Professional Documents
Culture Documents
Erich D. Garcia Ed.D. - : Nqesh Reviewer For Deped Pampanga
Erich D. Garcia Ed.D. - : Nqesh Reviewer For Deped Pampanga
Q: Which of the following are not considered rights of a Public School Teacher?
a. Yes, it can be used by the principal for his own faculty and/or professorial
chairs
b. No, it is beyond delikadesa of a public officials.
c. Yes, gifts or donations shall be for improvement of classrooms and
laboratory of library facilities
d. Yes, through financial assistance and other forms of incentives to schools,
teachers, pupils and students.
Q: The father of Krisel Mallari already accept the fact that her daughter was not
the Class Valedictorian. During the interview with the media it shows that her
father want to access the grades of the declared valedictorian for comparison.
It is right to write a letter asking the teachers to agree to show the computation
of the grades.
a. Yes, it is the right of her father to organize by himself and/or with teachers
for the purpose of providing a forum
b. No, It is the prerogative of the school not to act to arrogant parents
c. Yes, it is their right to access to any official record directly relating to the
children who are under their parental responsibility.
d. No, it is against the policy of the school to show the records of other
student’s grades.
Sec. 8. Rights of Parents. — In addition to other rights under existing laws, all
parents who have children enrolled in a school have the following rights:
1. The right to organize by themselves and/or with teachers for the purpose
of providing a forum for the discussion of matters relating to the total
school program, and for ensuring the full cooperation of parents and
teachers in the formulation and efficient implementation of such
programs.
2. The right to access to any official record directly relating to the children
who are under their parental responsibility.
Q: Mr. Swabe is a regular client of MTMAS for the past 15 years. He always pay
his dues on time until one day Mr. Swabe work abroad as migrant worker.
Because of negligence he forgot to pay his remaining dues amounting to 75,000
Pesos. His four (4) co-makers were deducted payment from their salaries
causing them to file complain to MTMAS.
Is the basis of the lending company to deduct amortization to its co-worker
valid?
Q: Why does teacher that manifests gambling, smoking, drunkenness, and other
excesses, much less illicit relations in public is prohibited in the teaching
profession?
Q: Mr. Garcia has a good working relationship with government officials that
whatever solicitation they request are granted. It only shows that his PTA officers
are always supportive of school projects. What does the principal have
manifest?
a. Nepotism in the government
b. maintain harmonious and pleasant personal relations
c. authority and coercion with people
d. padrino mentality
Q: There are certain reports that NAT results are being manipulated by some
teachers and school heads just to get high rating. DepEd reminded schools not
to engage in that kind of practice. The Faculty of San Esteban High School did
their best to improve the NAT performance of their students without any
anomaly. What does the faculty manifest?
a. Teacher cheaters
b. support the legitimate policies of the school
c. Violation on all confidential information
d. They are motivated by PBB incentices
Q: Nowadays, Division made testing resources are used to get accurate results
of the MPS across all learning areas. Why does soft copy are given in CD’s and
not sending them thru email?
a. Prevention of virus to the computer
b. Prevention of leakages of testing resources
c. Possible sharing of information
d. Trust and confidence to the immediate superior
Q: How are you going to handle a situation of a teacher that accept gifts from
students or parents specially at the month of March?
a. Inform the SDS regarding this wrong practice
b. Discourage the teacher from doing so
c. Encourage the teacher to ask for more gifts for the school
d. File an administrative case to that teacher
Q: Mrs. Macalino has reached the maximum step increment as teacher I and
her chances of promotion was very tough. What seems to be the shortcoming of
her previous principals?
a. Encouragement to attend professional growth
b. Their assessment of her papers are weak
c. Sudden transfer of principal without acting on her paper
d. due recognition for meritorious performance limited
a. Political loyalty
b. Political allies
c. Political issues
d. Political neutrality
Q: The principal of Consuelo High School never fails to sign requested Form 137.
He knows that a delay can hinder the education or employment of these
students. What duties of Public Officials does he practice?
Q: A desperate teacher applicant offer the principal her two months’ salary as
bribe In exchange of a teacher’s item. As a school head, how are you going to
react to this situation?
a. Accept the offer since it is only between the two of them.
Q: Why does the policy of the State require Public officials and employees to
lead modest lives?
Q: What are the five key reform thrust of the BESRA policy action?
A: The BESRA policy actions are organized under Five Key Reform Thrusts:
1. Strengthened School- Based Management (SBM) The first KRT relates to
the reform principle that the best people to improve the quality of schools
are the people most directly affected by the school’s operations – namely
the school heads, the teachers, the students’ parents and others in the
community . Ex. Implementation of School and Annual Improvement Plans
MOOE maintenance/ operation of expenses based on needs
2. Improved teaching effectiveness and teacher development The second
KRT focuses on the important role of the teachers as driving force in
improving student learning and educational quality at the school level. Ex.
Teachers’ in-service trainings, seminars and scholarships. National
Competency Based Teachers Standards or ( NCBTS ) application and
implementation
3. Enhanced quality assurance through standards and assessment . The third
KRT is focused on ensuring wide social support for learning in schools.
People from all sectors of society play an important role not only in
supporting the work of the teachers, but also in supporting schools and all
the curricular processes that aim to promote student learning. Ex. Brigada
Eskwela, GPTCA, Brgy. RTA, Vendors, Govt. Officials, Private sectors and
NGOs
4. Improved access and learning outcomes through alternative learning,
etc. The fourth KRT emphasizes the variety of educational experiences
that can help learners attain the learning goals. This includes having early
childhood learning experiences, alternative learning systems, and other
varied learning experiences to help students attain highest levels of
learning. Ex. Full implementation of RBEC instruction, learning resources,
curricular and extra-curricular activities .
5. Institutionalized culture change in the DepEd The fifth KRT refers to the
Department of Education’s institutional culture to have a change from
prescribing actions through orders and memos to facilitating school
initiatives and assuring quality.
Answer :
THE FOLLOWING ARE THE NINE POSITIVE QUALITIES OF BESRA:
A: School – Based Management ( SBM )is a key component of the DepEd’s Basic
Education Sector Reform Agenda ( BESRA ) which is a widely- accepted reform
initiative which recognizes that schools as they are the key providers of
education, should be able to continuously improve by being empowered to
make informed and localized decisions based on their own unique needs. The
school heads and teachers are given the chance to create linkages with the
local government and the private sector, which can help improve local schools
Q: What is NCBTS?
teacher’s current practices are helping students attain the learning goals in the
curriculum.
Answer: D
Teachers give the learners opportunity to experience failure and success.
Professionalism,
Communication,
Interpersonal Sensitivity
Fairness, Honesty and Integrity
The Philippine Education For All (EFA) 2015 is a vision and a holistic program of
reforms that aims at improving the quality of basic education for every Filipino
by 2015.
Overall Goals & Objectives of Philippine EFA 2015
I. General Introduction
1. Filipinos have deep regard to for education. Education occupies a
central place in Philippine political, economic social and cultural life. It
has always been strongly viewed as a pillar of national development and
a primary avenue for social and economic mobility.
elementary and high school level. This pertains to six years of free tuition
fees for children aged 6 to 11, and free four years of secondary schooling
for those aged 12 to 15.
5. Along with ―Education for All‖, the Philippines is also committed to pursue
eight timebound and specific targets under the Millennium Declaration
which it signed on September 2000. The Declaration, in general, aims to
reduce poverty by half in 2015 (22.65 percent proportion of the
population below poverty incidence and 12.15 percent below
subsistence incidence by 2015). With the adoption of the Declaration, the
Philippines likewise affirmed its commitment to the Millennium
Development Goals (MDG) geared towards reducing poverty, hunger,
diseases, illiteracy, environmental degradation and discrimination against
women. These goals have been mainstreamed in the country’s Medium
Term Philippine Development Plan (MTPDP) 2004-2010 including policies
and plans related to children, access to primary education and gender
equality. Specifically, Part IV of the MTPDP focused on ―Education and
Youth Opportunity.‖
6. However, despite the legal mechanisms, budget prioritization and
increased access, Philippine education has been dogged with issues.
Among the issues that needs to be resolved but have improved lately
include the high dropout rates, high number of repeaters, low passing
grades, lack of particular language skills, failure to adequately respond
and address the needs of people with special needs, overcrowded
classrooms and poor teacher performances. These problems in turn
resulted to a considerable number of illiterate Filipinos and out of school
youths and graduates who are not prepared for work.
9. Basic education is being handled by the DepEd while college is under the
Commission on Higher Education (CHED) and vocational/technical and
non-degree training under the Technical Education and Skills
Development Authority(TESDA), which is under the Department of Labor
and Employment (DOLE). TESDA runs a variety of skills development
centers throughout the country. Although being overseen by CHED, local
colleges, however, are being operatedby local governments as indicated
in the local government code.
10. DepEd also handles the alternative learning system (ALS) for out-of-school
youths and adults through its Bureau of Alternative Learning System
(formerly Bureau of Non-formal Education). Islamic educational institutions
or Madaris (plural of Madrasah) are also under the jurisdiction of DepEd,
although most operate independently of each other and exist without
passing through the standardization process. Most madaris are privately-
owned and rely on the support of the local community or donors.
B. Overview on EFA
The EFA plan articulated the country’s national goals, objectives, policies and
strategies, as well as the regional programs
for implementation for the first decade of the EFA movement. Under the 1991-
2000
Plan (EFA 1), the thrusts included:
In 2000, the Philippines, as a reaffirmation of the vision set in the 1990 World
Declaration, committed itself to the following EFA 2015 Goals at the World
Education Forum in Dakar:
Goal 2: Ensure that by 2015, all children, particularly girls, children in difficult
circumstances and those belonging to ethnic minorities, have access to
complete free and compulsory primary education of good quality;
Goal 3: Ensure that the learning needs of all young people and adults are met
through equitable access to appropriate learning and life skills programs;
Goal 6: Improve every aspect of the quality of education, and ensure their
excellence so that recognized and measurable learning outcomes are
achieved by all, especially in literacy, numeracy and essential life skills.
13. Based on the Dakar Framework for Action, the country came up with the
Philippine EFA 2015 National Action Plan entitled ―Functionally Literate Filipinos,
An Educated Nation.‖ Like what the MTPDP does to the economy, the current
EFA is the overarching framework for basic education. The EFA 2015 Plan
emphasizes the need to provide basic education for all and add a dimension to
what has been thus far almost exclusively school-based education. It points to
an ―urgent need to respond to the learning needs of youth and adults who are
either have never been to school, have dropped out, reverted to illiteracy, or
need basic or advanced skills to find jobs.‖ It suggests a ―viable alternative
learning system‖ to formal schooling that together with the schools can ensure
that ―minimum learning achievement will be a reality for all Filipinos.‖ Thus, the
EFA 2015 Plan emphasizes that educational opportunities are channels of
learning which can become effective conduits of values
orientation, consciousness and information useful and relevant to a wide range
of social goals.
14. Though the government officially approved the Philippine EFA 2015 Plan only
in 2006, it was already used by the DepEd as its overall planning and policy
framework as early as 2003 and was already integrated in the formulation and
updating of the MTPDP 2001-04 and 2005-2010. Instead of six target dimensions
as advanced by global EFA, the Philippines grouped them into four component
objectives when it considered the local situation, all geared towards the overall
goal of providing basic competencies to everyone to achieve functional
literacy by 2015. This will be done through four component objectives (as
against the six of global EFA), namely:
15. To attain the above goals, nine urgent and critical tasks were formulated.
The six production tasks will hopefully yield the desired educational outcomes
while the three enabling tasks will be necessary to sustain effective
implementation of the production aspects. These tasks are enumerated below:
™
Production Tasks
a. Better Schools: Make every school continuously perform better;
b. Early Childhood Care and Development: Make expansion of coverage yield
more EFA benefits;
c. Alternative Learning System: Transform non-formal and informal
interventions into an alternative learning system yielding more EFA benefits;
d. Teachers: Promote practice of high quality teaching;
e. Longer Cycle: Adopt a 12-year program for formal basic education - Two
more years added, one each for elementary and high school, to the existing
10-year basic education schooling;
f. Accelerate articulation, enrichment and development of the basic education
curriculum in the context of the pillars of new functional literacy;Enabling Task
g. Funding: Provide adequate and stable public funding for country-wide
attainment of EFA goals. Adoption of funding framework for basic education
that combines the national and local government funding to support the most
cost-effective local efforts to attain quality outcomes in every locality across
the whole country;
h. Governance: Create a network of community-based groups for local
attainment of EFA goals. A knowledge-based movement which reach,
engage and organize persons in each locality to form a nationwide network of
multi-sectoral groups advocating and supporting attainment of EFA goals in
their respective localities; and
i. Monitor progress in efforts towards attainment of EFA goals. Of particular
importance is the development and implementation of indicators of ―quality
education‖.
June 21, 2015 will be the schedule stated in the DepEd Memorandum No. 18 s.
of 2015
The following are eligible to take the test
Current Issues/Topics:
1. Senior High School
2. School Based Management
3. DepEd Rationalization Plan
4. RPMS
5. PBB (Performance-Based Bonus
Review the following: (Updated)