrophysics at Princeton University in New Jersey and is a former student of world-renowned genius-scientist Albert Einstein in 1949, still possesses the scientific creativity to invent a gadget called the EAD or electro activator device, which virtually makes an electric bulb last even with its filament broken.

Half the size of the ballast of a fluorescent bulb, the EAD increases the voltage, allowing it to jump from end to end of the broken filament and make an unbroken bulb light again.

A patent holder, Ayo has invented several gadgets, including prototypes of a rocket, voice-activated phonograph, household mini hydro generators, solar panel, tidal electric generators and photon-run car.

He was born to a poor family from the former town of Bacon, Sorsogon (now a district of Sorsogon City).


His parents died when he was young so he supported himself to school until he earned a scholarship to study at Princeton.

He said he had read articles on electronics and automotive when he was a teenager and learned by himself the principles and laws that govern mechanical and electronic devices.

Ayo went to Manila when he was a teenager and landed a job in an engineering company at Port Area. This allowed him to continue his college education at Arellano University where he graduated with a Bachelor of Science degree, major in Physics.

While studying, he remembered that he had befriended a man who shared his interest in electronics and automotive. “In tandem, we won in a competition of flying miniature airplanes that we assembled. This became our ticket to study in the United States, which brought me to Princeton University in 1945,” Ayo said.

After he finished his doctorate, Ayo came home but went back to the United States to serve as a consultant of the National Aeronautics and Space Administration, the central civilian agency for direction of the US space exploration program established in 1958.

By late 1960s, he was back again in Sorsogon, married Raquel Diokino, a school teacher, and established his own business called Prama Electronic Center that provided electronic services and sold electronic and scientific gadgets and equipment.

Mini hydro plant

Ayo developed the first mini hydro plant in Bacon that produced 20 kilowatts of electricity.

He developed a rocket with a remote control that traveled 20 miles per hour.

Lawrence, the second eldest among Ayo’s five children, said he was amazed at how his father created in 1972 a phonograph that played music on voice command using the jukebox mechanism.

“That was before the information technology. What fascinated me was not only how he developed that phonograph but also how it responded when you say ‘Please,’” said Lawrence, a civil and electronic engineer.

Photo-run car

Ayo also developed a prototype car that runs on photon, an elementary particle that is the quantum of the electromagnetic field and basic unit of light.

The detailed design of the photon-run car shows a battery-like gadget that traps photons triggered by solar energy and produces electric power.

Ayo said a Japanese investor got interested with his invention but the deal did not push through because the latter would only pay him if he would go to Japan.

In 1982, Ayo developed his tidal electric generator but this did not push through on the issue of sharing even as he said the project could have been profitable using clean energy source from tidal water on Kalintaan Island in Matnog.

The $5-billion project can produce one gigawatt (GW) of electricity with 10 turbines producing 100 megawatts. It surpasses the combined power production of the Bacman geothermal plant at 150 MW and the Tiwi geothermal plant at 300 MW, according to Lawrence, who works as electronic engineer at the Bacman plant.

He said 1,000 MW is equivalent to 1 GW or one billion watts of electricity.

Ayo said his project could have made the country an exporter of electric power if it was implemented and replicated in other areas.

By Juan Escandor Jr.
Philippine Daily Inquirer

Filed under: Education, Encouragement, Inspiration, Natatanging Sorsoganon, People who inspired Us, Show your pride, Sorsogon News Updates, Sorsogon Success Stories, We will make you SHINE!, , , , ,

Groundwork for OFWs computer and financial literacy kicks off

Did you know that among Overseas Filipino Workers (OFWs), there are so-called 45-day millionaires?

From what I understand, these are those guys who earn really big money and truly once their US dollar, for example, paychecks are converted to Philippine peso, the bills amount to millions.

Why 45-days?

I have not found the answer to this yet, but if we go by the stories of some folks “throwing parties for two weeks”, plus the additional days of shopping, and gift giving, and what have you, one month and a half month could be it.

Another explanation could be that after 45-days, the OFW has to return overseas and resume earning dollars again.

Had it not been due to their basic computer literacy training, many of them might still be trapped in this 45-day millionaire syndrome.

Alas, there is a way out.

Against this backdrop, graduates of the “Tulay”, the Microsoft Unlimited Potential Program Community Technology Skills Program for Overseas Filipino Workers, have began to organize themselves into either alumni groups or cooperatives with business and livelihood projects for members.

An example is the OWWA Microsoft Tulay Alumni Organization of graduates from the Cordilleras and Baguio. Headed by Ediltrudis Irma Person of Tulay Batch 1, her members engage in livelihood activities such a detergent products, Internet café operations, transient homes management, restaurants and meat processing.

In the process of being formalized is the Tulay OFW Cooperative based in Butuan City and spearheaded by former OFW Elisa Capon-Moran. A start up venture being contemplated is smoked fish production.

“OFWs who are trained with basic IT skills have the advantage to explore other business opportunities. With their new found skills, the window of possibilities is endless,” said Susan Ople, president, Blas F. Ople Policy Center and Training Institute.

This month, the BOPC received from Microsoft Philippines more than $200,000 in cash and software grants for the expansion of the “Tulay” for OFWs program.

In the Philippines, “Tulay” was launched by Microsoft in 2004 in partnership with the Department of Labor and Employment, specifically its attached agency Overseas Workers Welfare Administration. Its objective is to provide technology tools and skills training to OFWs and their families.

In 2008, Microsoft started working with the Ople Center, a private non-profit organization that has partnered with OWWA, to put up more learning centers.

“Over the years, “Tulay” has been successful in boosting opportunities for Filipino migrant workers and their beneficiaries. We are happy with the development of “Tulay”. Through the expansion of new training centers, more and more OFWs and their families can take advantage of these opportunities,” said Carmelita Dimzon, Administrator, OWWA, in a press release.

In her progress report and new directions announcement, Ople underscored, “Once empowered…now that they are computer literate, their horizon suddenly expands.”

Thus the challenge of bringing them up to the next level from computer literacy to financial literacy. Combining computer literacy with financial literacy, as she put it.

“We are looking also into possible tie-ups with local government units to pilot test a more OFW-friendly business environment,” she said. “We would like to increase the number of OFWs and their dependents who are able to obtain new sources of income, better jobs, and or put up small businesses after graduating from the Tulay program.”

She underscored, “Given options and when pointed to the right direction, a “Tulay” graduate is empowered enough to consider pursuing other computer courses or opening a small business.”

Since 2004, over 20,000 people have been trained under the “Tulay” program. With the expansion of the program and opening of new centers, “Tulay” is expecting 258,000 individuals to benefit from the program in the next three years.


Filed under: Education, Encouragement, Financial Literacy, Kwentong OFW, Livelihood, OFW Corner, OFW Livelihood Training,

US cultural exchange program open to RP youth

The United States has opened its doors to Filipino students ages 18-28 years old (2nd or 3rd year college), to avail the Cultural Exchange Visa via the “Work & Travel Program.’’ This was revealed by California-based Ideal Corporation, headed by Shirley R. Villanueva, who will conduct the students screening and interview from February 16-26, 2010 at Riley International Employment Services & Training Center, Inc. (POEA License: POEA-053-LB-090109-PL-e) conference room, Unit 202 Pierre in Paul Bldg., 1131 A. Mabini Street corner A. Flores Street, Ermita, Manila.

“Around 300 college students who will become beneficiaries of the said program, and will get the rare chance to work at McDonald’s, Burger King, Shell and Sonic in Lousiana, USA, whereby duties include: Fast food restaurant worker (cooking, cleaning & customer service) and cashier (for either gas station or fast-food restaurant facility),” Villanueva said. The students must personally bring together with their parents and bring one set of the following: Detailed resumê’ and 1 pc (2×2) colored picture.

She also stressed that graduating students (those who have taken courses in hospitality, HRM, science and technology, human resources – except healthcare) are welcome to apply for a paid training program from 6-18 months.Details may be obtained at e-mail:


Filed under: Campus Talk, Education, Youth, Youth Community Service Groups, ,

Prieto Diaz, Sorsogon-Kapusong Totoo School supplies given to poor students

GMA truly touching peoples lives! Kapusong Totoo donated school supplies to poor student here.  As such, We wanted to let you know how much we appreciate all the efforts GMA put into the realization of this project. Once again, thank you very much for your generous support and Merry X-MAS & Happy New year to all the staff of Kapusong Totoo..MABUHAY PO KAYONG LAHAT!! Dios mabalos!!

Filed under: Education, Encouragement, Get Involved, Inspiration, People who inspired Us, Public Service, Touching Heart, Touching Lives, Youth Community Service Groups

Sorsogon State College sets 4-year policy directions

SSC sets 4-year policy directions

Sorsogon City (2 December) — Looking forward for the next four years as Sorsogon State College (SSC) president, Dr. Antonio E. Fuentes has laid down the directional policies he will pursue in his term commencing Tuesday (November 24) this year.

Fuentes averred that his proposed policies will feature among others the strengthening of faculty development guidelines for fellowship and faculty exchange program, search for outstanding faculty and employee of the year award system, acquisition of at least 10 hectares additional site for the Sorsogon campus, design of incentive package for faculty extensionists, and simplification of procurement process.

“My administration also looks forward to seeing the revision of Omnibus Rules in Rentals and of the SSC Code,” he said.

Still according to Fuentes, he will also further stress quality and specialization as he takes into account the recent years’ exponential growth in the number of scholars and research incentives in school.

“The growing number of board passers realized during his term is seen as an indication of the high morale by both students and teachers,” he added.

These new policy directions were proposed side by side with the directives by the SSC president to the school officials as per Memorandum No. 49, series of 2009 to submit monthly accomplishment updates and all fund balances in order to keep track of and get a holistic view of the school’s trajectory.

The President has also expressed his vision of further incentivizing student winners in contests through a package. This is in recognition of the significant students’ contribution to the institution as shown during accreditation and in the past years. (SSC/PIA Sorsogon)

Filed under: Campus Talk, Education, Sorsogon News Updates,

GMA to DepEd: Replicate ‘kariton’ classroom

MANILA, Philippines – President Arroyo directed yesterday presidential adviser on education Mona Valisno to replicate the kariton classroom system in areas not reached by the Department of Education.

Following the worldwide recognition that CNN Hero of the Year Efren Peñaflorida’s kariton (pushcart) classroom has generated, the government is now adopting the strategy to reach out to school children, especially in remote areas in the country.

Yesterday, Peñaflorida was conferred the prestigious Order of Lakandula with the rank of komandante at Malacañang for the honor he and his Dynamic Teen Co. (DTC) brought to the country on a worldwide stage. His parents, Lucila and Efren Sr., accompanied him to Malacañang.

The President told Valisno to work with non-government organizations such as the DTC and support them in education programs for children.

She said the focus should be on children from poor families who most likely would have lesser access to education.

“If Kenya was able to have success replicating the program, then there should be no reason for the Philippines not to do this too,” she said.   – Marvin Sy


(The Philippine Star) Updated November 28, 2009 12:00 AM

Filed under: Education, Encouragement, Inspiration, People who inspired Us, ,

Keep Christmas ‘simple but meaningful,’ DepEd chief tells schools

MANILA, Philippines—Education Secretary Jesli Lapus has instructed schools to keep “simple but meaningful” their Christmas parties due to the recent calamities that struck the country.

Lapus said schools should even consider cancelling their Christmas parties and donating the funds for these celebrations to calamity victims.

“The difficult economic times call for austerity and simplicity…Much suffering has been experienced, but it should not stop us from ending the year with the spirit unbowed and full of hope,” Lapus said.

He noted that the severe difficulties during the past months brought about by the global financial crisis and by the series of typhoons have tested the Filipinos’ resiliency.

“Schools or offices which decide to forego Christmas parties (should) consider donating the savings to relief assistance for families still reeling from the destruction caused by recent calamities,” Lapus said.

Decorations should be simple, inexpensive and to the extent possible, produced by students and staff. Violators will face administrative sanctions, he added.

Lapus, through DepEd Order 114 series of 2009, said contributions for celebrations in schools or offices whether in cash or kind should be strictly voluntary.

Moreover, gift-giving should be “guided by the spirit of sharing and should not lead to extravagant spending,” Lapus said.

He said Disruption of academic activities in schools and delivery of departmental services should likewise be minimized.

The Christmas break in public schools begins, Dec. 19, 2009. Classes will resume on Jan. 4, Lapus said.


By: Philip Tubeza- Philippine Daily Inquirer

Filed under: Education, ,

Lapus: Let’s make television programming more child-friendly

The National Council for Children’s Television (NCCT) signed today a
memorandum of agreement with the Kapisanan ng Brodkaster sa
Pilipinas (KBP) and the Philippine Association of National Advertisers
(PANA) to monitor and handle complaints against “undesirable” TV
programs and commercials that are harmful to children.

“Our television programs must increasingly become reliable resources
for learning among our children, and not a source of negative influence,”
said DepEd Secretary Jesli Lapus.

Lapus added that the TV is still the most widely used source of
entertainment among Filipino children. He added that KBP and PANA
will play a major role in protecting children from TV shows and
commercials that show excessive sex, violence and other viewing fares
that are unfit for minors.

“We welcome this partnership that promotes positive TV programming
that puts premium on educational and responsible entertainment content
for our children,” Lapus stressed.

During the signing of the agreement, representatives from major
television networks were also present to discuss Republic Act 8370,
otherwise known as the Children’s Television Act.

Through the KBP and PANA, concerned TV stations and advertising
agencies will have a venue to have a “constructive dialogue” about
formulating protective measures for TV such as the Violence Rating
Code and Children’s Block Time programming or “C” Time.

NCCT Chief Jonathan Malaya called on the TV networks, advertisers
and child-focused NGOs to work together so that TV programming
contribute to the shaping of positive values, culture, and behavior among
Filipino children.

Participants in the dialogue included key KBP and PANA officials, TV
network heads and head writers of TV stations such as ABS-CBN,
GMA7 and TV5.

Filed under: Education, ,

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