Thursday, May 26, 2016

Revolution and Evolution: DepEd's ICT for Education Framework

Revolution and Evolution: DepEd's ICT for Education Framework (Day 15)

by Rey Laguda

(This is the 15th day of 50-day journey of DepEd Undersecretary Rey Laguda as being serialized here with his permission, culled from his Facebook account - Blogger/owner)

Technology development has been so rapid, non-linear, disruptive and has brought us beyond our boundaries. It's a real game changer. The Department's foray into technology began even before our term as industry sought to help the education sector. By the time we entered, the biggest focus was on deployment of computer hardware and the creation of laboratories in high schools. Considering there were a lot of proposals from outside and numerous demands from within, we needed to have a guide. We inherited an ICT strategy that needed to be recast in light of the changes that were happening internally and externally. Thus, the ICT for Education Framework was developed.

Wednesday, May 25, 2016

Early Language Literacy and Numeracy Program

Early Language Literacy and Numeracy Program (Day 14)

by Rey Laguda

(This is the 14th day of 50-day journey of DepEd Undersecretary Rey Laguda as being serialized here with his permission, culled from his Facebook account - Blogger/owner)

To be able to read, write and count are three of the most basic skills every learner should acquire. These will help them advance through school and ultimately succeed in life. But learning these fundamentals doesn’t develop naturally. It takes careful planning and instruction at the right age.

This is where the manner of teaching is given importance. Reading, writing and counting has to be taught effectively at the right early age. One teacher emphasizes that the “quality of teaching in the early grades is crucial to the quality of learning in the higher grades.” And this is what the Early Language Literacy and Numeracy program addresses through the professional development of the teachers.

The ELLN program, which looks to complete its nationwide in-service training for teacher development especially for K-3 teachers, has brought a lot of opportunities for these participant teachers: from being able to express themselves and their ideas on teaching effectively to committing to do their responsibilities as “life-touchers.” The program reminds them that the profile of their students are paramount in defining appropriate teaching strategies.

Tuesday, May 24, 2016

The need for simple reFORMS (Day 13)

The need for simple reFORMS (Day 13)

by Rey Laguda

(This is the 13th day of 50-day journey of DepEd Undersecretary Rey Laguda as being serialized here with his permission, culled from his Facebook account - Blogger/owner)

Teachers deal with a lot of paperwork. It's a major part of their work. There are many forms to be filled up at the school level by both teachers and administrators. There were forms that even contained similar information that were gathered repeatedly. The need to simplify and streamline beckoned.

Laguda
Laguda
So in 2012, The School Forms Review Team was formed representing teachers, principals, division personnel including the superintendent, regional and central office personnel. The work was to review all existing forms at the school level and to generate feedback and discussion on usage, timing, content, and process flow. The objective was to rationalize data elements in existing school forms and create simplified new forms without compromising quality of data gathered. A total of 67 school forms were included as baseline inventory. From this number, 36 were identified as the most common school forms that cut across divisions. A smaller number of 16 forms were then identified as priority for review. From November of 2012 to March 2013, consultation and discussions were held to cover SY 2012-2013. This involved an iterative process, doing time and motion studies, understanding scenarios of schools with computers and without computers, etc.

Monday, May 23, 2016

Personal Initiatives: Building blocks for Education (Day 12)

Personal Initiatives: Building blocks for Education (Day 12)

by Rey Laguda

Yellow Boat of Hope
(This is the 11th day of 50-day journey of DepEd Undersecretary Rey Laguda as being serialized here with his permission, culled from his Facebook account - Blogger/owner)

Education is everyone's concern. Everyone is a stakeholder. Worth noting though is that beyond being a student or a parent, many actually go out of their way to help and volunteer. Today, I recognize individuals and groups who volunteer their time, effort and resources to help children and contribute to the improvement of the education sector. They have no compelling reason other than to help others. As Mahatma Gandhi said, "You must be the change you wish to see in the world." These people choose to be part of the change they want to see. They choose to act. They choose to make a difference. Nothing is too big or too small. They act locally and respond to needs of communities.

Sunday, May 22, 2016

Word Count Made Easy

Want to count the number of words in your manuscript or post? Here's  a simple tool to count them. Enter them here or you may copy and paste them here. The number of words is shown at the lower right part of the writing pad as you are encoding.


Word Count: 0

To transfer your texts: press Ctrl+A from the keyboard. The texts are highlighted. Then press Ctrl+C. Go to the page you want to transfer the texts, then press Ctrl+V.


Indigenous Peoples Education (Day 11)

Indigenous Peoples Education (Day 11)

by Rey Laguda

(This is the 11th day of 50-day journey of DepEd Undersecretary Rey Laguda as being serialized here with his permission, culled from his Facebook account - Blogger/owner)

In the early 1990s, I have had the privilege of living for about 10 days with a community of Dumagat people in Nueva Ecija. I discovered a world so unknown to me and yet was part and parcel of being Filipino. My eyes were opened and my heart was exposed to a glimpse of the poverty and discrimination that they experience as a marginalized group. Since then, I have kept on coming back and also began to expose myself to other Indigenous Peoples (IP) communities all over the Philippines. Prior to joining DepEd, I was heavily involved in helping our Dumagat friends chart their future and an education intervention for their kids. I knew that there were needs left unaddressed and a cultural disconnect needed to be corrected.

Br. Armin Luistro, FSC points out that we “have been miseducated by a system that perpetuates cultural oppression… which we need to change to undertake reforms.” This is the context of push for the National Indigenous Peoples Education Program (IPEd). This response took its roots when the Department adopted the landmark policy framework aimed at making education more culturally-based and more accessible to IP learners, serving a key basis for operationalizing the IPEd-related provisions of the 1987 Philippine Constitution, the Indigenous Peoples Rights Act (IPRA) of 1997, and the UN Declaration on the Rights of Indigenous Peoples (UNDRIP).

Saturday, May 21, 2016

MaPaaralan - Mapping our Schools (Day 10)

MaPaaralan - Mapping our Schools (Day 10)

by Rey Laguda

(This is the DepEd USec Rey Laguda's Day 10 of 50-day journey being serialized here with his permission, culled from him Facebook account - Blogger/owner)

In 2012, there were around 19,000 public schools with location data as a result of an ongoing initiative to map all schools and was given to National Mapping Resource and Information Authority (NAMRIA) for the joint mapping efforts of government.


We felt though that it was necessary to speed things up considering that we were targeting a little more than 46,000 public schools at that time. We also wanted to cover more than 16,000 private schools locations too.

So we explored the idea of crowd-sourcing combined with tapping our workforce in the field offices. We initially thought that a phone application would be ideal that could provide a point reference (x,y coordinates)of the school together with pictures and details. This option derailed us a bit and we adjusted and simplified our approach.

Friday, May 20, 2016

Learning as a Way of Life (Day 9)

Learning as a Way of Life (Day 9)

by Rey Laguda

(This is the DepEd USec Rey Laguda's Day 7 of 50-day journey being serialized here with his permission, culled from his Facebook account. - Blogger/owner)

Over the past six years, we have been unceasing in improving management and governance processes that will allow us to better deliver quality education. It is imperative that the organization, at all levels, becomes a learning institution to sustain relevance and effectiveness.


Given our size as a bureaucracy, solutions need to come from many pockets of the organization. In many cases, solutions come at the point of interaction with our learners - the school. Thus, it is important to empower school personnel - teachers empowered to manage their class and facilitate learning, school heads empowered to manage their faculty and school. It is equally important that divisions and regions are empowered to manage the network of schools and the education system within a geographic area. The Department of Education embarked on a program to promote Continuous Improvement (CI) in offices and schools and promote the principles of shared leadership and governance —reminding the schools, divisions, and regions that DepEd is not only the central management in Pasig City.

Thursday, May 19, 2016

Reaching out to learners in the peripheries (Day 8)

(This is the DepEd USec Rey Laguda's Day 8 of 50-day journey being serialized here with his permission, culled from his Facebook account. - Blogger/owner)

Here is a blog prepared by Angel Santos, one of our core staff in the communications team of DepEd. She is a 2nd generation public servant. She is a millennial who has great aspirations for our people and our country. She talks about how the Department intensified its efforts to reach out to the unserved and underserved areas by taking the extra mile. Caring for our learners require partnering with other stakeholders who share the same vision of building the nation. - Rey Laguda



One of the missions of the Department of Education (DepEd) is to look out for and reach out to Filipino learners who have a hard time accessing formal education. For the past six years, DepEd has put in place several interventions and programs that aim to reach those in the peripheries--because real education is about making sure that everyone is part of the education system and ensuring that education responds to each learner’s needs. But of course, education is not just DepEd’s responsibility alone. Education is everyone’s responsibility.

Wednesday, May 18, 2016

2016 Principals' Exams Sked

The 2016 Principals' Test is to be given on November 6, 2016, according to DepEd Memorandum NO. 80, s. 2016 issued on May 17, 2016, by the Department of Education (DepEd).

This is open to all applicants for a Principal 1 position. Passing this test is one of the requirements for appointment to a Principal position.

Eligibility

Those test-takers should have any of the following eligibility:

  • One year as Head Teacher; or
  • Two years as Teacher-in-Charge or Master Teacher; or
  • Five Years as Teacher III or SPED Teacher; or
  • Five years as incumbent public school teachers who has five years of managerial and supervisory experience in a DepEd recognized institution or Commission on Higher Education (CHED) recognized higher education institution.

Coverage of the Test

The examination shall cover situational critical thinking questions relevant to the role of SH in the following domains: School Leadership, Instructional Leadership, Creating Student-Centered Learning Climate, Human Resource Management and Professional Development, Parent Involvement and Community Partnership, School Management and Operations, and Personal and Professional Attributes and Interpersonal Effectiveness.

70% passing grade in all domains is required to pass the examination.

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