REVIEWER EDUC UNIT 3
The External Environment
- All outside factors that may affect a school make up the
external environment. The external environment is divided
into two parts:
2 Parts of External Environment
Directly interactive: This environment has an immediate and
firsthand Impact upon the school. This includes teachers,
administrators, learners, community, stakeholders, etc.
Indirectly interactive: This environment has a secondary and
more distant effect upon the school. This includes, pertinent
laws, codes, and statuettes related to the education and
school’s operation.
Resource-Dependence Perspective
- Resource dependency theory is based on the principle that
an organization, such as a school, must engage in transactions
with other actors and organizations in its environment in
order to acquire
- Dependence is characterized as the extent of the need for a
resource and its availability.
- It is directly related to the need for resources controlled by
other organizations.
- Suppliers gain power to decide whether schools get
resources they need and determine if the schools can use the
resources the way they want If organizations are unable to
generate resources internally, they must
- enter into external exchanges which may consume vital
resources and or demand changes from the organization
(Pfeffer, 1982, 1997)
General Environmental Resources, Availability of Resources
and Dependence
- The general environmental resource lies in the school
environment which refers to factors within the school that
influence the teaching- learning process. The school
environment includes classrooms, library. Technical
workshops, teachers' quality, teacher's methods, peers,
among other variables that can affect the teaching-learning
process. The extent to which pupils learn could be enhanced
depending on what the school environment provides to the
learners and the teacher. It is believed that a well-planned
school will gear up expected outcomes of education that will
facilitate good social political and economic emancipation,
effective teaching-learning process and academic
performance of pupils.
Administering Resource Environments
- Schools' Environmental resource management is the
management of the interaction and impact of community on
the school environment. It is not, as the phrase might
suggest, the management of the school environment itself.
National Standards and Frameworks
The National Framework for Professional Standards for
teaching provides the basis for agreement on and consistency
around what constitutes quality teaching facilitates the
articulation of the knowledge, understanding, skills and
values for effective teaching through development of
standards at the local level. Standards set clear performance
expectations for students, helping them understand what
they need to do to meet the standards. Standards lead to
improved student performance and promote more
challenging, equitable, and rewarding experiences for all
learners.
A. What is the Philippine Qualifications Framework (PQF)?
- is a collaborative program by the Department of Education
(DepEd). Technical Education and Skills Development
Authority (TESDA). Commission on Higher Education (CHED)
Professional Regulation Commission (PRC) and Department of
Labor and Employment (DOLE).
- describes the levels of educational qualifications and sets
the standards for qualification outcomes
Qualifications
- It refers to the formal certification that a person has
successfully achieved specific learning outcomes relevant to
the identified academic, industry or community
requirements. A Qualification confers official recognition of
value in the labor market and in further education and
training.
Objectives
a. To adopt national standards and levels of leaming
outcomes of education;
b. To support the development and maintenance of pathways
and equivalencies that enable access to qualifications and to
assist individuals to move easily and readily between the
different education and training sectors and between these
sectors and the labor market: and
c. To align domestic qualification standards with the
international qualifications framework thereby enhancing
recognition of the value and comparability of Philippine
qualifications and supporting the mobility of Filipino students
and workers.
B. The ASEAN Qualifications Reference Framework (AQRF)
- The ASEAN Charter, which was signed by the ten ASEAN
Leaders in Singapore on 20 November 2007, provides the
basis for an ASEAN Qualifications Reference Framework
(AQRF).
- "create a single market and production base which is stable,
prosperous, highly competitive and economically integrated
with effective facilitation for trade and investment in which
there is free flow of goods, services and investment;
facilitated movement of business persons, professionals,
talents and labor; and free flow of capital" and "develop
human resources through closer cooperation in education
and life-long learning and in science and technology, for the
empowerment of the peoples of ASEAN and for the efficient use of resources, and better alignment of goals and
strengthening of the ASEAN Community" curricula (Harvard Family Research Project, 2010).
2. Internalization Learning partnerships can:
- Internationalization of higher education is described as 'the 1. Support student learning directly
process of integrating an international, intercultural and 2. Greatly benefit schools.
global dimension into the goals, teaching/learning, and 3. Strengthen and support community partners.
research and service functions of a university or higher
education system'. Internationalization emphasizes the
relationship between and among nations, people, cultures,
institutions, and systems while globalization stresses the
concept of worldwide flow of economy, ideas. Culture, etc.
Internationalization vs. regional characteristics and
connection with the local community
Internationalization acknowledges and builds on local,
national and regional priorities, policies and practices.
Internationalization is intended to complement, harmonize,
and extend the local dimension, not dominate it. If this
fundamental truth is not respected there is a strong
possibility of back lash and for internationalization to be seen
as a homogenizing or hegemonic agent. Honoring and
building on local culture and context is a fundamental tenet
of internationalization.
Globalization
- Described as a structural phenomenon of increasing
interdependence among various parts of the world, for which
the effects of an action feel at a distance has produced a
variety of economic, cultural, and social changes that have
shaped the world over the past 50 years. Globalization has
had a relevant impact also in the educational field: the
convergence of models of educational organizations, the
internationalization of key competencies definition and the
diffusion of large-scale assessment of student’s performance
(PISA-OECD), are only a few of more relevant aspects of this
process.
- Globalization and education are highly interrelated from a
historical view. At the most basic level, historical processes
that many identify as essential precursors to political-
economic globalization during the late modern colonial and
imperialist eras influenced the development and rise of mass
education. Thus, what we commonly see around the world
today as education. mass schooling of children, could be
regarded as a first instance of globalization's impact on
education, as in many non-Western contexts traditional
education had been conceived as small-scale, local
community- based, and as vocational or apprenticeship
education, and/or religious training.
The Why and How of School and Community Partnership
When schools and community organizations work together
to support learning, everyone benefits. Partnerships can
serve to strengthen, support, and even transform individual
partners, resulting in improved program quality, more