Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

Estancia, Iloilo
SCHOOL OF EDUCATION
Graduate Education Program
S.Y.2019-2020,1st Sem.

DEVELOPMENTAL EDUCATION
SHEILA F. HANGOR FELICIMO V. WENCESLAO,JR.,Ed.,D., D.I.T.
Discussant Associate Professor V

What is the Meaning of EFA?

A global movement led by UNESCO (United Nation Educational, Scientific and Cultural
Organization), Aiming to meet the learning needs of all children, youth and adults by 2015.

The Philippine EFA 2015 plan is a Vision and a Holistic program of reforms of the
country to achieve an improved quality of basic education for every Filipino by 2015.
The central goal of the Philippine EFA 2015 Plan is basic competencies for all that
will bring about functional literacy for all.
Education for all (EFA) As mandated by president Proclamation No.480 as the
decade of education For All for the year 2000 and beyond.
EFA 2015 Plan is a National Action plan to achieve Educationa for all by the year
2015.
The plan is anchored on the Dakar Framework of action inked during the World
Education Forum in April 2000 in Dakar, Senegal and adopted by various
participating countries, including the philippines.
Not all children receive the education they needs or want, therefore this goal was
put in place to help those children.

The EFA goals also contribute to the global pursuit of the eight Millennium
Development Goals (MDGs), especially MDG 2 on universal primary education and
MDG 3 on gender equality in education, by 2015.
The Fast Track Initiative (now called Global Partnership for Education) was set up to
implement the EFA movement Aiming at ''accelerating progress towards quality
universal primary education.

The government has been trying to craft and implement some programs to achieve growth
and development and break the vicious cycle of poverty. Specific areas were evaluated and
identified to improve the efficiency of education system and enhance teaching-learning
process and skills for global competitiveness. The targets were : a) to establish an
elementary school in every barangays, b) expand access to secondary level, particularly for
hard to reach populations and , c) improve the school folding capacity and quality of
education.
In line with the areas that need to be developed, the government crafted strategies to
innovate their targets. The strategies were as follows: 1) support for Basic Education 2)
Development and Welfare of Teachers 3) Internal efficiency of Primary Education 4) External
Efficiency of Schools 5) Progressive Curricular Reforms 6) System of assessment and Testing
7) Backlogs in the School System 8) Alternative Learning System.

International Comparison of Quality (Quantity) or Educational

Ladder
Quality Education
''A good quality education is one that provides all learners with capabilities they
require to become economically productive.
Increases to the quantity of education- as measured for example by mean years of
schooling-has,for a long time, been the central focus of policy makers and academic
debate. While increasing the access to education is important, the actual goal of
providing schooling is to teach skills and transfer knowledge to student in the
classroom. This entry focusses on the outcomes of schooling- the quality of
education.

This contribution assesses the performance of national education systems along two
important dimensions: The degree to which they help individuals develop capabilities
necessary for their successful social integration (educational quality) and the degree to
which they confer equal opportunities for social advancement (educational equality). It
advances a new conceptualization to measure quality and equality in education and then
uses it to study the relationship between institutional differentiation and these outcomes. It
relies on data on final educational credentials and literacy among adults that circumvent
some of the under-appreciated conceptual challenges entailed in the widespread analysis of
international student assessment data.

The analyses reveal a positive relationship between educational quality and equality and
show that education systems with a lower degree of institutional differentiation not only
provide more educational equality but are also marked by higher levels of educational
quality. While the latter association is partly driven by other institutional and macro-
structural factors, I demonstrate that the higher levels of educational equality in less
differentiated education systems do not entail an often-assumed trade-off for lower quality.

Based on both TIMSS and PISA data, researchers have documented no or no consistent
association between educational equality and quality (Woessmann 2008; Schütz et al. 2008;
Hanushek and Woessmann 2006; Hermann and Horn 2011). Furthermore, research has
repeatedly shown that systems with more intense and early differentiation are marked by
higher levels of socio-economic inequality in student test scores, that is, lower equality
(Ammermüller 2005; Marks 2005; Marks et al. 2006; Hanushek and Woessmann 2006;
 Brunello and Checchi 2007; Horn 2009; Schütz et al. 2008; Woessmann 2009). In contrast,
the relationship between institutional differentiation and average test scores is much
weaker. Researchers have found either no association (Hanushek and Woessmann 2006;
Robert 2010) or a small positive association that is sensitive to different model specifications
(Horn 2009). In short, the current literature based on student achievement data suggests
that institutional differentiation is detrimental for educational equality and largely
inconsequential for educational quality – a conclusion in line with the observation of a non-
existent tradeoff between educational equality and quality.

A. The Bologna Agreement

The Bologna Process is a series of ministerial meetings and agreements between
European countries to ensure comparability in the standards and quality of higher-
education qualifications. The process has created the European Higher Education
Area under the Lisbon Recognition Convention. It is named after the University of
Bologna, where the Bologna declaration was signed by education ministers from 29
European countries in 1999. The process was opened to other countries in the
European Cultural Convention of the Council of Europe,and governmental meetings
have been held in Prague( 2001), Berlin(2003) Bergen (2005),
London(2007),Leuven(2009), Budapest-Vienna(2010), Bucharest(2012),
Yerevan(2015 and Paris(2018).

Before the signing of the Bologna declaration, the Magna Charta Universitatum was
issued at a meeting of university ractors celebrating the 900th anniversary of the
University of Bologna.

One year before the declaration, education ministers Claude Allegre signed the Sorbonne
declaration in Paris in 1998, committing themselves to '' harmonising the architecture of the
European Higher Education system''. Bologna Agreement
What is the Bologna Agreement?
The Bologna Declaration is the result of the meeting of June 19, 1999 between the European
Ministers of Education. This agreement aims to harmonize European higher education.
Today, 45 European countries, including Switzerland, adhere to the agreement. [-Bologna
Declaration]
The main objective of the Bologna agreement is to create a European area of higher
education. It enhances the mobility of students and researchers, increasing the
attractiveness of studying in Europe, and facilitating the recognition of diplomas.
The main principles:
The Bachelor and access to the Masters
 Education in two steps, consisting of a Bachelor and Master
 Recognition of diplomas by the signatory countries
 The introduction of a credit transfer system, ECTS (European Credit Transfer System)
 The "Diploma Supplement"
 Collaboration between universities to promote mobility, Bachelors, and Masters.
 The Bachelor degree is obtained at the end of undergraduate studies. The student must
obtain at least 180 credits, which corresponds to an average of 3 years full-time study.
The Master degree is the second cycle of higher education. The student must obtain
between 90 and 120 credits. Theoretically, according to the Bologna Agreement, a student
with a Bachelor's degree can obtain their Masters in other colleges or universities in
Switzerland or abroad. However, depending on the institution and especially if the field of
study of the Master is different from the Bachelor, additional training may be required.
ECTS credits
ECTS stands for "European Credit Transfer System.
The ECTS :
 is a system of credit accumulation. The credits represent a quantitative value of the volume
of work provided by the student.
 defines the volume of work that the typical student should provide as part of his education.
 ECTS credit corresponds to a workload of 25 to 30 hours. A year of studies is equivalent, on
average, to 60 ECTS credits, or 1,800 hours.
 ECTS credits demonstrate the quantity of work performed, and not on the quality of the
work. A grading scale (A to F) provides an assessment of the quality of the work.
Diploma Supplement
The diploma supplement is a file attached to the degree. Its purpose is to improve
international transparency and describe the skills acquired by the student during their
education. The nature, level, context, content and status of their studies performed are the
main sources of information provided by the document.
The Copenhagen Declaration
In parallel to the Bologna Declaration, the Copenhagen Declaration (November 2002) aims
to promote closer European cooperation in teaching and vocational training. This results in
the establishment of common principles of quality in vocational training, and of appreciation
of informal learning apprenticeships.