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Table of Contents
Overview ……………………………………………………………………..5 Compilation of Class Reports ………………………………………………8 Sociology ………………………………………………………………..9
Elements of Sociology …………………………………………………..11 Issues and Concerns in Sociology and Education ………………………16 Functionalism Theory …………………………………………………..23 Symbolic Interactionism Theory ………………………………………..28 Conflict Theory …………………………………………………………40
Open System Theory …………………………………………………...46 Cartesian Newtonian Vs. Quantum Theory …………………………….51
Compilation of Case Studies……………………………………………….53 Philippine Cultural College ……………………………………………54 DCVES: A Sociological HR Development Analysis ………………….64 Pamantasang Bayan …………………………………………………...102 Al Andalus International School ………………………………………114 Masiu Central Elementary School …………………………………….126 PUP Laboratory High School …………………………………………136
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Sariaya Institute, Inc.: A Sociological Analysis …………………………..165 Case Analysis: Cruz na Ligas Elementary School ………………………..182
Compilation of Reflections ………………………………………………….201 Banag, Teresita N. ……………………………………………………….202 Bontoyan, Nanelyn T. …………………………………………………...203 Dimaya, Ma. Consuelo L. ……………………………………………….211 Gamoso, Ryan A. ………………………………………………………..212 Hatta, Sittie Hannah M…………………………………………………..214 Melegrito, Maria Charlene P. …………………………………………...216 Nollen, Sheila Grace S. …………………………………………………218 Pelejo, Cecilia D. ……………………………………………………….220
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It is the study of society that observes social behavior of an individual, groups and structures. The focus is on society and science plays an important part in sociology since science is a systematized knowledge which are processed and generalized using theories in order to refine and build existing knowledge. Since sociology focus on society, therefore, it also studies human behavior, formation, transformation and the relationship of
groups with participation, cohesion and conflict. Education in sociology is somewhat similar because behavior is a necessary feature of education. In order for sociology to progress, it must be experimental and so sociological process is taking place in the educational system and social environment because it needs more experiment and for it to be possible it needs human beings. Sociologists in education are teachers, researchers, administrators who are establishing the fact of our society in as objective and in scientific manner as people living in society. Sociology in education will help to understand the effectiveness of different educational methods in teaching students with different kinds of intelligences. It also helps to understand the effect of different social interventions. It studies the associations between culture, language, norms, mores and values. It shed the light in the importance of the connections of different elements of the society with an individual. Education should help in acquiring and clarifying of personal values, realizing of one’s abilities and goals, how to think creatively, appreciating one’s culture, developing sense of well-being, physically and mentally, giving and receiving respect as human beings. The sociology of education is a diverse and vibrant subfield that features theory and research focused on how education as a social institution is affected by and affects other social institutions and the social structure overall, and how various social forces shape the policies, practices, and outcomes of schooling. While education is typically viewed in most societies as a pathway to personal development, success, and social mobility, and as a cornerstone of democracy, sociologists who study education take a critical view of these assumptions to study how the institution actually operates within society.
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They consider what other social functions education might have, like for example socialization into gender and class roles, and what other social outcomes contemporary educational institutions might produce, like reproducing class and racial hierarchies, among others. Classical French sociologist Émile Durkheim was one of the first sociologists to consider the social function of education. He believed that a moral education was necessary for society to exist because it provided the basis for the social solidarity that held society together. By writing about education in this way, Durkheim established the functionalist perspective on education. This perspective champions the work of socialization that takes place within the educational institution, including the teaching of society’s culture, including moral values, ethics, politics, religious beliefs, habits, and norms. According to this view, the socializing function of education also serves to promote social control and to curb deviant behavior. The symbolic interaction approach to studying education focuses on interactions during the schooling process and the outcomes of those interactions. For instance, interactions between students and teachers, and social forces that shape those interactions like race, class, and gender, create expectations on both parts. Teachers expect certain behaviors from certain students, and those expectations, when communicated to students through interaction, can actually produce those very behaviors. This is called the “teacher expectancy effect.” For example, if a white teacher expects a Black student to perform below average on a math test when compared to white students, over time the teacher may act in ways that encourage Black students to underperform.
Stemming from Marx's theory of the relationship between workers and capitalism, the conflict theory approach to education examines the way educational institutions and the hierarchy of degree levels contribute to the reproduction of hierarchies and inequalities in society. This approach recognizes that schooling reflects class, racial, and gender stratification, and tends to reproduce it. For example, sociologists have documented in many different settings how "tracking" of students based on class, race, and gender effectively sorts students
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into classes of laborers and managers/entrepreneurs, which reproduces the already existing class structure rather than producing social mobility. Sociologists who work from this perspective also assert that educational institutions and school curricula are products of the dominant worldviews, beliefs, and values of the majority, which typically produces educational experiences that marginalize and disadvantage those in the minority in terms of race, class, gender, sexuality, and ability, among other things. By operating in this fashion, the educational institution is involved in the work of reproducing power, domination, oppression, and inequality within society. It is for this reason that there have long been campaigns to include ethnic studies courses in middle schools and high schools, in order to balance a curriculum otherwise structured by a white, colonialist worldview. In fact, sociologists have found that providing ethnic studies courses to students of color who are on the brink of failing out or dropping out of high school effectively re-engages and inspires them, raises their overall grade point average and improves their academic performance overall.
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Class Report: Sociology
SOCIOLOGY Reporter: Sittie Hannah M. Hatta
Latin socius - meaning “companion” and the Greek logos - meaning the “study of”. So the word literally means the study of companionship, or social relations. study of the origin, development, organization, and functioning of human society. EDUCATION comes from the Latin e-ducere meaning ”to lead out”. Webster defines education as the process of educating or teaching. Educate is further defined as ―to develop the knowledge, skill, or character of.. Thus, from these definitions, one can assume that the purpose of education is to develop the knowledge, skill, or character of students. The aim of education should be to teach us rather how to think, than what to think - rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men. Bill Beattie. -first person who indicated the need for a sociological approach to education. ―”to be essentially social in character and in its functions and that as a result the theory of education relates more clearly to sociology than any other science.” -He emphasized that education is not a static phenomenon but a dynamic and everchanging process. Meaning of Sociology of Education -defined as the scientific analysis of the social processes and social patterns involved in the educational system. -is the study of how public institutions and individual experiences affect education and its outcomes. It is most concerned with the public schooling systems of modern industrial societies, including the expansion of higher, further, adult, and continuing education. -It is concerned with the relationships, activities and reactions of the teachers and students in the classroom.
Brookover and Gottlieb ―consider that ”this assumes education is a combination of social acts and that sociology is an analysis of human interaction.” -Educational process goes on in a formal as well as in informal situations. -Sociological analysis of the human interaction in education may include both situations and might lead to the development of scientific generalizations of human relations in the educational system.
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Class Report: Sociology
DIFFERENCE BETWEEN EDUCATIONAL SOCIOLOGY AND SOCIOLOGY OF EDUCATION Educational Sociology -Educational sociology is a branch of discipline of sociology which studies the problems of relationship between society and education. -The main aim of educational sociology was to study social interaction. Francis Brown considered that, ―”All education proceeds by the participation of the individual in the social consciousness of the race.” -Educational Sociology threw light on the importance of the interactions of different elements of the society with an individual. Sociology of Education -defined as the scientific analysis of the social processes and social patterns involved in the educational system. -Every society has its own changing socio – cultural needs and requires an education to meet these needs. Hence there is need for studying sociology of education. It helps in understanding: 1. Work of School and Teachers and its relation to society, social progress and development. 2. Effect of Social Elements on the working of school and society. 3. Effect of Social Elements on the life of individuals.
4. Construction of Curriculum in relation to the cultural and economic needs of the society. 5. Democratic ideologies present in different countries. 6. Need for understanding and promoting international culture. 7. Development of Society through the formulation of various rules and regulations and understanding of culture and traditions. 8. Need for Promotion of Social Adjustment. 9. The effect of social groups, their interrelation and dynamics on individuals. References: https://www.google.com/search?client=firefoxa&channel=np&noj=1&biw=1366&bih=664&q=sociology&oq=socio&gs_l=serp.1.0.0i67k1l2j0j0i67k1l3j0j0i 131k1j0l2.835239.838550.0.840730.30.12.0.0.0.0.475.2056.23j0j3.6.0....0...1.1.64.serp..24.6.2046...0i22i30k1.RJ7YA-0Ij48&gfe_rd=cr&ei=9zdEWfvzLrDK8ge-vq7oBQ https://www.youtube.com/watch?v=LK5J0-cM-HE
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Class Report: Elements of Sociology
ELEMENTS OF SOCIOLOGY Reporter: Teresita Banag
A culture consists of many elements. It has symbols, language, beliefs, values which are part of society. Some elements of culture are institutionalized that they shape the ways in which people think like mental models or schemes that people used to divide up the world and sort people and things into categories. And so the elements of culture are as follows: LANGUAGE Anybody should understand that gestures, facial expressions of one country are different from another country. And if you don’t, you will get into trouble. We have to consider that we have different languages in our country and what more outside of us. So we have to consider this. We use language to convey meaning, to communicate with other people, and the most basic and complex element of culture at the same time. NORMS This comes in two different ways. They come either formally or informally. Formal norms could be in the form of laws for example, we have laws in our society against murder.. Informal norms are understood not recorded example behaving in public. MORES They are necessary norms or standard of behavior for the welfare of society. It governs in our everyday behavior. Mores are more serious. Example is murder.
FOLKWAYS
Example of this is opening the door. There is no penalty if you won’t do it.
SANCTIONS So going back to the idea of mores and folkways, we have sanctions that either help us to encourage those behaviors or help us to inhibit those behavior. So sanctions can be positive or negative. Some example of positive sanctions are pay raises, words of gratitude, we can give a trophy. Some examples of negative
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Class Report: Elements of Sociology
sanctions will fines, threats or imprisonment if you did something bad. So sanctions are in effect the actions that accompany the concept of mores and folkways.
VALUES Collective concepts of what is good, bad, desirable, proper, improper behavior. We internalize social values and in turn, when we internalize those values, we then behave accordingly and we also evaluate other people by those internalize values. Example parent bringing along their children who are 18 years old below in a
Stand Up Comedy Bar. People will stare and comment that children with that age should not be in that place because jokes have double meaning. Values change over time, for example in our country some malls, there are areas where children can play so they won’t be asking their parents to buy toys or other stuff. In other country, there is called child-free restaurant or child-free zone, or child-free time in restaurants, say after 8 pm, and no children.
THE LAST ELEMENT IS SAPIR WHORF HYPOTHESIS This is not an element of culture, but it is about language. The Sapir Whorf Hypothesis is a hypothesis around for several decades. Actually, this is a combination of surnames of two people. This is the work of Edward Sapir and Benjamin Whorf and they were anthropologists, linguist anthropologists but this Sapir Whorf Hypothesis talks about languages and elements of culture and has several premises like: language precedes thought (how can you have language before you have thought but, philosophically speaking, this is the kind of hypothesis when one thinks of this in terms of do you have language before thought or do you have thought
before language. This is in the field of philosophy called TANTOLOGY. Tantology is a circular thought or a circular argument. It is the same type of concept WHICH COMES FIRST, THE CHICKEN OR THE EGG. And that makes the hypotheses, we can only test it within the bounds of technologically advances and so we can’t prove it beyond reasonable doubt, that one comes before the other and so we continue in the field of linguistic anthropology. Think about which comes first: language or thought but that is the most interesting part of Sapir Whorf Hypothesis. The rest of the hypothesis makes a lot of sense.
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Class Report: Elements of Sociology
Language is not given. This means ever y single cultur e has differ ent elements of its language. Language is culturally determined. This means my language differ fr om one place to another like in Pampanga, ebon is egg and in Manila ebon is bird , and language color as we see the world, meaning that is implied by the word that we used not only the notation of the actual word but also the connotation are very important .
SOCIOLOGICAL TERMS
Debunk - to expose myths and to explain them...that is why sociologists have a job Stigma - mark of disgrace Functionalism - stresses how socialization contributes to a stable society Symbolic Interaction Theory - a theoretical perspective claiming that people act toward things because of the meaning things have for them. Conflict Theory - the view that human behavior is shaped by interpersonal conflict and that those who maintain social power will use it to further their own ends primary deviance - deviance involving occasional breaking of norms that is not a part of a person's lifestyle or self-concept Secondary deviance - the process that occurs when a person who has been labeled a deviant accepts that new identity and continues the deviant behavior Tertiary deviance - occurs when a person who has been labeled as a deviant seeks to normalize the behavior by relabeling it as non- deviant taboo - A restriction on behavior imposed by social custom deviant community - groups that are organized around particular forms of social deviance; gangs, prostitutes, skinheads deviant identity -a lifestyle that is at odds with or at least not supported by the values and expectations of society
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Class Report: Elements of Sociology
deviant career - is the sequence of movements people make through a particular subculture of deviance. medicalization of deviance - to make deviance a medical matter, a symptom of some underlying illness that needs to be treated by physicians racial profiling - singling out an individual as a suspect due to appearance of ethnicity manifest functions - The recognized and intended consequences of any social pattern latent functions - The unrecognized and unintended consequences of any social pattern social institution - an organized pattern of beliefs and behavior centered on basic social needs; church,
family, school, marriage inductive reasoning - deriving general principles from particular facts or instances ("Every cat I have ever seen has four legs; cats are four-legged animals"). deductive reasoning - reasoning in which a conclusion is reached by stating a general principle and then applying that principle to a specific case (The sun rises every morning; therefore, the sun will rise on Tuesday morning.) social Darwinism - The application of ideas about evolution and "survival of the fittest" to human societies countercultures - are groups with value systems that are in opposition to the dominant group's values. Subcultures - groups that share in some parts of the dominant culture but have their own distinctive values, norms, language, and/or material culture Ethnocentrism - judging other cultures by the standards of your own, which you believe to be superior. cultural relativism -The viewing of people's behavior from the perspective of their own culture; using context schema - a conceptual framework a person uses to make sense of the world; categories we organize experiences into; looking glass self -term for a self-image based on how we think others see us object relations theory - View that the building blocks of how people experience the world emerge from their relations to loved and hated objects (significant people in their lives).
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Deviance - violating cultural norms altruistic suicide -occurs where ties to the group or community are considered more important than individual; 9/11 attacks, suicide bombers verstehen- understanding a social behavior by putting yourself in the place of others
References: Blount, Jackie M. "Manly Men and Womanly Women: Deviance, Gender Role Polarization and the Shift in Women's School Employment, 1996. Crossman, Ashley Understanding Symbolic Reaction Theory, March 2017. David, F. Strategic Management, 4th Ed. New York, NY: Macmillan Publishing Company. Ewenstein, Borris, Hancock, Bryan & Komm, Asmus Journal: Ahead of the Curve: The Future of Performance Management. May 2016.
Johnson, Jacqueline R. Safety and Security on Campus, Annual Security and Fire Safety Report 2016 ). Osuji, Catherine U., Nweze, Tina. Journal: A Review of Factors Influencing Teacher’s Perceptions and Attitudes Towards Retirement. October 2014. Wheeler, Kevin. Journal: What’s Your Philosophy About Employees June 21, 2006.
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Class Report: ISSUES AND CONCERNS IN SOCIOLOGY AND EDUCATION
ISSUES AND CONCERNS IN SOCIOLOGY AND EDUCATION Reporter: Sheila Grace S. Nollen
Relationship between Sociology and Education Sociology is the scientific study of man’s behavior in his social group relationship while education can be as all that goes on in the society which involves teaching and training. Predictions and control are aims of social science and its application is a necessary aspect of education.
The chart below shows how education starts. But even then, EDUCATION is about much more than the simple learning of facts
We learn through: 1) the cultural expectations and norms, which are reinforced by our teachers, our textbooks, and our classmates; 2) how to be agents of change, teaching individuals to think outside of the family norms into which they were born; 3) cross – culture understanding (one of the 7 C’s 21st Skills)
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Class Report: ISSUES AND CONCERNS IN SOCIOLOGY AND EDUCATION
Issues/Concerns The role and function of education in society. School functions as an abridged form of society with similar structures and rules, and the classroom is where a child learns to be disciplined within a social setting, and to strive for collective goals .Education is essential for every society and individual. It is life itself but not a preparation for life. Man has various qualities. These qualities of the individual should be developed for the improvement of the country. So education plays a complementary role for overall individual, social and national development. It enables an
individual to realize his highest self and goal. The key functions and roles of education towards individual, society and country are listed below. Functions of education towards individual: (1) Development of inborn potentialities- Education helps the child to develop the inborn potentialities of child providing scope to develop. (2) Modifying behavior- Education helps to modify the past behavior through learning and through different agencies of education. (3) All-round development- Education aims at the all round development of child-physical, mental, social, emotional, and spiritual. (4) Preparing for the future- After completion of education the child can earn its livelihood getting proper education, which has productivity. The education should be imparted according to the own interest of the child. (5) Developing personality- The whole personality of the child is developed physically, intellectually, morally, socially, aesthetically and spiritually. He is recognized in the society.
(6) Helping for adjustability- Man differs from beast. Man has reasoning and thinking power. Man tries his best to adjust with his own environment through education. Functions of education towards society: (1) Social change and control: The society is never station. It is progressive and dynamic. The child lives in society. It is the social environment where the personality of the child can be developed. The old traditions, customs are preserved and
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Class Report: ISSUES AND CONCERNS IN SOCIOLOGY AND EDUCATION
transmitted with the situations, which are ever changing. We should not think or believe in the blind beliefs, which are hindrances towards our development. Education helps to walk with the development of science and technology. (2) Reconstruction of experiences: Education is life-long process. Life is education and education is life. Life is full of experiences. One cannot live with his past experiences which are unable to adjust in the society. So education helps the individual to reconstruct the experience and adjust with the environment.
(3) Development of social and moral value: Society is always in tension with narrowism. There is no social or moral value. Now the man is behaving like an animal. Animality can be changed with moral education. Education teaches the moral value and social value like co-operation, tolerance, sympathy, fellow feelings, love affection, respect towards elder, helping the poor and needy persons. (4) Providing opportunity or equality: Indian Constitution has introduced the term ‘equality’ because we are not getting equal opportunities in all aspects. Education teaches us to give equal opportunities in all aspects irrespective of caste, creed, color, sex and religion. Functions of education towards nation: (1) Inculcation of civic and social responsibility- Education helps to make rising generation to understand its rights and duties as citizens of a democratic country. (2) Training for leadership- The leadership quality of the individual is developed when he participates in all
spheres of social, political, religious and educational activities. (3) National integration- We are living in one country having diversities in respect of color, caste, language, diet, dress, habits and physical environment. Educational integration leads to emotional integration. Education trains people for unity, not for locality, for democracy and not for dictatorship. Education serves the most important end of educating the man.
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Class Report: ISSUES AND CONCERNS IN SOCIOLOGY AND EDUCATION
(4) Total national development- Education helps for bringing about total national development by developing its all aspects i.e. social, economic, cultural, spiritual, moral, educational, etc. Therefore, really education is an essential ingredient for all ages and stages of the life of an individual, society as well as the nation. Education can be a real panacea for all social evils (Sharma, 2012). Reducing inequality – social mobility and the political arithmetic approach It sees education as linked to the economy in providing employment skills, to the class structure in providing social fluidity and movement, and to democracy by offering individual fulfilment and
opportunity. As society develops industrially, technological progress imposes growing demands for talent developed by the education system, which coincides with western societies’ democratic ideology based on individual freedom and opportunity. Behind this lies a Durkheimian vision of a society where differences in outcome are accepted because all have the opportunity to succeed. This is a ‘macro’ theory in that it considers society as a whole rather than just a given individual: 1. During industrialization, the link between peoples’ social origins and their educational attainment weakens over time, as all human resources are developed to maximize economic productivity. 2. The link between educational attainment and class destination strengthens over time as ability and motivation become dominant criteria for selection to the best paid and most prestigious positions, and achievement prevails over ‘ascription’, that is, social status at birth 3. The link between class origins and destinations weakens over time, so society becomes more meritocratic.
Schools and gendered identity
Sees gender as ‘performance’ i.e. something needing to be ‘achieved’ and competently ‘performed’ (Butler, 1988). They are actively engaged in the construction of their own gender identities, and what is deemed appropriate masculine or feminine behaviour in one context may be wholly inappropriate in another. Gender identity is defined as a personal conception of oneself as male or female (or rarely, both or neither). This concept is intimately related to the concept of gender role, which is defined as the outward
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Class Report: ISSUES AND CONCERNS IN SOCIOLOGY AND EDUCATION
manifestations of personality that reflect the gender identity. Gender identity, in nearly all instances, is self -identified, as a result of a combination of inherent and extrinsic or environmental factors; gender role, on the other hand, is manifested within society by observable factors such as behavior and appearance. For example, if a person considers himself a male and is most comfortable referring to his personal gender in masculine terms, then his gender identity is male. However, his gender role is male only if he demonstrates typically male characteristics in behavior, dress, and/or mannerisms. Thus, gender role is often an outward expression of gender identity, but not necessarily so. In most individuals, gender identity and gender role are congruous. Assessing the acquisition of this congruity, or recognizing incongruity (resulting in gender-variant behavior), is important in the developing child. It is important also to note that cultural differences abound in the expression of one's gender role, and, in certain societies, such nuances in accepted gender norms can also play some part in the definition of gender identity. In order to understand gender identity development and related issues, definitions must be emphasized for clarity. The topic of gender identity is often discussed merely in terms of dysfunction, and the diagnosis of gender identity disorder is a known phenomenon in both children and adults. However, physicians should remember that all individuals possess a gender identity and that the process of becoming aware of it is an important part of the psychosocial development of a child. In the realm of pediatrics, recognition of gender identity is a process rather than a particular milestone, and variance from societal norms can cause distress to both the child and the child's family. It is necessary to understand the varied pathways that lead to a mature and congruent gender role in order to fully assess a person's behavioral health (Ghosh, 2015).
Education and the middle classes It is social reproduction (i.e., how people come to fill the roles they do in society) by focusing on ways that reproduction is ‘enacted’ by the daily activities of parents and children. The focus is on actions of middle class parents, the importance of which led writers and argue with the need of ‘a sociology of the middle classes’.
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Class Report: ISSUES AND CONCERNS IN SOCIOLOGY AND EDUCATION
The middle classes and social closure Early work on social closure (the ability to restrict access to desirable resources including high status, well paid jobs) drew on the work of Weber who, like Marx and Durkheim, was another ‘founder of sociology’. Weber wrote of how rationalization and bureaucracy were key features of modern society, and the rational pursuit of profit a key feature of capitalism. Weber’s ‘ideal type’ bureaucracy is the most rational type of organization possible. Bureaucracy’s impact was to make formal qualifications necessary to take up positions in businesses or government offices. As Giddens (1971: 158) suggests, ‘recruitment is based upon
demonstration of specialized competence via competitive examinations or the possession of diplomas or degrees giving evidence of appropriate qualifications’. For Weber an individual’s class situation equated to their market situation, as defined by property and skills. The advantage of this approach is it permits clearer understanding of the situation of middle class groups, whose position may be defined solely in terms of their skills or educational qualifications – doctors or university lecturers for instance. This section of the middle classes has no significant property or wealth to pass to its children, so transmitting their privileged position to their children is through ensuring they gain the necessary qualifications to stay ahead in the race for social privileges.
No Child Left Behind Sociologists and teachers alike have contended that the impact of the No Child Left Behind Act is far more negative than positive, arguing that a “one size fits all” concept cannot apply to education. The No Child Left Behind Act changes public school accountability. No one will judge schools as
successful because of attractive buildings, new books, small classrooms, number of volunteers, etc. The only thing school personnel will get credit for is their ability to teach children to the level of proficiencyall children, not just the easy ones. Being able to say that 20 percent of a school's graduates go on to Harvard will not keep a school out of the "Needs Improvement" category if the drop out rate is high, or if children in one of the subgroups are not learning to read or do math at a proficient level. Principals and teachers in successful schools should expect an influx of students because of the school
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Class Report: ISSUES AND CONCERNS IN SOCIOLOGY AND EDUCATION
choice provisions. Saying the school is too full to accept new students is not an option. Saying the school cannot accept new students because the staff wants to maintain a specific class size is not an option. Saying there are not enough teachers to teach new students is not an option (Whitney, 2017). Social/Mass Promotion Social promotion is another issue identified by sociologists. This is the concept of passing students to the next grade regardless of their meeting standards for that grade. Critics of this practice argue that students should never move to the next grade if they have not mastered the skills required to “graduate� from the
previous grade. Social promotion is the most common name for the policy of promoting students to the next grade level despite poor achievement at their current grade level. It is motivated by a desire to protect the social adjustment and school motivation of struggling students, as well as a belief that these students will get more from exposure to new content at the next grade than they would from repeating their current grade.
References: Sharma,
A.
(2012).
Functions
of
Education
Society.
Retrieved
from:
http://
www.preservearticles.com/201102244178/what-are-the-functions-of-education-towards-individualsociety-and-country.html on June 2017 Ghosh, S. (2015). Gender Identity. University of Kansas School of Medicine Whitney, S. (2017). No Child Left Behind Act. Harbor House Law Presss.
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Class Report: THE THEORY OF FUNCTIONALISM
THE THEORY OF FUNCTIONALISM Reporter: Ma. Consuelo L. Dimaya
What functionalism is‌ ‌it is a position in the philosophy of mind that states that mental states are not equivalent to brain states but rather that mental states are defined by their functional or causal roles within the system of which they are a part. It is best understood as a kind of physicalism, in which the mind is wholly dependent on the physical system from which it arises . Functionalists contend that mental states supervene on brain states. The functionalist perspective attempts to explain social institutions as collective means to meet individual and social needs. It is sometimes called structural functionalism because it focuses on the ways of social structures meet social need. One of the core perspectives of sociology is functionalism, consensus or equilibrium theory. A sociologist
using this approach assumes that in society everything (even crime), no matter how seemingly strange, out of place, or harmful, serves a purpose. The Equilibrium Theory at a glance, suggests that under natural circumstances, species addition and loss are balanced and furthermore that displacement from the equilibrium value results in changes in extinction rate that tend to restore the system to equilibrium state. Functionalism views society as a self-regulating system of interrelated elements with structured social relationships and observed irregularities. According to functionalism, society is a system of interconnected parts that work together in harmony to maintain a state of balance and social equilibrium for the whole. Example: Each of the social institution contributes important functions in the society in this way. a. The family-provides a context for reproducing, nurturing, and socializing children. b. Education offers a way to transmit a society’s skills, knowledge, and culture.
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Class Report: THE THEORY OF FUNCTIONALISM
c. Politics provides a means of governing members of the society. d. Economics – provides for the production , distribution, and consumption of goods and services.
e. Religion- provides moral guidance and an outlet for worship of a higher power
Functionalism draws inspiration from the ideas of Emile Durkheim. He was considered to be the first person to recommend that a sociological approach be used in the study of education. He said that a society can only survive if there exists among its members a sufficient degree of homogeneity. E. Durkheim perpetuates and reinforces this homogeneity by fixing in the child, from beginning , the essential similarities that collective life demands. He explained social stability through the concept of solidarity, and differentiated between mechanical solidarity of primitive societies and the organic solidarity of complex modern societies. He contends that primitive and traditional societies were held together by mechanical solidarity because they lived in relatively small and undifferentiated groups, where they shared strong family ties and performed similar daily tasks, shared values and common symbols. By contrast, he observed that in modern societies, traditional family bonds are weaker; modern societies also exhibit a complex division of labor where members perform very different daily tasks. Modern societies however, do not fall apart, instead, they depend on organic solidarity; because of extensive division of labor, members of society are forced to interact and exchange with one another to provide the things they need.
As
a
forerunner
of
functionalism,
Durkheim‌
a. attempted to understand why education took the forms it did, rather than judge those forms. ‌the
special
milieu
for
which
he
is
specifically
destined.
c. observed that education takes different forms at different times and places showing that we cannot separate the educational system from the society for they reflect each other.
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Class Report: THE THEORY OF FUNCTIONALISM
d. stressed that in every time and place, education is closely related to other institutions and to current values and beliefs.
e. outlined his beliefs about the functions of schools and their relationship to society. f. argued that education functions as: 1. Reinforcement of social solidarity i. e. pledging allegiance makes individuals feel part of a group and therefore less likely to break rule.
2. Maintenance of social role– a school is a society in miniature. It has similar hierarchy, rules, expectations to the “outside world”. It trains young people to fulfill roles. 3. Maintenance of division of labor– school sorts students into skill groups, encouraging students to take up employment in fields best suited to their abilities. Functionalists use the following
terms to describe the effects of social elements in the society:
a. Functional –when they contribute to social stability. i.e. they perform what is expected of them by they society they are moving around in. b. Dysfunctional –when they disrupt social stability. Crime can either be functional and dysfunctional. Why is this so? The two types of functions in functionalism: a. Manifest functions are consequences that are intended and commonly recognized. b. Latent functions are consequences that are unintended and often hidden.i.e. public schools.
Durkheim pooled his theory of functionalism on education. He spoke about issues which are real even today – the needs of different segments of society with respect to education, discipline in schools, the role of schools in preparing young people for society, the relationship of education to social change, cross-cultural research and the social system of school and classroom. Drawback of Durkheim’s Functionalism: a. he did not deal with some aspects of education such as the function of selection and allocation of adult
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roles. b. the gap between societal expectations of schools c. actual school performance. Structural functionalists believe that society leans towards equilibrium and social order. Some of their beliefs are: a. the aim of key institutions such as education is to socialize children and teenagers. b. socialization is the process by which the new generation learns the knowledge, attitudes and values that they will need as productive citizens. c. although this aim is stated in the formal curriculum, it is mainly achieved through the “ hidden curriculum�, a subtler, but nonetheless powerful, indoctrination of the norms and values of the wider society. d. Those with high achievement will be trained for the most important jobs and in reward, be given the highest income. Those who achieve the least are given less demanding job, hence lower income. Criticisms of Functionalism:
a. It fails to recognize the number of divergent interests, ideologies, and conflicting interest groups in society. Heterogeneous societies, each sub group, may have its own agenda to further its own interests. b. it is difficult to analyze individual interaction such as classroom dynamics of teacher-student or student -student interaction from this perspective. c. it is unable to explain social change because it focuses so intently on social order and equilibrium. d. In the functionalist perspective, society and institutions are the primary units of analysis. Individuals are significant only in terms of their places within the social systems. e. It does not deal with the content of the educational process- what is taught and how it is taught. f. Individuals do not merely carry out roles within the structure, they create and modify them. g. The focus of functionalism on elements of social life in relation to their present function, and not their past functions, makes it difficult to use functionalism to explain why a function of some element of society might change or how such change occurs.
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My gift for all of you today: Food for thought… “Sometimes a man can meet his destiny on the road he took to avoid it.
References: Symbolic interaction in sociology: definition, criticism, and example@study.com Sydney,B Functionalism, you tube
Durkheim,E, Functionalism in sociology www.http:// study.com Mooney, know, and Schacht,2007, Understanding problems, 5th ed. Functionalism ,Stanford Encyclopedia of Philosophy
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Class Report: THE THEORY OF SYMBOLIC INTERACTIONISM
SYMBOLIC INTERACTIONISM Reporter: Nanelyn T. Bontoyan
“Man lives in a world of meaning.”
-George Herbert Mead
Symbolic interactionism is a sociological perspective which developed around the middle of the twentieth century and that continues to be influential in some areas of the discipline. It is particularly important in microsociology and social psychology. Symbolic interactionism is derived from the American philosophy of pragmatism and particularly from the work of George Herbert Mead. Symbolic interactionism is an American theory that develops from practical considerations and that alludes to people's particular utilization of dialect to make images, normal implications, for deduction and correspondence with others. Herbert Blumer, a student and interpreter of Mead, coined the term and put
forward an influential summary: people act toward things based on the meaning those things have for them, and these meanings are derived from social interaction and modified through interpretation.
Sociologists working in this tradition have researched a wide range of topics using a variety of research methods. However, the majority of interactionist research uses qualitative research techniques, like participant observation, to study aspects of social interaction and/or individual selves.
Symbolic interaction theory analyzes society by addressing the subjective meanings that people impose on objects, events, and behaviors. Subjective meanings are given primacy because it is believed that people behave based on what they believe and not just on what is objectively true. Thus, society is thought to be socially constructed through human interpretation. People interpret one another’s behavior
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and it is these interpretations that form the social bond. These interpretations are called the “definition of the situation.�
For example, why would young people smoke cigarettes even when all objective medical evidence points to the dangers of doing so? The answer is in the definition of the situation that people create. Studies find that teenagers are well informed about the risks of tobacco, but they also think that smoking is cool, that they themselves will be safe from harm, and that smoking projects a positive image to their peers. So, the symbolic meaning of smoking overrides that actual facts regarding smoking and risk.
Some fundamental aspects of our social experience and identities, like race and gender, can be understood
through the symbolic interactionist lens. Having no biological bases at all, both race and gender are social constructs that function based on what we believe to be true about people, given what they look like. We use socially constructed meanings of race and gender to help us decide who to interact with, how to do so, and to help us determine, sometimes inaccurately, the meaning of a person's words or actions.
One shocking example of how this theoretical concept plays out within the social construct of race is manifested in the fact that many people, regardless of race, believe that lighter skinned blacks and Latinos are smarter than their darker skinned counterparts. This phenomenon occurs because of the racist stereotype--the meaning--that has been encoded in skin color--the symbol--over centuries. In terms of gender, we see the
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problematic way in which meaning is attached to the symbols "man" and "woman" in the sexist trend of college students routinely rating male professors more highly than female ones. Critics of this theory claim that symbolic interactionism neglects the macro level of social interpretation—the “big picture.” In other words, symbolic interactionists may miss the larger issues of society by focusing too closely on the “trees” rather than the “forest”. The perspective also receives criticism for slighting the influence of social forces and institutions on individual interactions. In the case of smoking, the functionalist perspective might miss the powerful role that the institution of mass media plays in shaping perceptions of smoking through advertising, and by portraying smoking in film and television. In the cases of race and gender, this perspective would not account for social forces like systemic racism or gender discrimination, which strongly influence what we believe race and gender. History Symbolic interaction was conceived by George Herbert Mead and Charles Horton Cooley. Mead argued that
people's selves are social products, but that these selves are also purposive and creative, and believed that the true test of any theory was that it was "useful in solving complex social problems" (Griffin 59). Mead's influence was said to be so powerful that sociologists regard him as the one "true founder" of the symbolic interactionism tradition. Although Mead taught in a philosophy department, he is best known by sociologists as the teacher who trained a generation of the best minds in their field. Strangely, he never set forth his wideranging ideas in a book or systematic treatise. After his death in 1931, his students pulled together class notes and conversations with their mentor and published Mind, Self and Society in his name (Griffin 59). It is a common misconception that John Dewey was the leader of this sociological theory; according to The Handbook of Symbolic Interactionism, Mead was undoubtedly the individual who "transformed the inner structure of the theory, moving it to a higher level of theoretical complexity" (Herman-Kinney Reynolds 67) Herbert Blumer was a social constructionist, and was influenced by Dewey; as such, this theory is very phenomenologically based. He believed that the "Most human and humanizing activity that people engage in is
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talking to each other" (Griffin 60). Two other theorists who have influenced Symbolic interaction theory are Yrjรถ Engestrรถm and David Middleton. Engestrรถm and Middleton explained the usefulness of symbolic interactionism in the communication field in a variety of work settings, including "courts of law, health care, computer software design, scientific laboratory, telephone sales, control, repair, and maintenance of advance manufacturing systems." Other scholars credited for their contribution to the theory are Thomas, Park, James, Horton Cooley, Znaniecki, Baldwin, Redfield, and Wirth.
Basic premises and approach The term "symbolic interactionism" has come into use as a label for a relatively distinctive approach to the study of human life and human conduct (Blumer, 1969). This viewpoint sees people as active in shaping their world, rather than as entities who are acted upon by society (Herman and Reynolds, 1994). With symbolic interactionism, reality is seen as social, developed interaction with others. Most symbolic interactionists believe a physical reality does indeed exist by an individual's social definitions, and that social definitions do develop in part or relation to something "real". People thus do not respond to this reality directly, but rather to the social understanding of reality; i.e., they respond to this reality indirectly through a kind of filter which consists of individuals' different perspectives. This means that humans exist not in the physical space composed of realities, but in the "world" composed only of "objects". According to Blumer, the "objects" can be divided into three types: physical objects, social objects, and abstract objects.
Both individuals and society cannot be separated far from each other for two reasons. One, being that they are both created through social interaction, and two, one cannot be understood without the other. Behavior is not defined by forces from the environment or inner forces such as drives, or instincts, but rather by a reflective, socially understood meaning of both the internal and external incentives that are currently presented (Meltzer et al., 1975).
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Herbert Blumer (1969) set out three basic premises of the perspective:"Humans act toward things on the basis of the meanings they ascribe to those things." "The meaning of such things is derived from, or arises out of, the social interaction that one has with others and the society." "These meanings are handled in, and modified through, an interpretative process used by the person in dealing with the things he/she encounters."
The first premise includes everything that a human being may note in their world, including physical objects, actions and concepts. Essentially, individuals behave towards objects and others based on the personal meanings that the individual has already given these items.
The second premise explains the meaning of such things is derived from, or arises out of, the social interaction that one has with other humans. Blumer, following Mead, claimed people interact with each other by interpreting or defining each other's actions instead of merely reacting to each other's actions. Their "response" is not made directly to the actions of one another but instead is based on the meaning which they attach to such actions. Thus, human interaction is mediated by the use of symbols and signification, by interpretation, or by ascertaining the meaning of one another's actions (Blumer 1962). Meaning is either
taken for granted and pushed aside as an unimportant element which need not to be investigated or it is regarded as a mere neutral link or one of the causal chains between the causes or factors responsible for human behavior and this behavior as the product of such factors. (Blumer 1969). Social interaction is the source of meaning, and out of which the typical communication media which have meanings, i.e., the language arises, and is negotiated through the use of it. We have the ability to name things and designate objects or actions to a certain idea or phenomenon. The use of symbols is a popular
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procedure for interpretation and intelligent expression. Blumer contrasted this process with behaviorist explanations of human behavior, which does not allow for interpretation between stimulus and response. In Blumer's third premise the idea of minding comes into play. Symbolic interactionists describe thinking as an inner conversation. (Griffin 62). Mead called this inner dialogue minding. Minding is the delay in one's thought process that happens when one thinks about what they will do
next. The third premise is that these meanings are handled in, and modified through, an interpretative process used by the person in dealing with the things he encounters. We naturally talk to ourselves in order to sort out the meaning of a difficult situation. But first, we need language. Before we can think, we must be able to interact symbolically. (Griffin 62). The emphasis on symbols, negotiated meaning, and social construction of society brought on attention to the roles people play. Role-taking is a key mechanism that permits people to see another person's perspective to understand what an action might mean to another person. Role-taking is a part of our lives at an early age. Playing house and pretending to be someone else are examples of this phenomena. There is an improvisational quality of roles; however, actors often take on a script that they follow. Because of the uncertainty of roles in social contexts, the burden of role-making is on the person in the situation. In this sense, we are proactive participants in our environment.
Mind, Self and Society Mind, Self and Society is the book published by Mead's students based on his lectures and teaching. The title of the book serves as the key concepts of symbolic interaction theory. The mind refers to an individual's ability to use symbols to create meanings for the world around him. Individuals use language and thought to accomplish this goal. Self refers to an individual's ability to reflect on the way that he/she is perceived by others. Finally, society, according to Mead is where all of these interactions are taking place.
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A general description of Mead's compositions portray how outside social structures, classes, and power and abuse affect the advancement of self personality for gatherings verifiably denied of the ability to characterize themselves. The "I" and the "me" While establishing the idea of self, Mead introduces a distinction between the "I" and the "me", respectively, the active and socialized aspects of the person. The "me" is a similar concept to Cooley's looking-glass self. An
example of these concepts is the pygmalion effect whereby a person (I) behaves to match the sense of self (me) they derive from others, in a form of self-fulfilling prophecy.
Five central ideas behind symbolic interactionism There are five central ideas to symbolic interactionism according to Joel M. Charon, author of Symbolic Interactionism an Introduction, An Interpretation, An Integration: "The human being must be understood as a social person. It is the constant search for social interaction that leads us to do what we do. Instead of focusing on the individual and his or her personality, or on how the society or social situation causes human behavior, symbolic interactionism focuses on the activities that take place between actors. Interaction is the basic unit of study. Individuals are created through interaction; society too is created through social interaction. What we do depends on interaction with others earlier in our lifetimes, and it depends on our interaction right now. Social interaction is central to what we do. If we want to understand cause, focus on social interaction. The human being must be understood as a thinking being. Human action is not only interaction among individuals but also interaction within the individual. It is not our ideas or attitudes or values that are as important as the constant active ongoing process of thinking. We are not simply conditioned, we are not simply beings who are influenced by those around us, we are not simply products of society. We are, to our very core, thinking animals, always conversing with ourselves as we interact with others. If we want to understand cause, focus on human thinking.
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Humans do not sense their environment directly, instead, humans define the situation they are in. An environment may actually exist, but it is our definition of it that is important. Definition does not simply randomly happen; instead, it results from ongoing social interaction and thinking. The cause of human action is the result of what is occurring in our present situation. Cause unfolds in the present social interaction, present thinking, and present definition. It is not society’s encounters with us in our past, that causes action nor is it our own past experience that does. It is, instead, social interaction, thinking, and definition of the situation that takes place in the present. Our past enters into our actions primarily because we think about it and apply it to the definition of the present situation.
Human beings are described as active beings in relation to their environment. Words such as conditioning, responding, controlled, imprisoned, and formed are not used to describe the human being in symbolic interaction. In contrast to other social-scientific perspectives humans are not thought of as being passive in relation to their surroundings, but actively involved in what they do."
Examples of Symbolic Interactionism To better understand how those wearing this lens view reality, we can look at a specific example. Imagine you have a sibling with whom you have had a rivalry with your whole life. You see your sister as having always received an unfair bias, getting what she wanted more than you have. You perceive her as picking at your flaws when you interact or cutting you down in some way. All of these experiences take place through a series of communications, social situations, and thoughts you have about your sister.
Events will also be symbolic to you, representing more to you than the objective facts might suggest. For instance, she receives a promotion with her company within a year of being hired. Since you don't believe she has the skills for the job, you give the situation a particular meaning, specifically, that it is unfair and that it is an example of how your sister always gets what she wants. Perhaps then your sister loses her job abruptly with no other job in sight and comes to you for emotional support as she recovers from the loss. You and she grow closer as she expresses appreciation for your help and
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solicits advice from you on how to move forward. Your role changes from that of a critical onlooker who is jealous to one who is needed for support and compassion. The loss of her job becomes an opportunity to connect with other aspects of who your sister is as a person, rather than seeing her as your sister who has an unfair advantage in the world. You give your sister a new meaning: that of a person in need of your support and perhaps not always as lucky as you had thought.
The symbolic meaning we give to relationships can change over time Symbolic interactionists would look at this series of events and note how your experiences and interactions
with your sister form your understanding of reality. Before she loses her job, you have one version of reality in your mind. Symbolically, you see your sister as having an unfair advantage in the world and hold this idea in your mind. When the dynamic shifts and you play a role of supporting her in a time of need, the meaning you give your sister's life fluctuates, changes, and develops. All of this is based on the social interactions you have, the language used to communicate, and the symbolic meaning you give to these events and thoughts.
References: Blumer, Herbert. “A note on symbolic Interactionism”. American Sociological Review. Vol. 38, No. 6. 1973. Burbank, Patricia. “Symbolic Interactionism and critical perspective: divergent or synergistic”? Nursing Philosophy. Web. 3 Jan. 2010. Stryker, Sheldon. “The vitalization of symbolic Interactionism”. Social Psychology Quarterly. Vol. 50, pg. 83. Web. 1 Nov. 1999. Hall, Peter M. (2007). "Symbolic Interaction". Blackwell Encyclopedia of Sociology – via Blackwell
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Encyclopedia of Sociology. https://sites.google.com/site/sssinteraction/
Herman-Kinney Nancy J., Reynolds, Larry T. (2003). Handbook of Symbolic Interactionism. New York:
AltaMira.
Griffin, Emory A. (2006). A First Look at Communication Theory. Boston: McGraw-Hill.
Engestrom, Yrjo, and David Middleton. "Cognition and Communication at Work."
Blumer, H. (1969) Symbolic Interactionism; Perspective and Method. Englewood Cliffs, NJ: Prentice-Hall
Meltzer B.N., Petras J.W. & Reynolds L.T.(1975). Symbolic Interactionism: Genesis, Varieties, and
Criticism. Boston: Routledge and Kegan Paul. This process occurs in the form of interaction with oneself or taking into account of taking into account. See the following paper: Kuwabara T., and K. Yamaguchi, 2013, An Introduction to the Sociological Perspective of Symbolic Interactionism, The Joint Journal of the National Universities in Kyushu, Education and Humanities, 1(1), pp. 1-11.
Garfinkel, Harold. 1967. Studies in Ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.
Brewster, Kiyona (2013). "Beyond Classic Symbolic Interactionism: Towards A Intersectional Reading Of
George H. Mead's Mind, Self, And Society". Conference Papers -- American Sociological Association: 1–20 – via SocINDEX with Full Text. Marshall, G. (1998). "symbolic interactionism". A Dictionary of Sociology. Encyclopedia.com. Retrieved on: 2011-09-20. Charon, Joel M. (2004). Symbolic Interactionism An Introduction, An Interpretation, An Integration. Boston: Pearson. p. 31. ISBN 978-0-13-605193-0. http://www.newmedia.org/what-is-new-media.html
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Reid, E.M. (1991) Electropolis: Communication and Community on internet Relay Chat’, Honours thesis,
University of Melbourne.
Howard,T. (1997) A Rhetoric of Electronic Communities. Greenwich, CT:Ablex.
Bromberg, H. (1996) ‘Are MUDs Communities? Identity, Belonging and Consciousness in Virtual
Worlds’, in R. Shields (ed.) Cultures of internet:Virtual Spaces, Real Histories, Living Bodies, pp. 143–52. London: Sage.
Donath, J. (1999) ‘Identity and Deception in the Virtual Community’, in M.A. Smith and P. Kollock (eds)
Communities in Cyberspace, pp. 29–59. New York: Routledge.
Watson, N. (1997) ‘Why We Argue About Virtual Community: A Case Study of the phish.net Fan
Community’, in S.G. Jones (ed.) Virtual Culture: Identity and Communication in Cybersociety, pp. 102– 32.Thousand Oaks, CA: Sage.
Wellman, B. (1997) ‘An Electronic Group is Virtually a Social Network’, in S. Kiesler (ed.) Culture of the
internet, pp. 179–205. Mahwah, NJ: Lawrence Erlbaum Associates.
Ess, C. (1996) ‘The Political Computer: Democracy, CMC, and Habermas’, in C. Ess (ed.) Philosophical
Perspectives on Computer-Mediated Communication, pp. 197–230. Albany, NY: State University of New York. Anthropologist Wows Personal Democracy Forum. Whatever. Shelley Dubois. Wired Magazine. 30 June 2009.
Fernback, J. Beyond the diluted community concept: a symbolic interactionist perspective on online social
relations New Media & Society, February 2007 9: 49-69
Robinson, L. The Cyberself: The Self-ing Project goes online, Symbolic Interaction in the Digital Age.
2007 Harris, D. "Reading Guide to the Bits on Interactionism in: Gouldner A (1971) The Coming Crisis of Western Sociology, London: Heinemann Educational Books". Retrieved 2011-09-20.
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Stryker, Sheldon, and Kevin D. Vryan. 2003. "The Symbolic Interactionist Frame." 3-28 in Handbook of Social Psychology, edited by John Delamater. New York: Kluwer Academic/Plenum Publishers.
Stryker, Sheldon. (1968). "Identity Salience and Role Performance: The Relevance of Symbolic Interaction
Theory for Family Research." Journal of Marriage and the Family 30:558-564.
Stryker, Sheldon. (1994). "Identity Theory: Its Development, Research Base, and Prospects." Studies in
Symbolic Interaction 16:9-20.
Burke, Peter J. (1980). "The Self: Measurement Requirements from an Interactionist Perspective." Social
Psychology Quarterly 43:18-29.
Burke, Peter J., and Donald C. Reitzes. (1981). "The Link between Identity and Role Performance." Social
Psychology Quarterly 44:83-92.
Stryker, Sheldon. 1980. Symbolic Interactionism: A Social Structural Version. Menlo Park, CA: Benjamin/
Cummings.
Peter Burke and Jan Stets Burke, Peter J., Timothy J. Owens, Richard T. Serpe, and Peggy A. Thoits
(Eds.). (2003). Advances in Identity Theory and Research. New York: Kluwer Academic/Plenum.
The Sociological Quarterly Volume 18, Issue 1, pages 126–142, January 1977
"Society for the Study of Symbolic Interaction". Archived from the original on June 7, 2007. "Welcome to SSSI". Society for the Study of Symbolic Interaction.
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Class Report: CONFLICT THEORY
CONFLICT THEORY
Reporter: MARIA CHARLENE P. MELEGRITO
WHAT IS CONFLICT? Conflict is an existing state of disagreement or hostility between two or more people (Nicholson, 1992). Conflict also connotes different perceptions, which may not necessarily result in hostility. This way,
conflict simply means ‘a different perception’ or view to an issue or situation (Barash and Webel, 2002).
OTHER TYPES OF CONFLICT Family Conflict – This type of conflict occurs in a family unit. Sociologists would describe this as intraunit conflict. In most cases, these conflicts arise from crisis occasioned by familial roles, expectations and role conflict. Inter – group Conflict – This refers to the kind of disagreement or feud that takes places between two or more sectarian or religious groups, ethnic groups, communities, or interest groups. Intra – state Conflict – This type of conflict is confined within the borders of a sovereign state. Inter – state Conflict – This type of conflict is also known as international conflict. This is a conflict between two or more states. In some cases, this type of conflict degenerates to a state of war. Global Conflict - This should not be mistaken for inter-state conflict, although it also connotes
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international conflict. This kind of international conflict however transcends the type which involves two or more sovereign states.
WHAT IS CONFLICT THEORY? The perspective of conflict theory, contrary to the structural functionalist perspective, believes that society is full of social groups with different aspirations, different access to life chances and gain different social rewards. Relations in society, in this view, are mainly based on exploitation, oppression, domination and subordination. It states that tensions and conflicts arise when resources, status and power are unevenly distributed between groups in society and that these conflicts become the engine for social change. Looks to social and economic factors as the causes of crime and deviance. Unlike functionalists, conflict theorists don’t see these factors as positive functions of society. They see them as evidence of inequality in the system. Greatly influenced by the work of German philosopher, economist and social scientist Karl Marx, who focused on the causes and consequences of class conflict between the bourgeoisie and the
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proletariat.
THE WORK OF KARL MARX The Marxist theory is an offshoot of the Marxian explanation of society. Society is divided into unequal classes: the one is strong, rich and noble and bears the tag of bourgeoisie, who controls the instrumentality of state; while the other is deprived, socially deflated, financially infantile and is called the proletariat. There is a constant struggle between the two, but he that has the financial muscle controls both the state and the poor, and
that is the structure of society. Thus, the Marxist stand is that the state is itself a product of the irreconcilability of class antagonisms (Lenin, 1917). The state is therefore structured to be in a perpetual state of conflict. The rich controls the state as well as means of production. The rich thus grows wealthier at the expense of the poor, who lives at his mercy and is implicitly embittered by the development. The central argument of Marxism is thus that capitalism is at the heart of the state, and that same capitalism is exploitative and oppressive and has been responsible for the polarization of the society (and state) into two incompatible classes. The limitation of Marxism is similar to that of structuralism. It looks at every issue of conflict from the viewpoint of dialectical materialism alone. This economic prism is not enough to capture every aspect of conflict causation.
CONFLICT THEORISTS TO EDUCATION Sees the purpose of education as maintaining social inequality and preserving the power of those who dominate society.
Conflict theorists point to several key factors in defending their position. First, property taxes fund most schools; therefore, schools in affluent districts have more money. Conflict theorists contend that not only do the economics favor the white affluent, but so does school testing—particularly IQ testing, which schools can use to sort students. They argue that the tests, which claim to test intelligence, actually test cultural knowledge and therefore exhibit a cultural bias. Conflict theorists see education not as a social benefit or opportunity, but as a powerful means of
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maintaining power structures and creating a docile work force for capitalism. Education achieves its purpose by maintaining the status quo, where lower-class children become lower class adults, and middle and upper class children become middle and upper-class adults. McLeod argues that teachers treat lower-class kids like less competent students, placing them in lower ―tracks‖ because they have generally had fewer opportunities to develop language, critical thinking, and social skills prior to entering school than middle and upper class kids. When placed in lower tracks, lower-class kids are trained for bluecollar jobs by an emphasis on
obedience and following rules rather than autonomy, higher-order thinking, and self-expression. They point out that while private schools are expensive and generally reserved for the upper classes, public schools- like Municipal schools, especially those that serve the poor, are under - funded, understaffed, and growing worse. Schools are also powerful agents of socialization that can be used as tools for one group to exert power over others – for example, by demanding that all students learn English, schools are ensuring that English-speakers dominate students from non-English speaking backgrounds. This cycle occurs because the dominant group has, over time, closely aligned education with middle class values and aims, thus alienating people of other classes. Many teachers assume that students will have particular middle class experiences at home, and for some children this assumption isn‘t necessarily true. Some children are expected to help their parents after school and carry considerable domestic responsibilities in their often single-parent home. The demands of this domestic labour often make it difficult for them to find time to do all their
homework and this affects their academic performance. Where teachers have softened the formality of regular study and integrated student‘s preferred working methods into the curriculum, they noted that particular students displayed strengths they had not been aware of before. However few teacher deviate from the traditional curriculum and the curriculum conveys what constitutes knowledge as determined by the state - and those in power. This knowledge isn‘t very
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meaningful to many of the students, who see it as pointless. Wilson & Wyn state that the students realise there is little or no direct link between the subjects they are doing and their perceived future in the labour market. Anti-school values displayed by these children are often derived from their consciousness of their real interests. Sargent believes that for working class students, striving to succeed and absorbing the school's middle class values, is accepting their inferior social position as much as if they were determined to fail. Fitzgerald states that ―irrespective of their academic ability or desire to learn, students from poor families have relatively little chance of securing success. On the other hand, for middle and especially upper-class children, maintaining their superior position in society requires little effort. The federal government subsidises independent‘ private schools enabling the rich to obtain good education‘ by paying for it. With this good education‘, rich children perform better, achieve higher and obtain greater rewards. In this way, the continuation of privilege and wealth for the elite is made possible. Conflict theorists believe this social reproduction continues to occur because the whole education system is overlain with ideology provided by the dominant group. In effect, they perpetuate the myth that education is available to all to provide a means of achieving wealth and status. Anyone who fails to achieve this goal, according to the myth, has only themselves to blame. Wright agrees, stating that ―the effect of the myth is to…stop them from seeing that their personal
troubles are part of major social issues‖. The duplicity is so successful that many parents endure appalling jobs for many years, believing that this sacrifice will enable their children to have opportunities in life that they did not have themselves. These people who are poor and disadvantaged are victims of a societal confidence trick. They have been encouraged to believe that a major goal of schooling is to strengthen equality while, in reality, schools reflect society‘s intention to maintain the previous unequal distribution of status and power
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DRAWBACK OF CONFLICT THEORY Deterministic Pessimistic Allowing no room for the agency of individuals to improve their situation
References: eprints.covenantuniversity.edu.ng https://courses.lumenlearning.com www.cliffsnotes.com www.sociologyguide.com www.thoughtco.com
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Class Report: OPEN SYSTEM
OPEN SYSTEM
Reporter: Cecilia M. Pelejo
What Is an Open System? Which of these two best represents an open system? •Picture 1
• Picture 2
What Is an Open System? Which of these two best represents an open system? •The paper bag best represents Open System. •It is porous and that is the basic characteristics of an Open System. •As explained in the next slides, an open system can be influenced and can influence its outside environment. •When water is poured in the bottled, the bottle will keep the water inside and that is the characteristics of a
closed system •On the other hand, when water is poured in the paper bag, it will definitely spill over. This is being porous and therefore it is the representation of an Open System. What is a system? (Lunenburg, 2010) •It is an interrelated set of elements functioning as an operating unit (Senge,2006) •It has five basic elements:
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Inputs Transformation process Outputs Feedback Environment Open systems are systems consists of: (Field Guide to Consulting and Organizational Development)
•Inputs •Processes •Outputs •Goals •Assessment •And Evaluation
Overview of an Open System
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Aspects of Open System •Boundaries •External Environment •Outcomes (Results among Customers) •Equifinality
Boundaries
•All systems have boundaries, although the boundaries can be difficult to identify because systems can be very dynamic. •Open systems have porous boundaries through which useful feedback can readily be exchanged and understood. •Closed systems, unlike open systems, have hard boundaries through which little information is exchanged. •Organizations that have closed boundaries often are unhealthy. •Examples include: •bureaucracies, monopolies and stagnating systems.
External Environment •The external environment includes a wide variety of needs and influences that can affect the organization, but which the organization cannot directly control. •Influences can be political, economic, ecological, societal and technological in nature.
•A highly effective organization is regularly exchanging feedback with its external environment – it is an open system. •Healthy organizations regularly try to understand their environments through use of environmental scanning, market research and evaluations. •These organizations often try to influence their external environment, as well, for example, through use of public relations, advertising and promotions, lobbying and advocacy, and educating industry and local leaders.
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Class Report: OPEN SYSTEM
Outcomes (Results Among Customers) •Outcomes are critically important to the success of an organization. Outcomes are in regard to the changes, or benefits, that customers accomplish as a result of using a particular product or service. •Outcomes are usually specified in terms of changed: •1. Knowledge (usually short-term outcomes). •2. Behaviors, notably those that comprise useful skills (often intermediate outcomes). •3. Attitudes, values and conditions, such as increased security, stability or pride (usually long-term outcomes).
Outcomes (Results Among Customers) •Some examples of outcomes from a product or service are when customers learn to read from •attending a training, achieve a healthier body by using a health club’s facilities or have a cleaner •house from using the company’s vacuum cleaner product. Notice the difference between outcomes •(measures of changes in customers) and outputs (measure of activities in an organization).
Equifinality (More Than One Way to Accomplish the Same Result) •Equifinality means that the same or similar results can be achieved by using a variety of different processes. •For example, management can achieve the same results by using different inputs or by using different processes with the same inputs. •Equifinality suggests that there is no one right way to accomplish important results in an organization.
Equifinality (More Than One Way to Accomplish the Same Result) •In contrast, closed systems have one right way to do things. For example, in heavily bureaucratic organizations, a person must finish the necessary procedures regardless of how useful an intended result will be for the organization – the focus is on doing things right, rather than doing the right things.
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Class Report: OPEN SYSTEM
Equifinality (More Than One Way to Accomplish the Same Result) •The concept of equifinality explains why there is no one right way to lead or manage organizations. •It explains why there is no one right way to guide organizational change. You should keep this in mind when adopting various solutions-based best practices, diagnostic models and assessment tools. SCHOOLS AS OPEN SYSTEMS (Lunenburg, 2010) •All public schools are open systems, although the degree of interaction with their environment may vary. Open systems contain five basic elements: inputs, transformation process, outputs, feedback, and the environment. Lunenburg (2010) discuss each of these five elements of social systems. The open systems view of schools provides an excellent framework for analyzing the process of education and the role the school administrator plays in that process.
References: http://study.com/academy/lesson/closed-open-systems-definition-examples.html http://www.authenticityconsulting.com www.shsu.edu/~edu_fcl/ us.sagepub.com/en-us/nam/author/frederick-c-lunenburg
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Class Report: CARTESIAN-NEWTONIAN THEORY VS. QUANTUM THEORY
CARTESIAN-NEWTONIAN THEORY VS. QUANTUM THEORY Reporter: Ryan A. Gamoso
Cartesian-Newtonian is the theory of Rene Descartes and Isaac Newton which are both part of the socalled Classical Mechanism. In this theory, it explains that everything is in the world of order. It means that every single thing that happens in this world is already the reality and is predictable. It was believed that any place in the universe is absolute. There is a pattern, everything is organized and there is certainty. But it was argued by some philosophers questioning how about the other happenings that are unpredictable such as waves. They believe that these events don’t just happen that way. The Quantum theory was introduced later on which explained the unexplainable facts about classical mechanism. It explained that Quantum theory is based on probability and that probability is the expected reality until it happens. In short, it is the world of disorder. It is in the world of disorder where orderliness can be found. An example of this is the whack-a-mole which is a game in a recreational facility where a kid or a person is holding a hammer and tries to hit the mole coming out from number of holes. How will Quantum explain this? Like what was mentioned above, it is based on
probability. What is the probability of a mole coming out from a hole where we expect it would come out? The answer is we don’t know but we know there is a chance of hitting it on the hole where we expect it to come out. Same with the casino games, an example is roulette. Let’s say there’s a number to bet from 1-34. What is the probability of the ball to roll and stop on the number we placed our bet. There is a small chance but we know that there’s a point it will and that, we considered reality after it happens. The quantum physics was demonstrated on a bowling game. If you put a hindrance in the middle and roll a bowling ball, it goes straight and makes big holes at the end. That’s what we call classical mechanism, it explains that everything is predictable that even when you roll more bowling balls, it only goes to that direction repeatedly. If we use small balls of table tennis size, there is a tendency that this goes to different directions which illustrates the quantum physics. The quantum physics is the theory that tells even if the ball goes to different ways or directions it is expected that there is something to expect that it’ll end somewhere.
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Class Report: CARTESIAN-NEWTONIAN THEORY VS. QUANTUM THEORY
In the management perspective, the Cartesian-Newtonian theory tells that it can also be used as a type of leadership. The Cartesian-Newtonian theory consists of different features and these are: a. Nodes are only localised b. Hierarchial c. Bureaucratic d. Alienating e. Undemocratic
Nodes are localised meaning everything is set on a limited area. For every employee, they have their own responsibilities and it is their duty to function as only what is assigned to them. Hierarchial, meaning there is still someone at the top management, middle management and the employees. Bureaucratic means everything is still in control of one person. Alienating means doing everything on your own and giving the solutions by oneself and the decision comes from every individual. Undemocratic means there is no freedom. An employee must follow what everything the leader states. On the contrary, we have the quantum type of leadership. From the discussion above, we can easily see the difference. The quantum leadership has these features: a. Nodes are delocalised-localised b. Non-Hierarchial c. Co-operative d. Non-alienating e. Democratic
Nodes are delocalised-localised meaning everyone is welcome to throw their suggestions in solving a specific problem. The leader will be the mediator in all the possible solutions contributed. Non-Hierarchial because the model shows a circle model which shows unity and equality. Co-operative, as mentioned it is in circular model meaning the environment is in cooperation. Non-alienating because everybody helps one another and nobody is left behind. Democratic as mentioned, everybody’s suggestion is welcome and free to give their ideas.
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Case Study: PHILIPPINE CULTURAL COLLEGE
PHILIPPINE CULTURAL COLLEGE Researcher: Teresita Banag
History of the School
Our school was established in 1923. It has weathered all sorts of crises, and has withstood the destructive war, fire and natural calamities. With the support of its loyal alumni and the generous people in the community, it has survived and developed into what it is today. The Pioneering Stage The school was originally named Philippine Chinese High School. It was established by the Philippine Chinese Educational Association in 1923, under the leadership of Don Carlos Palanca, Sr. With 47 students, classes were first held using the two classrooms of Anglo Chinese School (now Tiong Se Academy ). Classes started on June 27, thus the date became the foundation day of the school. In 1937, the first batch of alumni organized the PCHS Alumni Association. In 1938, the school organized the Board of Trustees. In 1940, a new school building was constructed along Jose Abad Santos Street. Surmounting Difficulties In January 1942, the Japanese Imperial Army invaded the City of Manila. The new school building was forcibly occupied by the Japanese troops. Classes were suspended. In May 1945, our school was the first one within the city to reopen after the war. In 1948, expansion of the Abad Santos school building was completed. The old school building was turned over to Anglo Chinese School. On May 2, 1949 at 11:30 in the evening, a neighborhood fire brought disaster to the school. The whole school building, records and
papers were burned to ashes. Struggling Years On November 11 of that same year, a new school building was finally completed. In 1961, using the funds from Dr. T.C. Huang Memorial Foundation, the school bought a 10,000 sq.m. Annex Campus in Caloocan City. In June 1967, classes were held with more than 300 students. In 1976, the government filipinized all
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Case Study: PHILIPPINE CULTURAL COLLEGE
Chinese schools in the Philippines. Our school was renamed Philippine Cultural High School ( PCHS). Since its founding, PCHS used to offer only high school education.But with the changing of times, both the Manila and the Caloocan Campuses started offering pre-school and elementary education during the 70s. Development Stage While the construction was on its peak, Mr. Go Seng Guan unfortunately passed away. He was 80 years old and served the school for 50 years. After the completion of the new school building, the president of the Alumni Association organized the fund-raising campaign for the “PCHS Faculty and Staff Mutual Aid Fund”. P20 million pesos were collected. In 1989, the BOT organized the PCHS Educational Foundation to ensure the effective management of endowments for scholarships, trainings, development grants, and school facilities. In 1990, they hire experts to revise and prepare instructional materials that would suit the needs of the local students. They introduced “teaching/learning Chinese as a second language”. They applied for PAASCU (Manila and Caloocan) were granted Level II accreditation status for 5 years. In 1995, the Kinder Day Care was established earning the patronage of the parents. Aside from developing its curriculum, the school also
established sister school relations in China. In 2006, they started working on the application for the opening of the college department. In 2008, the school opened its college and changed its name to Philippine Cultural College (PCC) and changed the organizational structure. In 2009, the school was awarded the title “ Chinese Language Demonstration Language School” by the Overseas Chinese Affairs Office of the State Council of the People’s Republic of China. On January 12, 2012, a new college building was proposed to be constructed on a donated lot along D. Tuazon street corner M. Cuenco Street in Quezon City. Future Perspective The school holds a glorious past, a progressive present and a bright future. With the development of modern technology, the enrichment of the pool educators and the advancement of the quality of education, the school quips young individuals with a rich cultural heritage and the skills to become competitive professionalism their respective fields in the future. The opening of the college marks the beginning of a new chapter in the history of the school. The college department continues to attract enrollees and the secondary, elementary and kinder
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Case Study: PHILIPPINE CULTURAL COLLEGE
departments remain steadfast in their commitment to provide quality education to the pupils/students. The school carries the important responsibility as “the vanguard of civilization”. It is tasked to provide triangular education, to propagate the Chinese-Filipino culture, and to nurture the hearts and minds of the youth. At present, everybody in the school and all the alumni are united as one, treading vigorously and striding into the future. The school pledges to contribute more to the society and to our country.
EDUCATIONAL PHILOSOPHY The educational philosophy of the school is the product of the school’s long history as the first and the oldest Chinese-Filipino secondary school in the country today. It is inspired by several intertwining factors: the unique heritage of the Chinese Filipinos, their inherent oriental worldview, and the influence of many people— the alumni, administrators, teachers, service personnel, parents and students—who have had dedicated their loyalty to the school.
The educational philosophy:
Man is an incessant learner. He is in constant pur suit of lear ning and self-improvement. He, by nature, thirsts for knowledge and information. He thinks, reasons, questions and seeks to know the truth. Education is thus, man’s lifelong pursuit.
Education is universal. It does not discr iminate nor distinguish the lear ner s fr om one and the other .
Hence, equal educational opportunity should be provided to everyone regardless of wealth, race, status or sex. Every learner who seeks education at this school is thus accorded with an equal opportunity to excel to the limits of his/her potential and ability.
The aim of education is to develop man so as to enable him to become useful citizen who will contribute to the building of just and humane society. Education develops the learner’s potential and ability. More importantly,
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education cultivates the learner’s physical, emotional, social, intellectual and moral aspects to the fullest so that he/she will become useful and productive civic-conscious citizen who embodies a deep sense of love and concern for the welfare of society.
Education trains man to see himself as an entity who shar es an essential continuity with the exper iences of other men throughout history. Education enriches man’s sense of the past. It gives him firm foundation from where he can ground his cultural roots and establish a confident sense of identity.
Education teaches man to become self-reliant. Education is a pr actical pr epar ation for life. As the Chinese proverb puts it: “If you give man a fish, you’ll feed him for a day; but if you teach him how to fish, you’ll feed him for his entire life.”
Education thus prepares man how to live life productively and
meaningfully. Education enables him to live and cope with the changes and challenges of the rapidly changing times. VISION The vision of this school is responsive Chinese-Filipino institution that provides equal opportunity for excellent education towards the total development of globally competitive learners appreciative of their cultural heritage and proud of their identity. MISSION The mission of this school is the formation of well-rounded Chinese-Filipino youth appreciative of their cultural heritage and responsive to the changing times.
How the School Operates The school is a non-stock, non-profit, and non-sectarian educational institution. It offers tertiary education program recognized by the Commission on Higher Education as well as Basic Education Program recognized
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by the DepEd that is supplemented with Chinese Language instruction. The organization is composed of the following: Board of Trustees. They for mulates policies, r iles, and r egulations accor ding to the thr ust, philosophy, vision-mission, and objectives of the school; reviews and approves the over-all development of the school, faculty and services; reviews and approves the appointment/performance of major officers of the school; delegates to the President by means of a resolution certain functions for the operations of the school; delegates to the Vice President by means of a resolution certain functions for the operations of the BED; approves the annual budget and reviews the financial statement of the school; executes legal documents and/or sales and purchases; and execute loans, notes, mortgages, and other financial transactions. The President is appointed by the BOT as the Chief Executive Officer of the school. He/She oversees the general operations of the school and represents the school in all official functions and gatherings. He/She also performs other functions that the BOT may delegate to him/her, and is an ex-officio member of the BOT. The Operations of the Basic Education Department ensures that the Basic Education Department is organized, administered and supervised effectively is divided into four ( 4 ) interdependent areas namely: academic services, administrative services, student services and physical and financial resources. Under each operation are the different offices, departments and units. The Vice President assisted by the administrative officers who function as the heads of the different offices, departments and nits, manages each operation centrally. The Vice President defines the specific tasks, functions and interdependencies of the different offices, departments and units under each operation.
The Vice President is directly responsible to the President for the entire operations of the Basic Education Department. He/She undertakes the general administration and supervision of the secondary, elementary and kinder department. The Administrative Officers ar e duly appointed administr ative officer s who assist the Vice Pr esident in undertaking the general administration and supervision of the Basic Education Department.
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Case Study: PHILIPPINE CULTURAL COLLEGE
Offices, Departments and Units ( English super visor , Chinese Super visor , Kinder gar ten Super visor , Office of the Student Affairs, Discipline Office, Information Technology Center, Records Department, Sports Development, Office of the General Services, Office of the Alumni Association. Councils and Committees ( Administr ative Council, Academic Council, Cur r iculum Development Committee, Institutional Development Council, Personnel Recruitment Committee, Academic Non-Teaching Personnel (ANTP)/ Non-Academic Non-Teaching Personnel (NANTP) Development Committee, Faculty Development Committee, Personnel Discipline Committee, Student Admissions Committee, Student concern Committee, Student Discipline Committee, Honors and Awards Committee, Deliberations Committee, Graduation Committee, Child Protection Committee, and others. The school is hiring licensed teacher regardless of their gender and race. This is the symbolic reaction theory. Some fundamental aspects of our social experience and identities, like race and gender, can be understood through the symbolic interactionism lens. Having no biological bases at all, both race and gender are social constructs that function based on what we believe to be true about people, given what they look like. We use socially constructed meanings of race and gender to help us decide who to interact with, how to do so, and to help us determine, sometimes inaccurately, the meaning of a person's words or actions ( Crossman, A. 2017). Since there is an organizational plan, the flow of information is properly going down from the top management down to the front liners. Conflict also arises even with an organizational structure because conflict theory emphasizes the role of coercion and power in producing social order. This perspective is the result from the works of Karl Marx, who saw society as uneven into groups that compete for social and economic resources. Social order is maintained by authority, with power in the hands of those with the greatest political, economic, and social resources. There
will be tensions and conflicts arise when resources, status, and power are unevenly distributed between groups in society and that these conflicts become the engine for social change. Power can be understood as control of material resources and accumulated wealth, control of politics and the institutions that make up society, and one's social status relative to others ( Crossman, A. 2017). We use socially constructed meanings of race and gender to help us decide who to interact with, how to do so, and to help us determine, sometimes inaccurately, the meaning of a person's words or actions. Functionalism theory is applied here because it interprets each part
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Case Study: PHILIPPINE CULTURAL COLLEGE
of society in terms of how it contributes to the firmness of the whole society. Society is more than the sum of its parts and each part of society is functional for the firmness of the whole. Durkheim looked at society as an organism, and just like within an organism, each factor plays a necessary part, but none can function alone, and if one experiences a crisis or if it fails, other parts must adapt to fill the invalid in some way. Hiring With regards to employment qualifications, an applicant must be Bachelor in Elementary Education or Bachelor in Secondary Education or if not a graduate either of the two, an applicant must have Teacher’s Certificate. Hiring and training the right employees properly are effective to make sure that the organization will be successful. The guidelines that were developed for hiring and training process will be used to design a position and hire to train the person that is best to fill it. As to recruitment procedure, there is a Preliminary Interview, Written Examinations, Demonstration teaching, Final Interview, Submission of Certificate of Employment (if previously employed, NBI Clearance, and Medical Examination Result), and then Orientation. Hiring and training the right employees properly are effective to make sure that the organization will be successful. The guidelines that were developed for hiring and training process will be used to design a position and hire to train the person that is best to fill it ( Wheeler, K. 2006). Ranking The faculty member’s immediate head shall conduct his/her performance evaluation. Each faculty member is encouraged to evaluate himself/herself in a self-evaluation. Both probationary and regular faculty members are to be evaluated once a year. A faculty member must attain an over-all rating of at least 3.5 points every year. In order to make sure that a school stay competitive and retain your best employees, we must use base wages in
order to determine employees’ raises. The school must keep on top of pay issues to make sure that the school’s pay is in line with the market within the area, in the industry and the job (Ewenstein, B., Hancock, B., Komm, A. 2016 ). Supplementary Benefits As mandated by the Social Security Law, all employees, whether regular or probationary are subjects to compulsory SSS contribution and coverage. Employees are entitled to a package of benefits under the SSS.
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Case Study: PHILIPPINE CULTURAL COLLEGE
Employee’s Compensation Program in the events of death, disability, sickness, maternity and retirement. All employees are also entitled to a member’s loan under the SSS Loan Program. The school understands that in order to fulfill its mission, the management should hire highly qualified teachers. The management believes that that each employee is a valuable asset. And so maintains a comprehensive and competitive benefits program for its employees and their dependents in order to attract and motivates each employee to carry out its mission.
Therefore, financial incentives should be designed properly in order to avoid threshold-based
incentives ( Imberman, S. 2015). Retirement Plan Membership in the said school Retirement Plan shall be automatic for all regular personnel/teachers. All personnel/teachers are eligible for retirement under the following conditions: those with 10 years of service and have reached the age of 65; those with 15 years of service and have reached the age of 65; those with 20 years of service and have reached the age of 65; those with 30 years of service even if they have not reached the age of 65; they may also request for optional retirement after serving at least a minimum of 20 years and at least 50 years of age; those who have reached the age of 65 must retire; and in any other cases approved by the Board. We know that retirement has been considered as one of the most important life changes of an employee and a pleasant experience for some working adult. Retirement means reducing the amount of work hours or simply disengagement from the usual routine and will be receiving pension benefits. They will not be longer working fulltime and will be living on a pension. It is also giving up full time career employment ( Osuji, C. & Nweze, T. 2014) Dress Code The faculty is required to wear the prescribed uniform (including school pin and school ID) during school days. During “wash days” the faculty is encouraged to wear semi-formal/smart casual attires. T-shirts, denim pants, shorts, rubber shoes, and step-ins/sandals must not be worn during “wash days”. Since clothing is very important aspect in communicating, it influences the perception of wearer’s credibility and attractiveness as well. Teacher dress codes are a visual paradox of womanhood, teachers were often noticed for wearing
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Case Study: PHILIPPINE CULTURAL COLLEGE
clothing that was too tight or revealing. Teachers in hard to fill positions such as special education got away with wearing prohibited items such as jeans ( Blount, J. M., 1996). Campus Security For the protection of the school community, strict security measures are implemented in the campus. ID cards must be worn upon entering the campus premises. The “No ID—No-Entry” policy is strictly enforced. The faculty is likewise encouraged to be vigilant and to report any suspicion of wrongdoings to any school authority. Safety and security are important issues in the school to ensure the well-being of all the people who work inside the school. It must be a safe environment to be able to learn and work in a safe environment and so active participation and cooperation of all is expected. Each does their part in promoting campus safety by being observant and by reporting any suspicious persons or activities and any maintenance problems of facilities ( Johnson, J.R.). SWOT ANALYSIS SWOT analysis will guide us to identify our organization’s strength and weakness, broaden opportunities and threats. If we develop an awareness of every situation will help us in planning and decision-making. SWOT analysis will help us explore possibilities for new efforts or solutions to problems, help us make decisions about the best path for initiative, identify opportunities for success in context and threats to success in clarifying directions and choices, determine us to change if there is to reveal priorities and possibilities, and adjust some plans, to open wider paths while there are threats that will make it difficult for us ( David, F. 2003). -One of the top & oldest Chinese School
-Lower tuition fees
-Our alumni children are enrolled here
-Emphasize Chinese curriculum
-Teachers training
-Newly built Chinese School near the area
-Improved facilities
-Newly hired young teachers
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Case Study: PHILIPPINE CULTURAL COLLEGE
The strength here is that the school was able to prove to its clients that the school is one of the top Chinese school in Metro Manila because graduates here topnotch in the different fields of study so the parents and alumni of this school continue to enroll their siblings, sons, daughters and even their grandchildren. They have the confidence that the school is doing good when it comes to academics using the three languages: English, Filipino and Chinese. There is an alarming problem that private schools are having, and that is the high in tuition fees. The school cannot avoid but retain Its weakness is that because of the competition and in order to be moor increase its tuition due to the high increase in the salary of teachers and employees, the cost of equipment especially the computers, the high electric bills, and other expenses related to school. So in order for the school to cope up with the expenses, they should increase tuition fees. They should lower the tuition fees to attract more students, but with the situation now, they can’t lower it but to retain it just like the previous year. Another factor is the emphasis of Chinese Curriculum in which the school should be at par or go beyond other Chinese school.
The opportunity that the school is doing is the rigid training of teachers every summer, attending conventions, seminars and lectures. There are also inter-school visitations in which the teachers are observing the class of other school. From there, they were able to get some ideas to improve teaching-learning strategies. The threat here is that the school is suffering a decline in the number of enrollees because the parents wanted to have the old teachers because for them newly hired teachers don’t have experience yet and will not be able to handle the class properly and aside from that, that are newly opened Chinese school within the area. Modern Chinese parents wanted the physical aspect of the school, they want their children to be the pioneer of the said school and it seems that for them is very conducive to learning.
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Case Study: DCVES: A Sociological HR Development Analysis
DCVES: A Sociological HR Development Analysis Researcher: Nanelyn T. Bontoyan
Introduction Sociology is the study of social behavior or society, including its origins, development, organization, networks, and institutions. It is a social science that uses various methods of empirical investigation and critical analysis to develop a body of knowledge about social order, disorder, and change. Since I was tasked to make a thorough analysis of my own organization under my subject Advanced Topics in Educational Sociology, I choose to study the HR development program of my own school, Don Carlos Village Elementary School. Don Carlos Village Elementary School or DCVES is a public elementary school under the umbrella of Department of Education, Division of Pasay. The aim of DCVES is to produce globally competitive graduates equipped with the 21st century skills. In order for this to materialize, it has to put emphasis on the people who will deliver the service towards the achievement of the vision, that is, its teachers. It is said that faculty is the heart and soul of a school—its key lifeline both to providing valuable skills and to promoting intellectual stimulation. The concept of teacher development has long been an integral part of education’s strategy for gaining new knowledge, self-renewal, and increased vitality. Starting first with the concern for the advancement of subject matter competence and mastery of one’s own teaching, teacher development was seen as being within the jurisdiction of faculty programs.
The objective of this study is to lay down a general framework towards the execution of an effective HR Development Program for DCVES Teachers and connect to some theories under sociology.
The
presentation will be divided into the following:
Introduction of the Don Carlos Elementary School and its evolution inclusive of how it is currently being managed.
A brief look at a SWOT analysis conducted by the school.
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Case Study: DCVES: A Sociological HR Development Analysis

A discussion of the Plan overview showing the competency areas, the development approach strands for each competency area and the specific activities for each area that are anchor to sociological theories.

A brief description of what to expect next in order to make this plan a reality that is aligns to sociological theories.
Part I. Backgrounder of Don Carlos Village Elementary School DCVES HISTORY Don Carlos Village Elementary School (DCVES), is the smallest school in the South District of Pasay City, Metro Manila with a land area of 800 square meters. Located at Bgy. 187, Constellation St., Don Carlos Village, Pasay City, the school was named after President Carlos P. Garcia who approved Proclamation No. 621, the law that provided the housing project for CAA employees which created the barangay where it resides. The land where the school is situated is a reservation area which was acquired on January 11, 1973 and had an estimated value of Php 40,000.00 at that time.
During the administration of Jovito Claudio as Mayor of Pasay City, a move was afoot to have a school house in the village. Mrs. Teodora Reyes, who used to teach in Pasay City Public School, made several representations with the School City Board for the project but failed to get the necessary support.
To augment the force of Mrs. Reyes in this direction, Mr. Sulpicio Amao, president of the Homeowners Association, approached Mayor Claudio and immediately the next day two truckloads of materials for a prefab; four room school houses was delivered to him. But politics got in the way in the construction of the school because Mayor Claudio lost in the election. The
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Case Study: DCVES: A Sociological HR Development Analysis
materials given for the construction of the school was attracting those people who were engage in buy and sell of iron and metal materials. Mr. Amao was thankful in the emergence of Atty. Pedro Ocampo who was in the good graces of the Mayor Cuneta and assumed the responsibility of building the school. But when the construction of the LRT depot started in 1980, the surrounding area of the school was reclaimed, giving rise to its present condition Mr. Conrado Santero, Head Teacher, was the first principal of the school. The five pioneering teachers were Amparo Pasang, Alejandra Villaruel, Solita Aguilar, Pacifica Mabutas and Antonio Ferrera.
Eventually, the school was upgraded to a complete elementary
The Pioneers...Mr. Antonio Ferrera second line far left, Ms. Aguilar in the middle, Ms. Mabutas, with glasses.
school and by 1974, the first 52 graduates marched and received their certificates in 1987, from its humble beginnings, a two-storey building with 13 instructional rooms was built through the funds of Congresswoman Lorna V. Yap.
The contribution of Atty. Ocampo in the
completion of
the first school building in Don Carlos Village has earned for him the presidency of the PTA for several school years even if he doesn’t have a child enrolled in the said school
as it should have been the case.
The school used to be surrounded by swamp where fishes, water lilies and swamp Pupils are gathered in one of the four rooms of the Pre-fab building constructed through the help of Mayor Jovito Claudio.
cabbage abound. Teachers and
pupils used to walk on wooden bridges to reach the school. They even used to catch fishes for their lunch. The
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Case Study: DCVES: A Sociological HR Development Analysis
school used to be surrounded by swamp where fishes, water lilies and swamp cabbage abound.
Teachers and pupils used to walk on wooden bridges to reach the school. They even used to catch fishes from the swamp for their lunch.
In November, 2010, Phase 1 of a four-storey building began through the initiative of then Mayor Wenceslao “Peewee” Trinidad. This is
funded through the local School Educational Fund in the amount of Php 40 million pesos. But the completion of the building was halted because of the local election then.
When Mayor Antonino G. Calixto, took his office as the new mayor of Pasay City, the construction of Phase 2 and 3 was continued. Finally, the construction of the four-storey building with 21 classrooms and an open space on the first floor was completed.
The new four-storey building with 20 9x 7 classrooms .
The school offers complete curriculum in Kindergarten up to Grade 6 level for school-aged children, GAM for over-age learners and Alternative Learning System for Out– of-School-Youth and Adults. There are 3 utility workers and 2 security guards that maintain the school’s cleanliness and safety. Currently, DCVES has about 1,709 pupils and 40 permanent regular and 10 contractual teachers that
implement the Enhanced Basic Education curriculum under the supervision of a school head.
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Case Study: DCVES: A Sociological HR Development Analysis
GOVERNANCE: IN GENERAL “Public service is a public trust�. Don Carlos Village Elementary School (DCVES) adheres to this principle of transparency by keeping tracks of all data required to be accredited. Being under the supervision of the Department of Education, DCVES adheres to the Vision - Mission and Core Values of the Department as follows: VISION We dream of Filipinos who passionately love their country and whose competencies and values enable them to realize their full potential and contribute meaningfully to building the nation. As learnercentered public institution the Department of Education continuously improves self to better serve its stakeholders.
MISSION To protect and promote the right of every Filipino to quality, equitable, culture-based and complete basic education where: Students learn in a child-friendly, gender sensitive, safe and motivating environment Teachers facilitate learning and constantly nurture every learner Administrators and staff, as stewards of the institution ensure an enabling and supportive environment for effective learning to happen Family, community and other stakeholders are actively engaged and shareresponsibility for developing lifelong learners.
CORE VALUES MakaDiyos Makatao Makakalikasan Makabayan
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An archive of learners, faculty and staff profile and learning outcomes plus the records of the school facilities, building development, furniture and equipment are kept in the Enhanced Basic Education Information System (EBEIS) and School Based Management (SBM) Room. All this information is collated in the Fiscal Budget Report, SIP, Annual Report and AIP. Internal auditing by the disbursement officers and the Teachers’ Club officers as well, is part of anti-corruption efforts of the school, is being posted on the Transparency Board for everybody’s reference. A Citizen Charter, Guidelines in the Operation of Canteens and Child Protection Program Committee are some protection of the public school children. Services given to school-age children are for the cognitive aspect of learners’ well-being, also the physical fitness in joining sports competitions and their aesthetic capabilities in arts and culture. Social values comes within the various activities participated in by the learners through scouting, celebrations and clubs’ organizations like the Yes-O, SPG, Journalism, Agro Eco-Savers, MTAP, Sports /Cultural group and H.E. All of these school activities are documented and place in the SBM room as artifacts. A Team of teachers was organized to monitor the Philippine Accreditation System for Basic Education (PASBE) wherein SBM and SIP implementation is being evaluated. A total overhauling of the old system and curriculum is on-going because of the fast phase of technology.
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GOVERNANCE: ORGANIZATION CHART
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Case Study: DCVES: A Sociological HR Development Analysis
GOVERNANCE: TEACHER HEADCOUNT AND BASIC DEMOGRAPHY 2013-2014
2014-2015
2015-2016
2016-2017
Teachers M
F
T
M
F
T
M
F
T
M
F
T
MT2
0
1
1
0
1
1
0
1
1
0
1
1
MT1
0
0
0
0
1
1
0
1
1
0
1
1
T3
1
4
5
1
4
5
0
5
5
0
6
6
T2
0
3
3
0
6
6
0
5
5
0
5
5
T1
1
19
20
3
25
28
6
30
36
6
30
36
ALIVE Teachers
0
0
0
0
0
0
1
1
2
1
1
2
TOTAL
2
27
29
4
37
41
7
43
50
7
44
51
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Case Study: DCVES: A Sociological HR Development Analysis
Part II. General HR Development Plan Considerations THE FRAMEWORK HR development is an essential element of a school's effectiveness in education. The extent to which the school supports teacher development will be strongly reflected in levels of student engagement and motivation, and thus ultimately, student learning. Teacher who engages in professional development experiences benefit also in terms of increased vitality, informed pedagogy, teaching innovations, and scholarly teaching. Moreover,
teacher professional development contributes to the effective use of emerging technologies and establishes a firm foundation for the overall development of high-quality programs and curricula. Each and every one have functions for the attainment of the goals. The school is a system in which according to Crossman (2017) Functionalism interprets each part of society in terms of how it contributes to the stability of the whole society. Society is more than the sum of its parts; rather, each part of society is functional for the stability of the whole. Durkheim actually envisioned society as an organism, and just like within an organism, each component plays a necessary part, but none can function alone, and one experiences a crisis or fails, other parts must adapt to fill the void in some way In schools, the interaction between students and teachers is part of the transformation process. The output may be students’ knowledge, skills, abilities, and attitudes. Feedback serves as a control mechanism. Negative feedback from the outputs or environment can be used to correct deficiencies in the learning process. The inputs are used to teach students who are then exported into the outside environment. These graduates continue to contribute energy to the school system in the form of one or more resources (human, financial,
physical, or information). A rapidly changing knowledge base, the lightning speed of advancing technologies, and the unique characteristics of today’s learners all demand that the teachers give high priority to their own professional development. Technological developments and characteristics of learners also oblige the school to find effective ways to motivate and reward faculty participation. With competing demands for effective teaching, scholarly productivity, and service contributions, teacher may be tempted to opt out of professional
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development training and seminars. The framework of the teachers development program aims to improve the programs and practices that can be benefited immensely from professional development opportunities that the school may be offered in the near future to all DCVES teacher. In particular, the key developmental areas focuses more in the areas of active learning, classroom assessment techniques, use of multimedia, excellent instructional materials, and conducting research. Collectively these areas will help the DCVES teachers to become more conscious of pedagogy and to expand their repertoire of available teaching strategies. It also allow in the part of the teachers to work with dozens of colleagues from across the school even in division. It helps to understand better the essential features of effective teachers’ development programs. Durkheim argued that ‘school is a society in miniature.’ preparing us for life in wider society. The following features were and / or will be considered in this HR Development Plan: visionary and responsive planning, situated learning, individualized support and training, rewards and incentives and ultimately, a creation of a community of learners.
VISIONARY PLANNING Leadership and vision are of paramount importance in guiding teachers’ development. The planning of teacher development program requires a certain set of skills and a firm grounding in both pedagogy - the art and science of teaching- and technology. This kind of planning is no small challenge, particularly in light of the diversity of our teachers and the explosion of growth in technology. However, it will be difficult to sustain this momentum in the case of the senior faculty members who don’t want to get out “on their own box”. Therefore the leadership skill of an administrator is needed in pursuing this program. In visionary planning, open system is very much applicable. A system is also commonly termed as a group of interacting units or elements that have a common purpose. Senge, (2006) defines a system as an interrelated set of elements functioning as an operating unit. According to Norlin, (2009) the school is a social systems in which two or more persons work together in a coordinated manner to attain common goals.
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SITUATED LEARNING We might think of professional development that is offered in the context of a disciplinary setting as “situated learning.” When teacher has opportunities to apply their new pedagogical skills in the context of their curriculum, the transfer of theory into practice is greatly increased. From an efficiency standpoint, it makes sense to offer school-wide and consolidated trainings, providing opportunities for groups of twenty or more faculty members to gain new skills in technology and pedagogy. But additional training is needed where the “rubber meets the road” so to speak, and that is in curricular and course work applications. According to the symbolic interaction perspective, interactions between students and teachers help each develop a set of expectations for that student's performance both in academic subjects and discipline. In particular, interaction theorists posit that through the teacher expectancy effect, a teacher's expectations of a student's performance or achievement influence the actual performance or achievement of that student. When that expectation is low, students then react by finding other outlets for positive feedback or by accepting the
expectations of the teacher as true; living down to their potential. Although there has been some research done to test the validity of this approach, research in this area is difficult to perform for practical and ethical reasons. However, the interactionist perspective does have applicability in the classroom, particularly regarding differential tracking systems.
INDIVIDUALIZED SUPPORT AND TRAINING A lot of research has shown that the professional development needs of teacher differ across stages of the career ladder. Not only does teacher differ in entry-level interests and experiences, but their needs tend to shift as they move from early career to mid-career and late-career levels. Sending in trainings and seminars are essentials in the part of all teachers because from this, DCVES teachers can now set and prepare the path of their career. Just like in conflict theory, conflict theorists do not
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believe that public schools reduce social inequality. Rather, they believe that the educational system reinforces and perpetuates social inequalities that arise from differences in class, gender, race, and ethnicity. Where functionalists see education as serving a beneficial role, conflict theorists view it more negatively. To them, educational systems preserve the status quo and push people of lower status into obedience.
REWARDS AND INCENTIVES Ideally, incentives for participation in teacher development would be entirely intrinsic in nature. In fact there are many intrinsic rewards such as intellectual growth, self-satisfaction, and pride to be gained from professional development. The reality, however, is that extrinsic rewards such as certificates, stipends, grants, publications, and assigned time are strong motivators as well. The rapid growth in student enrollment in the school over recent years, however, has led to a burgeoning teacher, and our challenge is to continue to expand resources and explore options for incentives for teacher across grade levels. We must continue to expand opportunities to support new teacher in earning tenure and promotion, while providing real incentives for senior
teacher who also deserve recognition. Trueman (2016) believes that education helps maintain society by socialising young people into values of achievement, competition and equality of opportunity. Skills provision is also important: education teaches the skills for the economy. For example, literacy, numeracy and IT for particular occupations. Role allocation is all part of this: education allocates people to the most appropriate jobs for their talents, using examinations and qualifications.
COMMUNITY OF LEARNERS The ultimate goal of teacher development should be to establish and sustain a community of learners in which teacher collaborate and engage in growth and dialogue around areas of common interest. When such a community exists, teachers are more inclined to initiate and continue their involvement from a perspective of intrinsic motivation. The key features of communities of learners involve ongoing collaboration, inquiry,
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dialogue, modeling, mentoring, and exploration. Learning communities develop out of ongoing collaboration as opposed to one-time trainings, although the latter do have their place in overall professional development programs. Consider the potential value of such strategies as literature circles, action research teams, peer observation groups, and other ongoing forms of collaboration to empower the professoriate. Structured roles such as discussion director, investigator, illustrator, connector, word wizard, and summarizer provide a backdrop for developing shared meaning through multiple lenses and diverse perspectives. They also ensure the active participation by all members of the group. According to Trueman (2016) Schools are a miniature society: cooperation, interaction, rules – universalistic standards. Specialist skills: division of labour – schools teach specialist knowledge and skills.
Part III. Developmental Considerations Specific to DCVES SITUATIONAL CONSIDERATIONS
The previous part discussed the broad ideal and generic considerations that can be utilized by any school. In this part, we will look at considerations that are specific to DCVES. These were all given weight when finalizing the plans. First, the curriculum that should be delivered was used to identify the core competencies that DCVES must possess. Second, the existing Flagship Programs of DCVES especially those with direct impact on HR Development were given weight. Lastly, the recent output of a school-wide SWOT analysis will also be considered.
SCHOOL CURRICULUM In compliance with Republic Act No. 10533, Implementing Rules and Regulations ( IRR ) on the Enhanced Basic Education Act of 2013 and R.A.No. 10157, an act of institutionalizing the Kindergarten Education into the Basic Education System, K to 12 education and other mandated rules was signed by Leaonora Briones., Secretary of DepEd, Dr. Patricia B. Lucuanan, Chairperson of CHED, Sec. Emmanual Joel
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J. Villanueva, Director General of TESDA, on September 04, 2013. Elementary Education has the first stage of compulsory formal education of one year in Kindergarten starting at the age of 5 years old and second stage which starts in Grade One for children at least 6 years old up to Grade 6. Grade 7 to 12 is for the secondary level. The new curriculum follows the spiral approach across subjects by building on the same concepts developed in increasing complexity and sophistication starting in Grade One. Kindergarten follows the Developmentally Appropriate Practices under various domains having the thematic approach of learning. While in Grade I and II, the former four subject areas taught is now seven adding Mother Tongue, Music, Art, P.E. & Health (MAPEH) and Edukasyon sa Pagpapakatao (ESP). Makabayan is renamed as Araling Panlipunan in Grade I & II. The development of literacy, numeracy skills and learning of concepts first is through Mother Tongue. This is a separate learning area which aims to develop oral fluency in Mother tongue for Grade One. The daily
time allotment is for 50 minutes. Filipino subject has daily time allotment of 30 minutes. English has the same time allotment and will be introduced only in the second semester. Mathematics will use the mother tongue and time allotment is 50 minutes. Araling Panlipunan aims to develop concepts on responsibility towards oneself, family, country and God for the benefit of mankind. It has daily time allotment of 40 minutes. Music, Arts, Physical Education and Health (MAPEH) focuses on the development of knowledge and skills necessary for artistic expression and cultural literacy. P.E. is anchored on the tenet “Move to Learn and Learn to Move with the ultimate goal of achieving lifelong fitness. Health will enable learners to acquire knowledge, attitudes, and skills. Filipino as a learning area, like English, provides for the development of competencies in listening, speaking, reading, and writing, in other words communication oral and written mastering two languages. Mathematics develops the ability to comprehend numerical concepts and basic skills in various field of specialization as the foundation for broader learning. It intensifies word problem solving and enhances love for
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numbers through attending seminars and trainings. It is taught for 60 minutes in Gr. IV to VI but given a longer time of 70 to 90 minutes in the lower Grades. Makabayan provides balance in real life situations as it addresses primarily societal needs. It is taught for 90 minutes in Grades Three, for 120 minutes in Grade Four, and HeKaSi for 140 minutes in Grades Five and Six. Science and Health is introduced as a separate learning area in Grade Three. This area aims to help the child gain a functional understanding of science concepts and principles linked with real-life situations, and acquire science skills, as well as scientific attitudes and values necessary in solving everyday problems pertaining to health and sanitation, nutrition, the environment and conservation. The daily time allotment for this area is 40 minutes for Grade Three and 60 minutes for Grades Four to Six. Musika, Sining at Edukasyon sa Pagpapalakas ng Katawan (MSEP) are still in Grade IV to Grade VI. The daily time allotment for MSEP is 40 minutes. Edukasyon sa Pagpapakatao aims to develop a value-laden learner promoting the common good of all through the five macro skills of understanding, discernment, consultation, decision-making and moving/acting. The daily time allotment is 30 minutes. Values in Character Education subject complete the individual personality. Withstanding the need for practicum in daily life activities, EPP Agro/Industrial and H.E. provides experiences to prepare learners for their future. Though the school facilities do not provide space for planting, a seminar on Urban gardening was conducted by city hall personnel to selected pupils of grades IV, V and VI and parents to influence city people to put up gardens even at home. Household chores and simple repairs are
taught in this subject. Cooking for feeding program gave pupils more time to master food preparation skills necessary to promote good nutrition, prevent and control of diseases, maintaining a healthy family and community. Segregation of waste is part of Eco-savers program to reduce, reuse and recycle waste matter. Considering the above curricular framework that DCVES must deliver to its students, the core competencies of the faculty should be aligned to it. Hence from the hiring all the way up to the entire teacher lifecycle within our school, focus will be given towards the individual development of the teachers in attaining
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mastery of the disciplines discussed.
FLAGSHIP PROJECTS AND PROGRAMS DCVES, like other public schools is mandated to declare and pursue Flagship Projects and Programs in order to further its development. Having these programs already in place, we have to ensure that the new HR Development Plan to be formulated will integrate and maximize that which is already available. The flagship projects and programs of DCVES is in response to the institution’s most sincere desire to enrich the curriculum in order to make it more fitted to pupil-stakeholders, and at the same time respond to the needs, challenges and demands of the present generation of learners, the following department and school-based curricular programs are being implemented to:
1. Provide educational access to all children of school-age and out-of–school youths.—Education For All
(EFA) 1.1 K-12 Program Advocacy 1.2 Early Enrolment Campaign 1.3 Implementation of “No Collection Policy” 1.4 Brigada Eskwela 1.5 Oplan Balik Eskwela 1.6 Child-Friendly School System 1.7 Scholarship Program from NGO’s and Private Individuals 1.8 Adopt-A-Child Program 1.9 Oplan : Sagip Mag-aaral” 1.10 TCP (Teacher Parent Approach) 1.11 Knowledge Channel Program
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1.12 Alternative Learning System 1.13 A and E Test 1.14 Abot-Alam Program – Out of School Youth and Adults 1.15 Drop-out Intervention Program 1.16 Project ALS Reach (School in a Box) 1.17 Drop-out Intervention Program 1.18 Pantawid Pamilyang Pilipino Program (4Ps) 1.19 Child Abuse Prevention Through Personal Safety Lessons 1.20 School-Based Integrated Health and Nutrition Program
Gulayan sa Paaralan
Eco Savers Program
School Feeding Program
Medical and Dental Programs
Physical examination of pupils, teachers and non-teaching personnel
Physical assessment of athletes, boys scouts, and participants for international and local competitions
Baseline and Year-end assessment of Nutritional Status of the school populace using the World Health Organization-Child Growth Standard
Deworming of all Supplementary Feeding Program Beneficiaries with parent’s permit
Deworming of all Kinder to Grade VI pupils of the Division with parent’s permit
Deworming of all qualified candidates for the Pantawid Pamilyang Pilipino Program (4Ps)
Vision Testing and simple Hearing Test of pupils, for suspected pupils only
Lecture on Nutrition and Common Ailments of Children and Adults
Oral Health Education
Tooth Extraction
2. Provides quality and relevance of Basic Education to all children school-age and out-of–school youths
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in the community. 2.1 Remedial Reading Classes 2.2 Enhancement of Instructional Competence - INSETs 2.3 Self-paced Learning Program (Grade II & III) 2.4 MTAP Saturday Classes for Regular and Talented Pupils 2.5 SPAD - Story Problem A Day in Mathematics (Elementary) 2.6 E-Classrooms 2.7 ICT Integration in Math, Science and English 2.8 Exploratory Journalism 2.9 Administration of Dolch, IRI in English and Batayang Talasalitaan 2.10 Eight Week ECCD Program 2.11 Unified Evaluation of Learning Outcomes 2.12Leadership Training for Pupils 2.13 Advanced Class in Math 2.14 TV Assisted Instruction 2.15 Training the Trainers Program 2.16 Science Fair-YES-O 2.17 No Read, No Move Policy 2.18 SWRLT (Start With A Reading/Listening Text) 2.19 Reading Center/Corner
2.20 Reading Proficiency (DEAR : Drop Everything and Read) 2.21 Summer Camp Across Learning Areas 2.22 Journalism Classes 2.23 School-Based Research Development Program 2.24 Personal Safety Lessons 2.25 Read Aloud Program for Grade II
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3. Provides a better curriculum development 3.1 Prepared skills exercises for Least Mastered Skills (LMS) in all the subject areas 3.2 Development of Mini Packs 3.3 Reproduction of Instructional Materials in all learning areas 3.4 Upgrade the Lesson Plans in EPP IV to VI, Teachers in 19 Elementary School 3.5 Preparation and Reproduction of Least Mastered Skills Exercises in Science (Grades III-VI) in all
learning areas 3.6 Use of Integrated Core Curriculum using the Developmental Appropriate Practices with Thematic Approach for Preschool Classes 3.7 Preparation of Interactive Lessons in Mathematics, English & Science 3.8 Preparation of K-12 instructional materials in English – Grade 1 and Grade 6 3.9 Use of Union bank Learning Systems’ instructional materials, cd’s and videos 3.10 Preparation of instructional materials for SPLP classes 3.11 ICT Curriculum for Elementary
4. Provides efficiency and effectiveness of a School System 4.1 Staff Development (In-service Training, Scholarship Grants, Quality Circle, Demonstration Lesson) 4.2 Student Development (Monitoring test results, Close supervision) 4.3 Update existing materials
4.4 Assess effectiveness of MLC, budget of work per level 4.5 Maintenance and repair of facilities and learning venues 4.6 Reproduction and Administration of the Philippine Informal Reading Inventory (PIRI) Test 4.7 Participation to Brigada Eskwela 4.8 Procurement of Marungko and Fuller Workbooks 4.9 Adaptation of Prototype Daily Activity Plans
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4.10 Conduct School-based Activity Researches 4.11 Linkages with LGU’s and NGO’s for added support (Rotary Club of Pasay, PETRON, Bukas-kamay, “Daan Para sa Kabataan, UNICEF)
5. Provides the institutionalization of early childhood care and development. 5.1 Assessment of ECCD and SReYA 5.2 Family Day 5.3 Kinder Fun Day 5.4 Kinder MasterChef 5.5 Search for Mr. and Ms. VegeKids 5.6 Kid Scout 5.7 Twinkler 5.8 Educational Field Trips
5.9 Showcase of Talents 5.10 Kindergarten Summer Camp
6. Procurement of Textbooks, Workbooks and Other Learning Materials 6.1 Child-Friendly School System 6.2 Integration of Values in All Areas 6.3 Teacher-Parent Partnership Program 6.4 Production of Instructional Kits 6.5 Unified Evaluation of Learning Outcomes 6.6 Leadership Training for Pupils (Peer Facilitator, SPG & scouting) 6.7 Development of Item Banks (LMS Inventory of Exercises) 6.8 School-Based Research Development Program 6.9 Staff Development Program
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6.10 Integrated School Health and Nutrition Program 6.11 Summer Science Camp
Although the projects are mainly aimed at improving the curriculum to make them tailor-fitted to DCVES's own students, it actually reciprocates back to the development of the teachers' themselves by increasing their immersion to various curricular, extra-curricular and community activities. These activities when intertwined, develops both the teacher and the learner to become more holistic individuals and better members of the community and the society. Bearing these in mind, the programs that should be incorporated into the HR Development Plan must exploit these opportunities.
SWOT ANALYSIS MATRIX In 2017, DCVES did a strategic planning as part of the Department's Annual initiatives. The results of the SWOT were laid out in the SWOT matrix that follows and was also considered in the HR Development Plan
Strategic Option
S-O 1. Sustain the linkages established by the stakeholders. 2. Intensify alternative delivery modes. 3. Enhance resources for training and development. 4. Expand services in ALS/ A&E, GAM and SPLP/ LD/ SPED or/ and remedial classes. 5. Upgrade teachers learning venues/facilities and instructional materials.
S-T
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1. Strengthen communicative partnership with learners and stakeholders. 2. Expand the coverage area of K-6 services. 3. Intensify involvement of OSYA to ALS.
W-O 1. Intensify evaluation of school performance. 2. Collaborate with agencies from LGU and Deped.
3. Implement community school-based initiative. 4. Strengthen SBM implementation and data collection. 5. Intensify total quality management (TQM)/
W-T 1. Revitalize the different teachers’ team, school organizations and committees to assess school performance. 2. Improve data collection for accreditation. 3. Enhance competency based assessment of teachers.
Part IV. HR Developmental Plan (20-Point Goal) TEACHER DEVELOPMENT PROGRAM
In a nutshell, after considering all the foregoing, DCVES wants human resources who are mindful of their indispensable role in the life of the school, nurtures their professional integrity and professional prestige so that they may contribute more effectively to the intellectual and moral vigor of the academic community that are in alignment to the Vision and Mission of both the Department of Education and that of DCVES. GENERAL GOALS From an overview, DCVES wants to develop teachers who are
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competent in their respective field;
competent in the appropriate transmission of the above competencies to their students in and out of the
classroom
aligned to the culture of the DepEd and the Community it serves
Known to and respected by their peers in and out of the School. Specifically, we want teachers who:
Have the pedagogical and management skills to impact competencies through syllabus making, lesson
planning, research, classroom discipline, class preparation, communication, learning evaluation, dealing with learners;
Are capable of constant assessment, reflection, and adaptation in relation to the learning process;
Are able to make use of policy and other tools for more effective teaching and learning;
Are capable of maintaining a relationship appropriate to teacher and student
Can inspire among students a desire to learn;
Understand and appreciate the meaning and intent of holistic education, the Kto12 curriculum, and
academic freedom;
Know the place of their discipline in education;
Are open to learn from disciplines other than one’s own and integrate principles from them in teaching
one’s field;
Have the ability to do research, to communicate, and to manage time;
Able to discuss and handle issues with students and peers from the perspective of the school educational
principles and corporate culture;
Are capable of authentic participation in the academic community;
Conduct themselves in ways proper to a school teacher.
KEY DEVELOPMENT AREAS
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The key development areas that we will tackle are as follows: COMPETENCY AREA Technology
Pedagogy
Classroom Management
Leadership
Mentoring
RATIONALE
GOALS
Keeping abreast of the constant changes and innovations in educational technology is essential for teachers’ development and can be used to enhance student-centered learning.
(1) To offer workshops which enable teachers to use technology effectively in the classroom to enhance student centered learning (2) To offer workshops which support current technology (3) To offer workshops that train for future technology Both new and experienced (4) To enhance and promote teachers can benefit from excellence in teaching and training based on traditional and learning current educational theory and (5) To supply the necessary tools research. for teachers to maximize student-centered learning (6) To provide tools for teachers to assess student outcomes The emersions of 21st century (7) To demonstrate effective students are more diverse and planning and organizing skills challenging population. for efficient classroom Understanding how to manage, management engage, and motivate these (8) To illustrate principles which students is essential to student lead to creating a comfortable centered learning and learning environment for institutional success. students Leadership training will provide (9) To examine and develop teachers with essential techniques and tools for leadership skills that are leadership roles in the valuable in the classroom as classroom, for committee work, well as for participation in and for other settings and numerous school initiatives. In situations that benefit by or addition, while many require effective leadership institutions’ future academic skills leaders will come from the ranks (10) To create a forum for of teachers, this group has often thoughtful examination and received little formal training in reflection on the role and leadership, and the development responsibilities of teachers/ of leadership skills is essential administrator to leadership success. (11) To identify individual strengths and development of needs based on a variety of assessment tools and feedback from colleagues (12) To establish a network and support system across division to enhance communication One of the most effective (13) To support departments in learning strategies is the transfer their mentoring activities of knowledge and skills that (14) To acquire knowledge about takes place in the mentor ways in which mentoring may relationship. Work between support individuals in their seasoned teachers and their department or discipline by
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These twenty (20) point goal will ensure that the core competencies needed by each individual is addressed.
Part V. HR Development Plan (7 Development Approaches) DEVELOPMENT APPROACH TO ACHIEVE THE GOALS Considering the breadth and scope of the 20-Point Goal laid out in the previous part, the plan will be divided into what will be called Seven Development Approaches. Each Development Approach is a group of activities that will address at least one of the goals stated above.
To facilitate the discussion of the various approaches, listed below are the same goals in the previous part with the same reference numbers as above for easier referencing.
To offer workshops which enable teachers to use technology effectively in the classroom to enhance student centered learning
To offer workshops which support current technology
To offer workshops that train for future technology
To enhance and promote excellence in teaching and learning
To supply the necessary tools for teachers to maximize student-centered learning
To provide tools for teachers to assess student outcomes
To demonstrate effective planning and organizing skills for efficient classroom management
To illustrate principles which lead to creating a comfortable learning environment for students
To examine and develop techniques and tools for leadership roles in the classroom, for committee work, and for other settings and situations that benefit by or require effective leadership skills
To create a forum for thoughtful examination and reflection on the role and responsibilities of teachers/ department chairs
To identify individual strengths and development of needs based on a variety of assessment tools and feedback from colleagues
To establish a network and support system across school to enhance communication
To support departments in their mentoring activities
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To acquire knowledge about ways in which mentoring may support individuals in their department or discipline by exploring mentoring traits, and understanding the gaps in current mentoring models as they apply to teachers
To develop increased understanding of the factors that make mentoring successful from both the mentor’s and mentee’s perspectives
To develop an enhanced presentation method applicable to our audience
To help teachers develop confident and effective presentation skills
To encourage teachers participation which utilize their expertise and presentation skills within the school and community
To support teachers and department chairs in developing and assessing effective personal skills
DEVELOPMENT APPROACH 1: ON-BOARDING OF NEW TEACHERS 1.1 Orientation Program: New Teachers
Refers to the activities and courses designed to inform new employees about agency/government programs, thrust, and operations, as well as on their duties and responsibilities as well as benefits and privileges. This is a series of talks and/or lectures before the start of the school year and, if necessary, during Summer In-service training the semestral In-service training. It is an introduction to DCVES, particularly to the new teachers, and its current situation and thrusts which are explained thoroughly in the first-year formation program, corporate culture series, and teachers assemblies. In effect it serves as preparation for the first-year DCVES program. Its aim is to familiarize new teacher with the nature, aims, organization of DepEd particularly in Division of Pasay, the education curriculum of DepEd, the student profile of DCVES, and general expectations of DCVES of its teachers. This will address Goals # 4,5,6
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1.2 Get-together: New Teachers This is a two-hour session with starting morning and afternoon session teachers together with all the GPTA members and other stakeholders in the school community, held in the SBM Room towards the latter part of July. It serves as an initial breather channel of starting teachers to exchange experiences and impressions in managing students and feel confident of the support that the school makes available towards a good and learning environment. On the other hand, the GPTA needs to be apprised of the initial experience of teachers in DCVES in order to help remedy difficult situations and gather first bursts of initiatives in policies and procedures. Its aims are:
To collate and comment on the first impressions of the starting teachers from their first weeks of classroom
experience.
To initiate a leveling of expectations between the starting teachers and the school. This will address Goals # 7,8
DEVELOPMENT APPROACH 2: INDOCTRINATION FOR NEW TEACHERS 2.1 Induction Program Refers to the program for new entrants in government to develop their pride, sense of belonging and commitment to public service. This is done at the beginning of the school year where all newly hired teachers in Division of Pasay required to attend induction program. This is a key channel of teachers’ development where the teacher is expected to receive the principles that vivify once they are already in the field. The substance of the program could be used as conversation points in mentoring or coaching and serves as stepping stone and weapon once they are deployed already in the field. The aims of the Induction program are:
To enable the teacher to understands deeply the code of ethics and magna carta for teachers.
To acquaint the new teacher with the principles vivifying the school and how these principles find their
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expression in doctrinal and moral issues and in the life of the teacher in the school
To acquire raw material for the conversations between the teacher and the principal.
To enable teachers to understand the nature of the 21st century students.
To enable teachers to go deeper into their profession of creating and transmitting knowledge without
falling into relativism.
To help teachers explore personal attitude, goals and values.
This will address Goals # 4,5,6,7,8
DEVELOPMENT APPROACH 3: REGULAR GENERAL INTERACTIONS OF ALL TEACHERS 3.1 In-Service Training This is 3-5 day In-Service training done at the beginning of the school year usually latter part of May and October. It serves as an opportunity for all faculty and staff to refresh and equipped again to the new trends and practices in teaching. Also it is the time where the administration laid down the directions the school will take for the school year and semester, make and explain key announcements, and cite pertinent statistics. It is likewise an opportunity for the teachers’ members to be acquainted with the new teachers’ members and deal, albeit for brief moments, with the rest of the teachers. This will address Goals # 1,2,3,4,5,6,7,8 3.2 Mentoring The mentoring system is a deeply personal development program for full-time teachers’ members. The
mentor’s mentor shall come from the seasoned DCVES teachers’ members, and master teachers in different learning areas. The mentoring sessions are conducted in a friendly manner. Although matters that concern professional conduct that arise may be referred to a higher authority, the mentoring must be treated with confidentiality. The channel provides the teachers members a channel of their ideas and insights and a venue for a fuller appreciation of broader professional concerns, especially as they relate to the School. Mentoring, shall address: a) career development path, and b) holistic formation. Skills upgrading and
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work performance and evaluation shall be the master teachers and principal. The mentor covers the teacher’s teaching, research and professional concerns. Mentors are seasoned teachers usually teacher III up to Master Teachers who have the following criteria: permanent status, higher than that or the same educational attainment as the person mentored, and esteem within RPMS given by the DepEd. The mentors themselves may choose to have mentors or not. In the event that no one person can handle the three areas of concern competently, the teacher may have a coach as well as a mentor. Ideally, too, mentoring is gender specific, to the extent allowed by resources. Evaluation of the mentoring system shall be carried out with reference to the system and not the individual mentor nor the mentored person. It is recognized that the effective of mentoring is in the measure of the openness and docility and genuine friendship generated between the mentor and the teacher. This will address Goals # 13,14,15 3.3 Coaching The coaching system is a program for all teachers that take place at the Department level to achieve the goals of elementary level. All DCVES teachers, whether permanent or contractual, participate in this program. It involves the administrator together with the supervised of the assigned District Supervisor and other supervisors specialized in different learning areas from division office. Coaching starts from school opening and continues throughout the school year. The channel provides the teachers members a venue of their ideas and insights on the practice of
teaching. Teachers are coached by the Master Teachers at least in the technical aspects of classroom instruction, research and extension work (e.g., lesson planning and implementation, learning management, learning evaluation, involvement in teacher development interventions, curricular research). Coaching demands vary according to the teachers’ length of stay in DCVES. It identifies individual teachers’ members’ weaknesses areas for improvement and strengths that can be built on. The performance of the teacher in the coaching system sheds light to the teacher’s classroom
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instruction, research and extension work, which are the major areas for teachers’ evaluation. This will address Goals # 13,14,15,16,17,18,19 DEVELOPMENT APPROACH 4: ATTENDANCE TO SEMINARS 4.1 Seminars, Workshops, Trainings Recognizing the need to enhance the development of its human resources, the DCVES shall encourage attendance at and participation in training programs, local or foreign, and availment of scholarship grants. Attending seminars, workshops, trainings, and meetings like TQC (Total Quality Circle) related to education is open to all teachers in DCVES and it is organized systematically to ensure that opportunities for professional growth and development in priority areas and concerns are appropriately and equitably distributed. It is one way to help the teachers to update on developments in his or her field and interact with other academics in the field. It is also a venue for research outputs and publication for local readership. Seminars/ Trainings topics should therefore be relevant to the needs of the school or the teacher’s specialization. A pool of trained human resources and a pool of potential candidates for training shall likewise be established. This will address Goals # 1,2,3,4,5,9,10,11,12,20
DEVELOPMENT APPROACH 5: POST GRADUATE STUDIES 5.1 Local Scholarship Program (LSP) for Graduate Studies The Local Scholarship program is open to all government employees who want to pursue a masteral degree and who pass the selection criteria established by the Commission for the purpose. Once the employee qualifies in both the written examination and interviews, he/she shall be entitled to the benefits of the grant. If a scholar is not accepted in one participating school, he/she may seek admission in another participating school. In case the scholar is not authorized by the agency head to pursue the grant on official time, or he/she
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decides not to avail of the scholarship for one reason or another, he/she forfeits the privilege of the grants. No deferment will be allowed. LSP scholars may be allowed to study and at the same time report to school provided they finish their course within the prescribed period. Completion of the degree within the allowed period. (MA, three years, PhD, 5 years). Otherwise, they shall refund all expenses incurred by the commission for their studies. In case the scholar is not allowed to study on official time, he/she may go on official vacation leave with pay, or leave without pay, not exceeding one (1) year in case the scholar has no more leave to his/her credit. However, the grant of such leave shall be at the discretion of the principal. The applicant should satisfy the following requirements:
At least five year of good teaching performance in the school;
In principle, enrolment in at least Level II accredited program or in college or university with accredited
programs;
Course related, first preference, to the current field taught by the teacher or, second preference, to the
broader field of education or its pedagogy;
Specific contribution to the teachers member’s expertise in the content of the courses he is teaching and
their pedagogy, or in his field of research;
Teaching and administrative work not adversely affected by class schedule.
This will address Goals #9,10,11,12,16,17,18,19
DEVELOPMENT APPROACH 6: RESEARCH AND PUBLICATIONS 6.1 Research and Publication Research is intended to enable the teacher to contr ibute his wor th to the fr ontier s of knowledge. Institutional research (i.e., those that are underwritten by grants and assigned to teachers) shall enable the teacher to earn points that can be used in promotion. Curricular research is preferred, particularly welfare of
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the students to assured quality learning outcomes. Upon approval of the research, the teacher shall assume full responsibility for the research (i.e. its direction, methodology, implementation, presentation and utilization) subject only to the monitoring process of master teachers or principal. This will address Goals # 13,14,15,16,17,18,19,20
DEVELOPMENT APPROACH 7: Community Linkages 7.1 Networking and Strengthened Linkages Don Carlos Village Elementary School’s name connotes a name of a private institution that is why support linkages hinder with Non-Government Organizations. It was fortunate for the school that this year, from October 2015 to March 2016, PAGCOR, Hyatt Manila, DCVES was their recipient for its feeding program with 150 beneficiaries. An increase of an average weight of two and half kilos per child was recorded compared to the school feeding program with less than two kilos increase weight for six months program.
Another feeding program is the School-Based Program funded by DSWD and
DepEd with 78
beneficiaries. The school canteen fund was able to support another 50 learners for the feeding program. The local government supports the school in its water, electricity and telephone for its monthly maintenance while allowances for the teachers are given monthly. Prizes, medals and trophies for children’s various competition and outstanding performances are sustained. The monthly honorarium of the ALIVE teachers is funded by the local government unit in the amount of 7000 each uztadz/uztadaza in support to the said program. Though the name seems to be a disadvantage to the school, the relationship among the parents, teachers and community strengthen its networking. This will address Goals # 9,10,11,12
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SUGGESTED TIMELINE
Part VI. Future plan - Methodical Execution MOVING FORWARD Already laid out in this document is a suggested Teachers Development Program (7 Developmental Approaches to the 20 Point Goal) for the DCVES teachers. Since this Plan is still macro in nature, the next challenge will be to truly operationalize it. The following steps need to be considered in the next stages: a. Leveling of expectations on the side of the administration. They should be sold to the idea of the 7 Developmental Approaches to the 20 Point Goal and its importance to the school. b. Seeking firm commitment from the administration in the form of actual resources: time, money,
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manpower and materials c. Detailing the steps toward the attainment of the Plan and putting clear metrics on how to assess the progress and effectively of the Plan as implemented. d. Leveling of expectations on the side of the faculty b. Conduct individualized needs assessment to map the developmental needs of each teacher to the Core Competencies c. Execute the detailed plan.
Others - Additional Information: Community Profile of Don Carlos Village Socio-Cultural
Many enterprising people living in Baclaran and the neighboring places have, for quite a long time, been subjecting the Manila International Airport (MIA) to squatting activities. These activities date back to 1956 or even earlier. No amount of vigilance could stop the squatters from making more and more attempts to build houses inside the MIA premises. The Airport police under Major Sabas Fernandez organized antisquatting squads with specific instructions but failed again and again to prevent squatters from coming in. The
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number of squatters grew so rapidly into hundreds of them most especially in what is now called Sto. Niño. Late in 1966, a group of CAA Employees who organized themselves into CAA Airways Operations Association believed that they might as well make a try to petition the government to convert a certain area into a housing project rather than allow the squatters to get all they wanted of the airport areas. The late Amado S. Mira, Mr. Nestor Carillo, Mr. Sulpicio Amao, Atty. Angel Berdin, Mr. Juan Angat, Mr. Zosimo Derpo, Mr. Saturnino Valero, and the rest of the Officers of the association were instrumental in the petition for a housing project within the present area of Don Carlos Village for low-salaried employees of the CAA. The petition was addressed to then President Carlos P. Garcia for the release of the targeted area. After the naming of the place Don Carlos Village, inauguration of the village was made on July 15, 1967. There was jubilation among the lessee-employees with the officials of the CAA. Don Carlos Village belongs to Congressional District I. There are four barangays in the school’s catchment area (Bgy. 187, 188, 189 and Barangay 190).
The village is
surrounded by high-rise houses due to the limited space given to the settlers. So, they maximize the space by building their houses upwards. Apartel buildings, improved schools, developed streets and establishments are now in this community Barangay Councils in the community delegate tanods to ensure peace and order in the place, where street fraternity fighting is rampant. Moreover, police patrol cars roam around busy streets.
Geo-Political: Don Carlos Village is located at latitude 14° 31' 54” N (DMS) and longitude 121° 0' 1” E (DMS). The village is a bustling community. It has its own talipapa, stores, shops, beauty parlors, school, church and a number of high-rise houses. On the threshold of the village is the road named BAC III that crosses the Estero De Tripa de Galina.
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The MMDA Flood Control Pumping Station is located in the estero. The surrounding areas near the pumping station have been congested with informal settlers who ply their trade in the nearby Baclaran area. The village is about 258 m. from LRT Baclaran Station, and 466 m. from EDSA in the North from the south, about 934 m. from old Manila Domestic Airport. The village is adjacent to Barangay Baclaran, Paranaque in the West and the LRT depot in the South East. The total area includes what is presently known as Sto. Niño, the LRT area now called Barrio Pilipino starting from Taft Ave. to Sargento Mariano and the area side by side with the cemetery and San Gregorio Subdivision towards the pumping Station near BAC I From the LRT at Taft Ave., the boundary of Don Carlos is the water way that runs towards the Don Carlos Bridge near the pumping station. At this juncture, when the housing project became habitable, it was then divided into lots for occupancy of the beneficiaries, a new association was born. The constituents named it Don Carlos Village Homeowners Association to fit into the intended name of the housing project that would honor the President who signed Proclamation 621.
The new association was an offshoot, perhaps of the protectionism attitude of the employees as the squatters renewed their activities to occupy more areas for themselves and harassments were expected from time to time. As it was the intention of the lessees to perpetuate the name of their benefactor, the President of the homeowners association petitioned the Pasay City Council to adopt the name “Don Carlos Village” over the entire 11.7 hectares encompassed by Presidential Proclamation No. 621. Indeed the City Council acquiesced to the request by promulgating City Ordinance No. 697 enacted on April 25, 1967, signed by Pablo Cuneta as Mayor and by Jovito Claudio as Vice mayor and presiding Officer of the City Council and attested by Lorenzo S. Ramos as Secretary to the Mayor and Julian Florentino as Secretary to the Municipal Board.. Ordinance No. 697 dated April 25, 1967 runs, thrust: “AN ORDINANCE AUTHORIZING THE ADOPTION OF THE NAME DON CARLOS VILLAGE TO THE PROPOSED HOUSING PROJECT
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NO.1 LOCATED WITHIN THE CIVIL AERONAUTICS ADMINISTRATION COMPOUND AND NAMING THE UNNAMED STREETS” – SPONSORED BY Councilor Santos.
Geographic Features: Bounded in the north by the city of Manila, in the northeast by the city of Makati and inthe south by the city of Paranaque, and in the west by the Manila Bay. Approximately located at latitude 14º32' and longitude 121º01 E’. Part of Bgy. 187, on Constellation Street Don Carlos Village, Pasay City. The smallest
school in the South District in terms of lot size.
Demography: The village has a population of 12,153 based on the recently conducted 2010 Census on Population and Housing. Enterprising migrants continue to flock the village because of its proximity to Baclaran area. Most of the residents are wage-earners working in domestic and international airports. On the other hand some of the residents are employed in different stalls in Baclaran area or working in different government agencies
and private companies
Economy: Since most of the residents in the village are employees of Civil Aviation Authority, or descendants of former employees, they belong to middle to low income family. The proximity of the village to Baclaran area has attracted migrants mostly coming from the South, to engage in business of retailing. A number of eateries, mini wet market and stores under the LRT rail can be seen on the threshold of
Don Carlos Village in the North. The village is adjacent to Barangay Baclaran in the West.
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References http://www.slideshare.net/rajnulada/deped-ched-and-tesda slide 22 onwards http://www.facultyfocus.com/free-reports/12-tips-for-improving-your-faculty-development-plan/ http://www.cfo-pso.org.ph/pdf/8thconferencepresentation/day2/ Overseas_presentation_NCBTS_and_TSNA.pdf http://www.pnu.edu.ph/rctq/forms/1-Final-TDNS Flyer.pdf
http://www.depednaga.com.ph/training---development--t-d--system.html http://www.aplu.org/projects-and-initiatives/stem-education/SMTI_Library/APLU-SMTI-Paper-2/file? id=3482 http://prime.deped.gov.ph/wp-content/uploads/downloads/2011/09/22June_POPULAR-VERSION-FINAL.pdf http://er.educause.edu/articles/2009/5/faculty-development-for-the-21st-century http://www.fullerton.edu/senate/documents/forum/Fall_08/6_Rethinking_Faculty_Development_Randall.pdf Rethinking Faculty Development: Toward Sustaining a Community of Learners Lynda E. Randall, Senate Forum 2008 DECS Service Manual 2000 http://www.historylearningsite.co.uk/sociology/education-and-sociology/functionalism-and-education/ https://www.thoughtco.com/functionalist-perspective-3026625 C N Trueman "Functionalism And Education" historylearningsite.co.uk. The History Learning Site, 22 May 2015. 16 Aug 2016.
https://revisesociology.com/2015/01/26/the-functionalist-perspective-on-education/ https://www.thoughtco.com/symbolic-interaction-theory-3026633 https://www.thoughtco.com/conflict-theory-3026622
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PAMANTASANG BAYAN
Researcher: Ma. Consuelo L. Dimaya VISION A premier educational institution of higher learning, developing globally-competitive and value-laden professionals and leaders instrumental to community development and nation building.
MISSION As an institution of higher learning, PAMANTASANG BAYAN is committed to equip individuals with knowledge, skills and values that will enable them to achieve their professional goals and provide leadership and service for national development.
CORE VALUES G - od-loving E - xcellence N - ationalism E - nvironment Friendly R - esponsible O - rderliness U - nity S - ervice to Others
...am still determined to be cheerful and happy, in whatever situation I may be; for I have also learned from experience that the greater part of our happiness or misery depends upon our dispositions, and not upon our circumstances. .. - Martha Washington
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PAMANTASANG BAYAN The PAMANTASANG BAYAN is a university in Kalayaan City, province of Laguna, Philippines. It was founded by then Mayor Rosalie Sison, through the enactment of Municipal Ordinance 2003-059 approved on April 16, 2003. Before the establishment of the Pamantasang Bayan, there was a satellite campus of the Laguna State Polytechnic University (LSPU) at the Kalayaan National High School. The LSPU was operating through a memorandum of agreement between the LSPU president and Kalayaan municipal mayor, which commenced in 1993 and ended on March 31, 2003.
HISTORY In late 2002, there was a strong protest against the leadership of the LSPC president from faculty members and students of LSPC. The protest was headed by Shirley G. Lazaga and supported by Roger Cruzis, George Garcia, Carlos Herran, Lissa Dimanso and one non-teaching staff, Bernardo Alcaraz and some students from
LSPC - Kalayaan Campus. The protest was found by the Sangguniang Bayan of Kalayaan to be true and based on facts, with the support by almost all students, most of whom were from Kalayaan. It resulted to the issuance of the Notice of Termination to the memorandum of agreement. The administration of the mayor was left with no option but to establish the Kalayaan Community College. Having anticipated the closure of LSPC-Kalayaan, faculty members headed by Charlie Lavazares and Francisco Pasara assisted the office of the mayor and informed them that the Pamantasan ng Lungsod ng Mayapa (PLM) is the model school for local college. Dr. Teddy Tayabas, then PLM president, assisted the Kalayaan municipality and personally attended to the work of putting up a university. He suggested that Pamantasang Bayan should be the name. On April 15, 2003 the Sanguniang Bayan enacted Municipal Ordinance No. 2003-059. The same was approved a day after by Mayor Rosalie Sison. Pamantasang Bayan was inaugurated on July 31, 2003, the birthday of its founding mayor, and it was
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personally inaugurated by no less than President Gloria Macapagal Arroyo on June 19, 2003 on the occasion of the 107th birthday of Dr. Jose Rizal. Today, under the new leadership of the incumbent mayor and the able assistance of Atty. Mike Atanen (the chairperson of the Committee on Education), education reforms have been introduced, new and better systems have been put in place, and old practices have been put into sound and solid written policies and procedures.
Academic Programs List of Courses and Degree programs College of Arts and Sciences •
BS in Psychology
College of Business Administration and Accountancy •
BS in Accountancy
•
BS in Business Administration (Majors in Financial Management & Marketing)
•
Associate in Computer Secretarial
College of Engineering •
BS in Computer Engineering
•
BS in Electronics Engineering
•
BS in Industrial Engineering
College of Computer Studies •
BS in Computer Science
•
BS in Information Technology (Web / Database)
•
Associate in Computer Technology
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•
Associate in Computer Programming Technology
College of Education •
BS in Elementary Education
•
BS in Secondary Education, major in:
•
English
•
Math
•
Filipino
•
Social Studies
College of Nursing •
BS in Nursing
Graduate School •
Master of Arts in Education (major: Administration and Supervision)
•
M.S. Mathematics
•
Master in Business Administration
•
Master in Public Administration
•
Master in Business Administration (non-thesis)
School of Technical and Vocational Education •
Computer Hardware (Computer Technology)
•
Caregiving
•
PC Operations
•
Computer Programming
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•
Consumer Electronics
•
Refrigeration and Air-Conditioning
•
Cookery (Culinary Arts)
•
Automotive
Personnel Applicants for teaching positions pass through a series of steps in order to be considered for the job. The minimum requirement for a teaching chair is a Masters Degree. Applicant is expected to do a demonstration of his/her capability to present a meaningful lesson. Interview is done by a panel composed of 3 to 4 deans, the VPAA and the human resource manager. Each of these members of the panel, questions the applicant in connection to how he/she could capably function in the field being applied for.
Administration The university is headed by whoever is the incumbent mayor of the city of Kalayaan. All documents referring to movements in the school, policies and regulations, tuition fees, teachers’ and non-teaching staff’s salaries requires the signature of the mayor. There is a Board of Regents who completes the balance or equilibrium in decision-making and other actions. This board attends the Board of Regents’ meeting held monthly or as needed. Since the tuition fee was lowered to 50Php/unit, the board has no recourse but to use excess funds from the municipality to augment the expenses of the school manifested in teachers’ salary, water and power bills,
maintaining staff’s salaries and all other incremental expenses. The university operates and complies with the mandate of the Commission on Higher Education. It follows the schedule of courses and subject which are general requirements in all Philippine universities. Strengths, Weaknesses, Opportunities, and Threats (S.W.O.T.) Analysis Strengths 1.
Since the school is located in the heart of the City of Kalayaan, and it offers quite a variety of courses, it
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is patronized by the bigger percentage of the population. As with provincial cities in the south, this city has a bigger percentage of average and below average income earners. Therefore the lowest tuition in the area of 50Php/unit is the most significant strength of the school. It is very accessible to students and their parents as well, and for the teachers and non-teaching personnel who use public vehicles. The roads leading to the university allow passage for trycicle, jeepneys, and motorcycles which are the cheapest mode of transportation. Economically, this is profitable for parents and students alike because they do not need a considerable amount of daily allowance which is a prime consideration for parents when choosing a school.
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2.
Pamantasan ng Bayan has a pool of extremely competent teachers. Teachers are products of equally
competent universities in the area such as the University of the Philippines Los Banos, Polytechnic University of the Philippines, Laguna State Polytechnic University, Malayan Colleges of Laguna, and Colegio de San Juan de Letran, to mention a few. On their own, teachers find ways to overcome obstacles that impedes the delivery of a good and meaningful lesson to the students. Each of them find ways to improve the delivery of their lessons working with the goal of achieving the school’s mission and vision. Teachers are also noticeably very conscientious of instilling additional lessons also known as “hidden curriculum” on values, good manners and solid principles of living which our society needs. Teachers have the passion and devotion to impart worthwhile lessons. Each person in the administrative position is skilled and committed in performing his/her duties. Each is aware of the functions of their offices. This attitude and work habits of each employee provides a harmonious play in the whole system of the school which enables Pamantasang Bayan to function well as a school. The Library is well supplied with contemporary books and a computer section for the use of the
students. They can have access to all of the references at no extra cost. The Graduate School boasts of accomplished professors who in their own right can efficiently guide the graduate students toward the accomplishment of their Master’s Degree. Other provisions which the university has, are a clinic with a resident nurse and visiting dentist and physician, and the school canteen with a certificate from the Department of Health. In the functionalist perspective of Herbert Spencer, Emil Durkheim, Talcott Parsons, and Robert Merton, all agreed that functionalism could be an organization system of interconnected parts that work together in harmony to maintain a state of balance and social equilibrium for the whole. In this case the school harmoniously functions as a whole with a mission to deliver a goal that will benefit the country.
3.
The school is politically backed up by an incumbent mayor. As such, it is favoured institution in the city.
Whatever is needed by the school in terms of physical facilities can be supplied by the government for as long as the mayor gives his blessings on the project and that he agrees, that provision of such project will benefit the
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school, then the project is funded. Functionalism states that politics in any way, provides a means of governing organizations that plays a part in the achievement of its goals.
4.
Being in the same bracket in terms of family income, students understand better each other’s capabilities and limitations in terms of the financial side of education. Bullying is not a problem in school since they coexist as equals and a strong tie of camaraderie is very evident. It is as Emil Durkheim stated... Functionalism views society as a self-regulating system of elements with structured social relationships and observed regularities. In this case, students know how they will act and they function as a system knowing where and what their positions in the society are. In addition, Durkheim stated as well t hat a school is a society in miniature. It has a similar hierarchy, rules, and expectations to the “outside world”. It trains young people to fulfill roles.
Weaknesses
1.
The most palpable weakness of the school is its being overly political. Since the mayor is its head, fulltime employees such as those in high administrative positions and those aspiring to be in position, are very politically driven. They openly show struggles against each other and against those who are sympathizers of another political party, to achieve personal goals. This weakness is aggravated by one of the worst Filipino characteristics known as crab mentality. In the desire and aspiration for a position, individuals do not care who they step on in the process. In the very recent elections for example, there was a very unpleasant air in the faculty rooms of different departments because of the struggle for different positions. It seems that in order to get a position one has to belong to the winning “team” better known in politics as party. Those who were assigned in high positions were mostly academically unqualified but who developed some degree of familiarity to the winning candidate. Those who had credentials were ousted from their positions if they do not belong to the same party. Therefore it follows that if the person is who assigned in an administrative position is mediocre as was the case, and is only
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interested in the benefits, higher compensation and power, the quality of education delivered to the students suffers. This gives truth to the focus of Conflict Theory which states that “conflict of interest in all groups and between all members of the group exists everywhere.”. Conflict theory also teaches that where there is a dyadic relationship, more so, a relationship among a big group of people, conflict always exist.
2.
Constant rotation of those in position in the administration is not at all good for the teachers in the sense
that those are “friends” regardless of the performance evaluation, get better academic load than those who earned their credentials. This action demoralized most of those who worked hard for graduate degrees which are supposed to be the minimum requirement.
3.
I personally consider it a weakness, that professors are extremely concerned with students’ rights and in the process miss the point and moment of teaching better behaviour among students. It is because of the so called “students’ rights” that professors choose to avoid reprimanding students because of apprehensions of being reported and students report thwarted. In effect, we lose the chance to teach basic good manners and right conduct, breaking from what E. Durkheim has stated...” moral values are the foundation of social order and society is perpetuated through its educational institution”. We might say that the reason we see a lot of behavioural changes among young people today, such as cussing and disrespect for elders could be addressed at home but could also be followed up in the classroom. However, students do not listen that much to teachers and in some cases, even threaten teachers with
“students rights’ cases.
4.
Limiting attendance of professors to seminars and trainings also limits
the improvement of their
teaching to what they already have. Invitation to seminars should be extended to all professors regardless of their status (full-time or part-time). This university sends only a chosen few, those who are closest to the administration, to seminars and trainings.
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5.
Petty attitudes such as brown nosing, crab mentality, rumor mongering are very rampant tearing down respect, trust, decency, friendship, and camaraderie among the professors both full time and part time. Each are wearing a number of masks to hide their true self.
6.
On a wider scale, this university is an addition to the numerous universities and institutions in the Philippines that produce hundreds of graduates a year, without a clear prospect of a job after graduation.
Graduates finish courses and enter the field of work totally unaligned to their courses. As a result they look for better placement and better paying jobs abroad. This in turn adds to the brain drain in the Philippines. This phenomenon has an educational dimension specifically this university. It is so because the Filipino people are footing the bill for education, who then spend the best part of their productive years abroad, in the country of their choice. In effect, the poor Philippine educational system is indirectly subsidizing the affluent economies hosting the OFWs. In some instances we have seen nursing graduates pass the board and work as cashiers in the SLEX tollgate.
7.
Classrooms are in need of gargantuan attention. Tiles are in very sad condition, ventilation is non-existent because the best classroom boasts of 3 ceiling fans. Students should be awarded for trying their best to focus on the lesson in spite of the scorching heat in the classroom.
Opportunities
1.
The university has a TESDA based curriculum in its vocational department, offering short vocational courses to those who prefer to take that career path. Programs offered vary in time duration from a few weeks to two year diploma programs, including competence examination called National Competency Test II (NCII). This is a centrally administered examination enabling students to obtain their diploma or certificate. This department does not require an entrance examination, only a record of high school education and an enrolment fee.
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2.
Students who are residents of the city enjoy education at a very low cost. For the city residents, education is at its cheapest- 50Php/unit. This is not so for students who reside in the nearby cities. Students from nearby towns pay a higher tuition fee.
3.
Pamantasang Bayan is a non-sectarian university offering a wide range of programs with English as the medium of instruction. Therefore it is open to students of diverse cultures.
4.
A very multifaceted based program structure is enforced in the university. This means that students graduate well prepared for the challenges of the society outside the school. They participate in outreach programs which give them a sense of empathy toward those who are less fortunate in life.
5.
Full time teachers are given the chance to do researches that will increase their credentials which they need for promotions. All the support that these teachers need are given by the administration to help them be successful in their researches
Threats 1.
The comfortable classroom conditions, library facilities, advanced technology support for lessons, top of the line facilities, better environment around the school and the like, are offered by another college in the area. Students who feel they deserve more than what Pamantasang Bayan can offer, transfer to this other college. It is more expensive but everything education-wise is worth it. The equilibrium and theory suggest that under natural circumstances species addition and loss are balanced and furthermore that displacement from the equilibrium value results in changes in extinction rate that tend to restore the system to equilibrium state... thus it can only be hoped that the school will lose too many students who
will not be able to stand the school condition. 2.
Another threat is the possible exodus of professors to private universities due to the extreme delay of payment of salaries. Part time teachers are the usual victims of these delays because they do not belong to the class of full time teachers. There is a very clear demarcation line between the two types of teachers in the university. One side of the line is the full time teachers, while on the other side are the part time teachers. All benefits are directed at the full time teachers while there is no attention given to the
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opposite class. This is an example of Karl Marx’s theory which is the origin of the conflict theory. Marx focused on the causes and consequences of class conflict between the bourgeoisie (the owners of the means of production) and the poor. K. Marx Theorized that this system (the capitalist system) , premised on the existence of a powerful minority class (the bourgeoisie) and an oppressed majority class (the proletariat), created class conflict because the interests of the two were at odds, and resources were unjustly distributed among them. This imbalance is very visible and the hurt of the part time teachers are very palpable. This is not to say that they are ripe for an uprising. It is just to provide proof or evidence of the correctness of the theory that K. Marx focused on. 3.
As part time teachers get demoralized due to the treatment they get from the administration (Symbolic interaction), they somehow lose focus on the importance of their responsibilities as teachers, developing and delivering worthwhile lessons. During seminars and trainings when announcements are given to full time professors only, part timers tend to think of such events as symbolic of class divisions. The whole process a manifestation of the correctness of the theory of Symbolic Interaction. Symbolic interaction tends to focus on the language and symbols that help us give meaning to the
experiences of our life. As we interact with the world, we change the way we behave based on the meaning we give social interactions. We spend time thinking about what we will do next and adjust our approach on how we believe others perceive us. Along with George Herbert Mead, Charles H. Cooley helped originate symbolic interaction theory. Cooley is best known for the concept of the “looking glass self” illustrated by the statement: “I am not what I think I am and I am not what you think I am; I am what I think you think I am.” This being cited, what stands positive in the university are the friendships and camaraderie among teachers.
This somehow negates the discontent and unhappiness regarding other things.
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Case Study: AL ANDALUS INTERNATIONAL SCHOOL
AL ANDALUS INTERNATIONAL SCHOOL Reseacher: Ryan A. Gamoso
INTRODUCTION Al-Andalus International School (also called Al-Andalus or AAIS) is an Inter national Pr ivate School in the Kingdom of Saudi Arabia. It is located in Rakah, the center of education in the Eastern Province of Saudi Arabia. The AAIS has gone a long way from its humble beginnings. In its 20 years of providing good quality education, it has produced alumni who have excelled in their areas of concentration. In 2009, an alumnus graduated Summa Cum Laude from Fort Hays State University in Kansas, USA with a degree in Accountancy. In 2010, an alumna graduated Cum Laude from Ateneo de Davao University with a degree in Information Technology. In 2012, an alumnus graduated Cum Laude with a degree of Accountancy from Rutgers University, New Jersey. Lastly, in 2013, an alumna graduated Cum Laude with a degree in Communications at the University of the Philippines Cebu. Moreover, each year, 95% of our alumni earn their College degree. Other alumni have excelled in ter ms of their academics while ear ning their degrees at top universities in the Philippines. These universities include the University of the Philippines, De La Salle University (Taft), University of Santo Tomas, Ateneo de Manila University, MAPUA, and the University of Asia and the Pacific. Several of our students have also been accepted in top universities in Canada, Australia, and the United States. The AAIS prides itself as a school where children learn in a fun, loving, family environment; where each
child is seen as a special gift from the Almighty and therefore treated with love and respect; where parents are considered as partners with the school in their children’s education; where teachers are selflessly dedicated in their noble task of shaping young minds; and where the school stands as an avenue where children can express themselves as individuals and, in the process, grow up to be contributing members of society.
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HISTORY The school was founded on December 1994 by Dr. Eduardo P. Malagapo, Engr. Bert Javellana and Mr. Felix Frias and was named Philippine Community School in Al-Khobar (PhilCoSa). Its inception happened when the first Philippine school in the Eastern Province of Saudi Arabia was in deep crisis. Hence, the 1994 Philippine Ambassador, Romulo Espaldon, decided to give other groups of Filipinos an opportunity to put up another school. Toward the middle of April 1995, PhiCoSa was organized. The school was established to fulfill its mission – Total Commitment for Total Quality Education. It started its academic year on June 1995 with an initial enrollment of 104 students.
OPERATING YEARS In 1999, the school received its temporary license no. 40/s from the Ministry of Education under the name “Asia International School (AIS)”. This license, however, was not applicable to the curriculum being taught in the school. The school suffered a lot of negative impact due to this. Despite all these unfortunate circumstances and the negative publicity it has gotten, enrollment gradually increased and the school hit 200 in year 2000.
SAUDI SPONSOR The school faced several challenging years with different sponsors. There came a time when the school did not have a sponsor. Due to this, the Ministry of Education tried to close down the school for three times.
Fortunately, the school principal’s wife stood her ground and prevented the MOE official to close the school and told the latter to discuss the issue with the new sponsor. At that very moment, a blessing from the Almighty came. A sponsor was sent from heaven in the person of his highness Prince Bandar Al-Saud Al-Kabeer and his wife, her highness Princess Meshael. It was with their wholehearted support and kindness that the school was granted license number 133/s in June 2002 by the Ministry of Education (MOE) in the Kingdom of Saudi Arabia. To abide by the permit granted by the MOE,
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the school was again renamed to Al-Andalus International School, also known as AAIS.
THE CHANGE IN NAME In the year 2003 – 2004, the school carried the name “Al-Khobar Asian International School instead of AlAndalus International School” as directed by the sponsor. The main reason was that the Ministry of Commerce of the Kingdom will not grant a commercial registration for the school if it uses the name AlAndalus International School since a school with the same name already existed in Riyadh. The MOE did not approve of this and did not issue the renewal of the school’s license. In order to conform to the MOE’s directive, the school went back to using the name Al-Andalus International School.
EDUCATIONAL PERMITS AND LICENSES In 2004, the MOE issued the permanent license from 1424 – 1425 to 1425 – 1426 or a two year period after which a ten-year period will be issued to AAIS.
Furthermore, the Philippine Department of Education issued government permit no. 002, s. 2007 to AAIS on the 15th of March 2007, granting the school the authority to operate Pre-elementary, Elementary and Secondary courses.
AAIS MISSION “To serve the community and nation through developing individuals who have Love and Respect for Self, for Others, for Country and God (Allah).” AAIS VISION “To be a school that develops critical thinker, problem anticipator, problem solver, innovators, responsible global citizen and future leaders who are morally upright.”
AAIS PHILOSOPHY
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“We believe that a school achieves success when it forms individuals who strive to be of value to the community and to the nation and who are zealous for the common good.” AAIS MOTTO: “We STRIVE, We SERVE, We SUCCEED” We believe that SUCCESS can be achieved through hard work, determination, dedication, persistence, and striving for perfection. We also believe that ultimate SUCCESS could never be achieved without the help of others and without helping others. This motto will serve as a reminder to everyone in the AAIS community that the accomplishment of a person,
a community, and a nation’s goals can only be achieved through hard work and genuine service.
AAIS CORE VALUES We believe in: -Faith in God -Love for self, for others and for country -Respect for individual
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Background According to Thrasher (1936), Sociology is a basic science of social interaction of human nature in its interacting aspects. It includes people in their social relationships, groups, institutions, communities, cultural patterns, and all the details of social structure and organization. This is a case of an institution in the Middle East for analysis which fits in Sociological issues. To be part of this school is a privilege and honour for we can see that it has a clear vision and mission and everyone is expected to reach its goals and objectives. The school has been running for years and yet issues and problems are still to face. I can say that for more than 20 years, the school is still on its road for improvements and process of development. Below are issues and problems identified for case analysis: There is no maintained organizational structure. Turnover of employees are quick. The school management’s lack of coordination and communication with the employees. Lacking in school policies.
Wrong people in the school upper positions. The negative school culture. The school facilities. For two academic school years of working in this school, these have been a big question to every individual. The school has been up and running for years with people seated in the upper management which are nonvisa employees. We arrived in this school surprised with a major renovation of the facilities that you cannot
even imagine that it’s an international school. For years, the people, the clients, the management have been hoping to seek for the right persons to handle the school operations and the feed to hunger for change. We are seven employees deployed from the Philippines to bring the change everyone is waiting for. We are overwhelmed by these employees who were mostly non-visa employees, teachers are females that are dependents of their husbands working in Saudi, and we are the first batch of employees that are males and visa holders. We arrived without proper orientation, we just started without knowing the policies, and
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everything was learned by mistakes. This is an example of Functionalism Deviance. According to Ziyanak & Williams (2014), though Durkheim confirmed the obvious negative effects of deviance, he identified that deviance yields positive benefits for society. It only shows that with the eagerness for change, the new employees tend to make a sudden action to address the problems. This was done to avoid adaptation of the negative environment and old culture. As mentioned by Fletcher, Durkheim maintains two things that are essential; First, it is necessary that we should have a historical background of how these social facts have come to be what they are and that we require a causal explanation in terms of antecedent social facts. And second: we
require an analysis of the functions of these social facts in terms of the social ends they serve. They supplement each other and both are necessary (Fletcher, 1956). The crowd maybe was surprised of the sudden changes that they need to cope up and so they reacted negatively. The change was running so fast that some are no longer introduced and everyone is required to fit in with the fast phase that made the conflicts rise. Hopeful with things we believe will change within our stay. We adopted Duterte’s known statement “Change is
coming..”. Months are passing and yes things are changing but are not welcomed by the school’s culture. As an employee, everyone tried to fit in with the new culture and soon was forcedly accepted. One of the seven employees that arrived became the Academic Head Coordinator which replaced the other employee who has been in the position for years leading to the re-structure of the organization. According to Coser (2007), the conflict within and between groups in a society can prevent accommodations and habitual relations from progressively impoverishing creativity. The higher the conflict is, the worse the institution gets. It was also added by Rossel (2013) that exhibiting structural power divisions and resource inequalities lead to conflicting interests. Power really is a big factor once given. Through this, conflicts arose between the new and the old management. Rumours started to spread, hatred among employees grew, and everything became unresolvable. The management adopted the Cartesian-Newtonian way of leadership became very bureaucratic. According to Ideas are not welcomed, workloads go high and sighs were not heard. From the Academic Head Coordinator, he (our batchmate) became the Assistant Principal and OIC of the school. So again, there is a re-structure of the
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organization. These lead to the depression state of the stages of development where employees are leaving due to what we call Resistance Theory which focuses on oppositional behaviours of individuals that lead to management failure (Sever, 2012). For the 1st Academic Year, 10 out of 40 employees resigned and left who were not adaptable to change. According to Carter and Fuller (2015), there is what we call symbolic interaction which states that the symbolic interactionist’s thought is the idea that individuals use language and significant symbols in their communication with others. In this institution, this has been missed. Moving to the 2nd Academic year, the school policies were arranged but still the employees were not informed. Whenever the management feels there is something strange, memos are continuously being showered to the employees. Examples of these are, the teachers in the faculty room were divided, whoever spreads negative thoughts about the admin gets sanctions, the trust was lost between the management and the employees and the good relationship subsided. Towards the end of the 2nd AY, another conflict arose between the Board and the School Admin. It’s a conflict among the BOT, the Director, School Assistant Principal, and the Office of the student affairs. Due to some unresolvable personal issues, these lead to the re-structure of the organization once
again, the School Director immediately resigned which surprised everyone, the School Assistant Principal became the Preschool Coordinator, the old Academic Coordinator was assigned back to its old position as an Academic Head Coordinator, and left the BOT as the sole handler of the school operations. Because of these events, miscommunications arose and lead to resignation of most of the employees. Out of the seven visa holders, five left including the Ex-Assistant School Principal. Some from the non-visas and negative feedbacks from the new batch who are planning to leave also after the contract.
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SWOT ANALYSIS Strengths
Weaknesses
It has clear vision, mission, and objectives.
meeting its goals.
It has good quality of teaching. Harmonious
There’s no unity and uniformity in
Lack
relationship
among
teachers.
its compliance with the ministry.
unhealthy relationship of
the
Wrong people in the right positions. sudden
existence
of
policies
leaving the employees uninformed. Threats
Opportunities Teacher
Trainings
and
Employee Seminars.
Employees
who
have
personal
interests.
Team-building to know the essence of cooperation.
Management employees’
The orientation of the employees regarding their career growth and path. Involving
and
people in the management itself.
The
Provide
coordination
communication.
The
The credibility of the school regarding
of
taking
advantage
compensation
of and
benefits. Employees who fans flames to cover up their impunity.
the
employees
in
the
Strategic Management meetings.
Employees of different mission and vision.
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PROPOSED SOLUTION The main question here is, “Is there really a mismanagement of the business? Do the employees have the same goal with the management’s?”. Here are the possible alternatives based on my analysis: There should be a constant organizational structure consisting of the right persons with the right qualifications so as to avoid the continuous re-structure of the organization. According to Lunenburg (2011), the transformation process includes the internal operation of the organization and its system of operational management. These consists of technical competence of school administrators and other staff, their plans of operation, and their ability to cope with change. To avoid quick turnover of employees, there must be trust, unity and uniformity. The problem is the employees are no longer heard when in fact the blame was always with them. Instead of having a conducive environment, they killed the good relationships among the teachers because of the belief that rumours come from them. They used the teachers as front to their mismanagement and impunity. They became the catchers of the disappointments. In the Open System Approach, the school administrator’s
job involves combining and coordinating various resources to attain school’s goals – learning for all. (Lunenburg, 2011) There should be at least monthly meetings and trainings to hear their people out. Update them when there are new policies. Hear them out with their concerns. Meeting halfway with the needs of the employees and avoid taking advantage of them. According to Mazzotta & Myers (2008), Communication is the basis of symbolic interactionism and without the acknowledgement of “mind, self, and society”, it is inaccurate. There should be copies of the policies given to the employees, a black and white copy. The faculty manual should exist and be presented. I, myself experienced receiving memos containing that according to the faculty manual, there should be this and that in which from the day we started we never knew this manual exists. Make it available and avoid excuses that it’s being updated by which a lot already left and have never seen it.
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Re-run and review the employees with their qualifications. Those who are capable of being in higher positions are neglected because of seniority when in fact some are much credible. This could be a reason why no one stays because higher-ups are not changed and always upbringing the old culture. The school should be conducive. Comply with the Ministry of Education’s requirements and not just simply to pass and do hidden moves. Comply with dignity and truthfulness. These suffer the child and the employees as well. Recommendations From the set possible solutions, these could be the key to the success of the school. Words “Change is coming..” is never enough to develop the school, it has to be the “Change has come.” through the unity of its employees. There is no perfect management, only what is existing is the best. Welcome change and adopt the Quantum type of leadership in which “In the world of disorder, finds orderliness” (Hudtuhan, 2016). It’s quite magical that through different ways (representing individuals with different perspectives and ideas) come up with a good result if only we hear them out. These experiences for the past two years, I would consider still a
privilege and honour, for I know we’ve given our part to end every school year right. We learn and we get to have ourselves involved in what we think should be. According to Papatya and Dulupcu (1997), the concept of change implies the improvement of a particular structure’s condition by evolution. It should direct all people to a target, shared by individuals.
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References Carter, M. J., & Fuller, C. (2015). Symbolic Interactionism. Sociopedia.isa. Coser, L. A. (2007). Social Conflict and the Theory of Social Change. The British Journal of Sociology. Fletcher, R. (1956). Functionalism as a Social Theory. The Sociological Review. Hudtuhan, E. (2016). Leadership, Communication and Personality.
Lunenburg, F. C. (2011). Open Systems. Sam Houstoun State University. Mazzotta, T., & Myers, B. (2008). Language and Meaning: Symbolic Interactionism. uscupstate.edu. Papatya, G., & Dulupcu, M. A. (1997). Thinking Quantum Leadership for True Transformation: The Talisman of "Not to Know" at the Threshold of New Leadership. Faculty of Economics and administrative Sciences Isparta-Turkiye. Rossel, J. (2013). Conflict Theory. Oxford bibliographies. Sever, M. (2012). A Critical Look at the Theories of Sociology of Education. International Journal of Human Sciences. Thrasher, F. M. (1936). The Sociological Approah to Educational Problems. The Journal of Educational Sociology. Ziyanak, S., & Williams, J. L. (2014). Functionalist Perspective on Deviance. Journal of Human Science.
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Case Study: MASIU CENTRAL ELEMENTARY SCHOOL
MASIU CENTRAL ELEMENTARY SCHOOL Researcher: Sittie Hannah M. Hatta
I. Background of the Study Masiu Central Elementary School, formely known as Masiu Central Farm School, is located near at the bank of Malaig river, one of the largest river in the province. At Gondarangin Asa-Adigao, one of the wellknown barangays in the locality, having supportive, responsive and civic conscious constituents.
Within the barangay is the beautiful Tennis Court which is spacious enough for the youth to play Tennis and other ball games. Besides the court is one of the largest Madrasa (an Islamic School) in the town, Ma’ahad Ranao Al-Islami, where most of our Aleem’s/Ulama’s had finished their Secondary course; the three other Masjid: Buadi Adigao, Paniambaan, and Buadi Tanogun Masjid are also below the said river. There Masjid are large enough to serve the needs of the entire populace who are renderings services to the Supreme Lord of the whole world. Worth mentioning here is that the school is the mother of all elementary schools, being the first school established in the town. There are elementary schools which are always be the competition of the school for enrollment: The Magandia and Mimbalay Elementary School of Masiu I District, Buisan and Mohammad Tangul Elementary School of Masiu III District. The school was established ny the American – Teachers who had come to Masiu after the Japanese occupation in the Philippines. At the beginning, accordingly, our forefather refused to send their children to school because the worst effect of the maltreatment of the previous foreigners who had come to their place. Before the American were
still on their mind. The American, with their effort to give education to everybody, tried to deal the town leader through conferences and explained to them that their primary aim in coming to this place is to bring education to the youth so that they will know how to lead prosperous life in the future at the end, parents sent their children to school under American teachers in this particular school.
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There where school building constructed by the American teachers. Unfortunately, two of the school buildings were drawn away by the constant flooding of the Malaig River near the school site. Only its concrete post foundation where left and preserved as a souvenir from the first school building in the locality. The school site is 13.5 hectares of land which are donated by our forefathers and other concerned and respected families in the town, the first constructed school buildings were three (3) Gabaldon type, two of it were already explained above, the remaining one is about to be condemned for its dilapidation, but it is still used as classroom for the pupil; followed by 6 rooms Marcos type; the 3 Bagong Lipunan Building, FVR one room building; the one room school Masjid, used by the pupils and the school personnel for praying; and one room principal’s office building. The school population is 100% Maranao Muslim. The main sources of livelihood in this area are farming and fishing. Some are doing business outside the place and only very few worked in the government sector. This place is lowland, flat and very fertile.
II. SCHOOL POPULATION AND GRADE ENROLLMENT It was noted that there is slight up and down movement of the school enrollment every year. The female enrollment outnumbered the male from year to year.
III. SCOOL RESOURCES There are nine (9) existing building in the school, eighteen (18) room for class interaction to include the
HELE and ARABIC rooms; separate room for parent-teachers and community association (PTCA); separate building for school Masjeds and principal’s office. The school has 20 Teacher Staff, to include 1 Master Teacher, one (1) Teacher III; 3 Teacher II, 15 Teacher I, one PTCA-Pre School teacher and I Principal II. With the initiative of all the teachers, classroom instrumental aids and other classroom facilities were
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made available for their use. Only few of a concrete playing apparatus were made available for lack of funds; two concrete pergolas were erected’ permanent boarder fences around the playing with four (4) waiting shades were also made available and a beautiful school stage, donated at the center of the school playground were concreted.
IV. SCHOOL PROGRAM
The implementation of re-structured basic education (RBEC) using the context based instruction, a mode of integration in the 5 learning areas in all grade levels were observed. English is used as the medium of instruction in the teaching of English, Science, and Mathematics while Filipino, HEKASI and Musika is taught in Filipino language, local dialect is sometimes used in teaching Islamic Values and Arabic Language. Tutorial/Remedial class or slow (English) readers is one of the main concern of the school, henceforth allotment for the said instruction has already arranged. There is also one-half day session, per month, for good
moral and Islamic value program of both the teachers and the pupils for strengthen their faith toward their lord with an intention to gain Allah’s divine guidance in the performance of their respective roles to live with peace of mind and successful lives in this physical world and in hereafter. Induction ceremonies of elected classroom officers together with the coronation rites of the selected muses in every classroom is being held in every month of August. School teacher’s being held in any day of the week when it is necessary to be called.
V. COMMUNITY SUPPORT School Governing Council and Parents-Teachers Community Association are organized and made functional. Both parents and other community people are supportive and participative. They sometimes, offered prizes to the deserving or the winner pupils on the school contest conducted in response to their cooperation with the school administration. The teachers voluntarily contribute some amount to the neighboring Madrasa’s help
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sustain the honoraria of Guro’s and other Madrasa’s transaction. It is sad to say that this school has never enjoy local school board funds/privileges or some local benefits due to political reasons.
VI. TRENDS AND OPPORTUITIES
On Strength and Advancement Empowerment of school principal on the school development program and projects were observed. Teacher training/workshop conducted by the development and other privileges like study grants were granted to those interested teachers. Impact and Effectiveness The usual and consistence support of the parents and some of the community people served as the contributory factor for the smooth operation of the school, the usual sacrifices and maximum service most of the teachers greatly served the purpose. This includes the desire of teachers to be included in the decision making about the working condition of the school. The unity of the teachers in giving a sustaining aid to the Madrasa education and a voluntary death aid to pupil enrolled and their parent death rise. The many awards and certificates of appreciation received by the school teacher and the
principal from the school administration, the districts and division, as a matter of fact, one of the grade I teachers, Ms. Comara D. Oranggaga has been publicity announced and awarded as the most Effective teachers on the year 2001 by the division promotional staff, headed by Gen. Education Supervisor. H.Nor-aisah Teardi G. Batugan, the division training coordinator of the BEAM.
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PROBLEMS AND ISSUES There are some factors that affect the effectiveness, strength and advantage of MCES. Most of the factors are.
Non-availability of the sufficient textbooks in all grade level and other reference materials.
In-adequate number of desks and chairs in most classroom.
Poor condition of the school building which are not conductive enough for teacher and leaning.
Lack of modern tools for teaching and learning which are urgently needed by the school populace for quality learning.
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DOCUMENTATION:
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Case Study: PUP LABORATORY HIGH SCHOOL
A CASE STUDY OF LABORATORY HIGH SCHOOL Researcher: Maria Charlene P. Melegrito
ABOUT THE SCHOOL HISTORY The PUP Laboratory High School (PUP LHS) is the laboratory high school of the Plytechnic University of the Philippines College of Education located in PUP Mabini Campus, Sta. Mesa, Manila. It
was established in 1954 during the Philippine College of Commerce era as the Philippine College of Commerce High School. The PUP LHS circular program focuses on discipline, academic excellence, nationalism, and commerce, and it is the first high school to offer commercial curriculum in the Philippines. It is one of the top performing schools in the country producing top caliber students who later become prominent in their chosen field of specialization. The school has a population of 538 for the School Year 2016 – 2017. VISION Clearing the paths while laying new foundations to transform the Polytechnic University of the Philippines into an epistemic community. MISSION Reflective of the great emphasis being given by the country's leadership aimed at providing appropriate attention to the alleviation of the plight of the poor, the development of the citizens, and of the national economy to become globally competitive, the University shall commit its academic resources and manpower to achieve its goals through: Provision of undergraduate and graduate education which meet international standards of quality and excellence; Generation and transmission of knowledge in the broad range of disciplines relevant and responsive to
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the dynamically changing domestic and international environment; Provision of more equitable access to higher education opportunities to deserving and qualified Filipinos; and Optimization, through efficiency and effectiveness, of social, institutional, and individual returns and benefits derived from the utilization of higher education resources.
PHILOSOPHY As a state university, the Polytechnic University of the Philippines believes that:
Education is an instrument for the development of the citizenry and for the enhancement of nation building; Meaningful growth and transformation of the country are best achieved in an atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with the spirit of humanist internationalism.
STRATEGIC OBJECTIVE: - 8 POINT AGENDA
Pursuing Academic Excellence through Disciplinal Integrity Embedding a Culture of Research Assuring Transparency and Participatoriness in Giving Rewards and Sanctions Modernization and Upgrading of Physical Facilities, Equipment, Library and Campus Development Reconceptualization of Academic Freedom Institutionalizing Civil Society Engagement and Involved Extension Service Program Fiscal Responsibility Assessment of the Institutional Processes and Critical-Rational Review of the Entire Organization
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SHARED VALUES
God-Fearing
Love for Humanity and Democracy
Collegiality
Integrity and Credibility
Transparency and Accountability
Passion for Learning
Humanist Internationalism
MAP OF THE MAIN CAMPUS
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ORGANIZATION STRUCTURE
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ANALYSIS OF SOCIOLOGICAL THEORIES FUNCTIONALISM Functionalism interprets each part of society in terms of how it contributes to the stability of the whole society. Within functionalist theory, the different parts of society are primarily composed of social institutions, each of which is designed to fill different needs, and each of which has particular consequences for the form and shape of society. (Crossman, 2017)
In shaping our society, the education is the key to achieve it. Through education, students are being mould to be a good and productive citizen of our country. According to Kingsland, functionalists believe that education provides unity and togetherness and has a positive impact on society. They also believe that education prepares people for the work environment in later life and teaches important skills.
School environment is considered to be as a small version of an employment world in which students are being prepared for their future. Students are provided with the skills required by their future employers and also the norms and values to be needed in the outside world. Since PUP LHS is a business school, students are being prepared to be a whole package in the business world, either to be as an entrepreneur, an accountant, or even working as a manager. They are not only trained to be good in their specific fields but most of all, they are trained to be hardworking, and with good values themselves. All of the teachers ensure that values and right conduct are being injected to all of their activities.
Functionalists suggest that there are two types of skills learnt during education: national curriculum and hidden curriculum. National curriculum is the legal requirements that must be done such as English, Maths and Science, homework, tutor, etc. However, functionalists say that is the skills learnt from the hidden curriculum that prepares children for adult life. The hidden curriculum is the skills that are informally learnt, these skills
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include: patience, authority, punctuality, organisation and creativity. (Kingsland)
LHSians – the students studying in PUP LHS, are very blessed to have a unique curriculum that does not only caters the demands of the national curriculum. The unique curriculum of PUP LHS provides skills ahead to the other students from other schools. It also includes Practical Arts subjects that trained specific skills in Accounting, Stenography, Bookkeeping and Entrepreneurship. In the Grade 8 level, there is also an additional subject of Keyboarding which enables the students to be expert in typing. In the Grade 9 level, there is also additional subject of Business Communication Skills which prepares the students in job hunting, interviews and personality development. Aside from the unique academic curriculum, PUP LHS is very strict in terms of student discipline. Students are expected to be in the school at least 15 minutes before the start of classes. They are also expected to be in a complete uniform with proper haircut. Also, electronic gadgets including cellphones are prohibited in the school premises. Through these rules, students are being trained to be a good follower and be able to comply to what is being asked to them.
A functionalist named Parsons came up with the idea of role allocation. This is where young people are sifted and sorted in terms of their talents and abilities and then allocated a particular role in society. Role allocation is evident in schools through the use of setting and streaming within classes. This is where students are put into different groups / sets based on their abilities; there are usually upper band classes, middle band classes and lower band classes (Kingsland). According to Lumen, another role of schools is that of sorting, or
classifying students based on academic merit or potential. The most capable students are identified early in schools through testing and classroom achievement. Such students are placed in accelerated programs in anticipation of successful college attendance.
In the case of PUP LHS, students are being sorted and classified according to their chosen tracks with
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consideration of their grades in specific subjects. In the Grade 9 level, students are sorted from three sections with different major or field of expertise. These are Bookkeeping, Office Technology and Entrepreneurship. The section of the students in grade 9 will be their sections until grade 10.
Functionalist suggest different method of teaching, because some children will easily learn from one method and some from other method. They discourage rote memorization. Unfortunately in the teaching of Stenography, rote memorization is very useful since students should be familiar and memorized the symbols and strokes of the letters. Also, in the English and Filipino subjects, rote memorization is one of the teaching strategies used by the teachers in PUP LHS.
They also suggests the use of visual aid for better understanding of learning material. Teachers in PUP LHS use visual aids for the effectiveness of their teaching and learning processes. Most of them uses powerpoint presentation, video clips; depending on the subjects. Araling Panlipunan teachers uses maps and globes for better processing to the students. Pictures and flow charts are also used especially in the science classes.
Reward is very good motive for students in class, it not only encourages the students who get the reward but also encourage the fellow students in the class. Functionalists also emphasized teaching according to the pace and capacity of the students. (Muhammad, 2009)
Merit Card Awarding every quarter is one of the rewards given to LHSians. To be qualified as a merit card awardee, students should not have a grade lower than 85 in all of the subjects. At the end of the school year, there are also best in subject areas and top 3 students per year level. This serves as an encouragement to the students to study very hard and give their bests. To ensure that the classroom environment is still effective,
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the maximum number of students per class is 50.
In the United States, schools also fill the role of preparing students for competition in life. Obviously, athletic foster a competitive nature, but even in the classroom students compete against one another academically. Schools also fill the role of teaching patriotism. Students recite the Pledge of Allegiance each morning and take history classes where they learn about national heroes and the nation’s past. (LUMEN)
As part of the rules and regulations of the PUP LHS, all students and teachers are required to attend the flag raising ceremony held every Monday. Through this activity, students know how to sing wholeheartedly the Lupang Hinirang, PUP Hymn, and Ang Pilipinas kong Mahal. They also know the Pledge of Allegiance to the Filipino Flag. This activity strengthen the love for the country and the value of being a Filipino. According to functionalism, an institution only exists because it serves a vital role in the functioning of society. If it no longer serves a role, an institution will die away. When new needs evolve or emerge, new institution will be created to meet them. (Crossman, 2017)
CONFLICT THEORY
Conflict theory sees the purpose of education as maintaining social inequality and preserving the power of those who dominate society. It is not a social benefit or opportunity, but as a powerful means of maintaining power structures and creating a docile work force for capitalism. (CliffNotes) The fulfillment of one’s education is closely linked to social class. Students of low socioeconomic status are generally not afforded the same opportunities as students of higher status no matter how great their academic ability or desire to learn (Lumen). That is why LHSians are thankful to be part of PUP LHS. PUP
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LHS is offering equal opportunity in terms of education. Students with higher socioeconomic status even in the lower status can enrol and be given quality education. In the amount of approximately Php 1,000 for the whole year is affordable to all students. There are also lots of scholarship offered by alumni associations to help students for their fees and other school necessities.
According to Lumen, conflict theorists do not believe that public schools reduce social inequality. Rather, they believe that the educational system reinforces perpetuates social inequalities that arise from difference in class, gender, race, and ethnicity. Public schools like PUP LHS, students are grouped into sections. In other public schools, there are sections for the fast learners and also for the slow learners. This kind of sectioning can be considered as a social inequality by showing the differences of the students. In PUP LHS, there are three sections per year level in which they are randomly assigned to those sections. There is no such thing as section 1 for the fast learner and section 3 for the slow learner. Students treated equally in assigning to specific sections.
As cited in the cliffnotes.com, Conflict theorists see the educational system as perpetuating the status quo by dulling the lower classes into being obedient workers. In the training given to the students of PUP LHS, all of the students are being trained as to be an obedient workers in the future. They are treated equally in giving sanctions if they are not able to follow the rules and regulations of the school.
Conflict theorists point to several key factors in defending their position. One of these is that the property taxes fund most schools; therefore, schools in affluent districts have more money. Such areas are predominantly white. They can afford to pay higher salaries, attract better teachers, and purchase newer texts and more technology. Students who attend these schools gain substantial advantages in getting into the best colleges and being tracked into higher�paying professions. (CliffNotes)
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PUP as a state university offered higher salaries to regular faculty members. But in the case of those who are not yet regular (Part Time status), they are paying only Php156.75 / hour. With that rate, obviousy it is not attractive to get better teachers. But in spite of that, it is easy for the PUP to hire and get competitive and committed faculty members. PUP is one of the prestigious university in the Philippines that is why being part of the team is a priviledge and a pride to everyone.
As discussed in www.boundless.com, Conflict theory sees society as a dynamic entity constantly undergoing change as a result of competition over scarce resources. It is the heart of all social relationships and a charateristic of human relationships. In the case of the students, they are competing to get a high grades and to be on the top of their grade levels. They are competing to be the most and the best students of PUP LHS. In the case of teachers, there is also a competition with regards to their promotion. All of the teachers are aiming to be in a regular status and also to have a higher rank. But of course, the slots for regular status and ranks are limited. Not all of them can be promoted in the same time. Some will be promoted and some needs
to wait for the next vacancies.
Wright Mills is known as the founder of modern conflict theory. In his work, he believes social structures are created because of conflict between differing interests. People are then impacted by the creation of social structures, and the usual result is a differential of power between the “elite” and the “others” (as cited in www.boundless.com). The structures of the organization itself creates conflict within the institution. There are certain rules and demands given by the administration which is not in the best interest of the faculty members or vise versa. As a result, conflict between the faculty members and the administration arise.
According to conflict theorists, schools train those in the working classes to accept their position as a
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lower‐class
member
of
society.
Conflict
theorists
call
this
role
of
education
the
“hidden
curriculum” (CliffNotes). The hidden curriculum refers to the standards of proper behavior of a society or culture that are taught within the school system. It is not part of the aticulated curricula for schools, but is taught subtly through the reinforcement of behavior and attitudes that are deemed appropriate by the society or culture. According to conflict theorists, the hidden curriculum rises in part from two factors. First, in addition to teaching, teachers also need to maintain discipline in the classroom so that they can get the concepts contained in the articulated curriculum across to students. Second, the educational systems tend to be highly bureaucratic in nature. As a result, teacher can find themselves focusing on obedience to rules rather than teaching the articulated subject matter of the curriculum. Learning these concepts helps reinforce the hierarchical and authoritarian nature of society. (Conflict Perspective & Education Research Paper Starter)
Teachers in PUP LHS ensures that proper discipline is being taught to the students. Students should be punctual, neat, and always ready for their class activities. They are expected to follow the rules of the teachers
which includes the seating arrangements, raising of hands in answering the questions of the teachers, strict implementation of deadlines of projects and assignments and so on.
It was discussed by CliffNotes that conflict theorists contend that not only do the economics favor the white affluent, but so does school testing—particularly IQ testing, which schools can use to sort students. They argue that the tests, which claim to test intelligence, actually test cultural knowledge and therefore exhibit a
cultural bias. It is a practice to use IQ testing in all schools particularly in the Laboratory High School Entrance Examination. May be using this kind of test to sort students is economically favorable to some students but PUP LHS find it reliable and helpful in finding qualifed students for PUP LHS. IQ Testing is only a step to enter in the institution. After passing the IQ Test, student applicant will have an interview from the panel of interviewers.
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Lumen mentioned that many students from working – class families have to contend with helping out at home, contributing financially to the family, poor study environments and a lack of support from their families. Since PUP LHS is a public school, there are students who came from working – class families. There are students who needs to take care of their siblings that cause them to be absent from their classes. There are also students who does not have money for their baon for the day. It affects the student’s performance and attendance in classes.
According to conflict theorists, tracking is another way that social stratification is reinforced and supported by the educational system. Tracking is the educational practice of placing students into different curriculum groups based on achievement or aptitude test scores, prior performace, or other criteria. Rather than offering equal opportunities to all children, tracking only serves to reinforce and perpetuate the distinction between social classes. (Conflict Perspective & Education Research Paper Starter)
Contrast to the view of conflict theorists, tracking in PUP LHS serves as a training for the students to have a field of specific expertise. In the Grade 8 level, students choose from three sections for the Grade 9 sections. These sections have different field of expertise in Practical Arts Subject which includes Bookkeeping, Entrepreneurship, and Office Technology. It is designed for the students to identify their interest and tracks that fits to their academic potentials.
SYMBOLIC INTERACTIONISM Merton (1968) states that Symbolic Interactionism sees education as one way that labeling theory is seen in action. It might say that this labeling has a direct correlation to those who are in power and those who are labeled. For example, low standardized test scores or poor performance in particular class often lead to a student who is labeled as a low achiever. Such labels are difficult to “shake off”, which can create a self –
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fulfilling prophecy. (as cited in lumenlearning.com)
It is true that labeling in the classroom still exist. Teachers even students labeled the students or classmates with poor performance as the low achiever in the class and those students with better performance are labeled as the achievers or better in the class. Since most of the students in PUP LHS are achievers, it is very easy to distinguish the students who are in the lower levels.
There is also labeled as “Pakiusap” in PUP LHS. These are the students who did not pass in the Entrance Examination but able to enrol ni PUP LHS. Students labeled as “pakiusap” are children or related to the employees and faculty members of PUP. These students are somewhat labeled as those low achievers because of incapability to pass the entrance examinations. And most of the students belong in this label are those who been kicked out or recommended to transfer to another school due to poor performance in the class. The labeling with which symbolic interactionists concern themselves extends to the very degrees that symbolize completion of education. Credentialism embodies the emphasis on certificates or degrees that shows that a person has a certain skill, has attained a certain level of education, or has met certain job qualifications. These certificates or degrees serve as a symbol of what a person has achieved, and allows the labeling of that individual. (lumenlearning)
Most of the LHSians are grade conscious. They want to be part of the so – called Merit Card Awardees. Being a Merit Card Awardee is a pride and a symbol that the student belongs to the upper class or the high achievers in the institution. It is not just the student’s pride, it is also the pride of their parents and families.
In the case of the teachers, most of the teachers in PUP LHS are pursuing master’s and doctoral
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degrees. It symbolizes competencies, qualifications, and personal development of faculty members.
The perspective of social interactionism focuses on social interaction in classroom, on the playground, and in other school venues. Specific research finds that social interaction in schools affects the development of gender roles and that teachers’ expectations of pupils’ intellectual abilities affect how much pupils learn. Certain educational problems have their basis in social interaction and expectations. (Library Publishing)
Social interaction has a great impact on one’s development or progress. The expectation of teachers towards their students also has a great impact on the students. The teachers in PUP LHS has the expectations that their students`will perform better on their classes. Why? Because they are LHSians. They are chosen from a thousands of student applicants who wants to be “in” in the institution. And the teachers’ expectations are being proven right by the students, not 100% but at least 90%.
According to the symbolic interaction perspective, interactions between students and teachers help each develop a set of expectations for that student’s performance both in academic subjects and discipline. Interaction theorists posit that through the teacher expectancy effect, a teacher’s expectations of a student’s performance or achievement influence the actual performance or achievement of that student. When the expectation is low, students then react by finding other outlets for positive feedback or by accepting the
expectations of the teacher as true; living down to their potential. (enotes.com) that is why PUP LHS teachers expect more from their students so that their students will work hard and to achieve their teachers’ expectations.
In the study conducted by Howard Becker (1951, 1963). It was found out that the pupils’ behaviours
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were influenced by the teachers interact with them. If the teacher labels a student in a particular way, he / she will interact according to this definition with the pupil and this interaction will influence the pupils’ behaviour and self image. The pupil will then come to see him / herself as predicted by the teacher and will act as such. Consequently, the label leads to the self – fulfilling prophecy of the teacher. (as cited in vcampus.uom.ac.mu)
Keddie (1973) found that teachers’ expectations in different streams also determine interactions and teaching methods and materials used. For instance, pupils I stream C were given lesser attention, knowledge and were seen by teachers as troublemakers, failures and uninterested in school while those in stream A were termed as the ideal pupil since they were more willing to work hard, accept teachers’ authorities and become successful. (as cited in vcampus.uom.ac.mu)
David Hargreaves (1967) found that those labeled as troublemakers were found to be placed in lower streams and those with more acceptable behaviours in higher streams. Consequently, to protect their sense of worth, those labeled as troublemakers seek out company with those in the situation and are awarded a high status among those who break school rules. Thus, to miss classes, cheek to teachers, plying truant and being termed as troublemakers bring them prestige in the eyes of their group. (as cited in vcampus.uom.ac.mu)
In the case of the sectioning in PUP LHS, every sections have their own labels especially in the grade 9 and 10. Students from the Bookkeeping sections are labeled as grade conscious, students from the section of Entrepreneurship are those who did not study very well and always in the Principal’s Office for sanctions; while the students from the section of Office Technology are in the middle of Bookkeeping and Entrepreneurship.
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OPEN SYSTEMS THEORY As discussed by authenticity consulting, an open system is a system that regularly exchanges feedback with its external environment. These are systems, of course, so inputs, processes, outputs, goals, assessment and evaluation, and learning are all important. Aspects that are critically important to open systems include the boundaries, external environment and equifinality. Healthy open systems continuously exchange feedback with their environments, analyze that feedback, adjust internal systems as needed to achieve the system’s goals, and then transmit necessary information back out to the environment.
An educational institution is an open system that have a regular exchange of feedbacks between the teacher and the student, the teacher and the administration, the student and the administration, the teacher and the stakeholders, and the administration and the stakeholders. In the educational institution like PUP LHS, the teaching and learning are being processed with the guide of the learning objectives written in the course syllabus. Assessment and evaluation in the form of recitation, boardworks, written works, performance output and researches are the tools to assess the effectiveness of the teaching and learning processes. In every school year, there is also another evaluation to assess the effectiveness of the teachers. These are the faculty evaluation from the VPAA, from the Dean, from the Principal and peers, also students evaluated the performance of their teachers through faculty evaluation from the students. The feedback from these evaluations are being forwarded to the teachers before the start of the next school year to inform the teachers with their strength and areas for improvement.
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SWOT ANALYSIS POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Laboratory High School STRENGTH
WEAKNESS
Commitment to excellence
Science curriculum
Unique curriculum
class size
st
21 century learning
parents ignoring school policies
Affordable school fees
no PTA
competitive students
insufficient budget for school activities
consistent student achievement
insufficient classrooms
positive and supportive parents
classroom climate
good relationship between the school and the
overcrowding in the LHS premises due to
parents
the number of students / applicants of
active and supportive School Administration highly – skilled faculty members
Senior High School outdate information on the website
continuous professional development program for administrators, faculty members and staffs strategic location adequate instructional materials OPPORTUNITIES
THREATS
Academic Contests / Quiz Bee
continually changing standards
Research Conference for faculty members and
poverty
students
unemployment of parents
Continuing education for faculty members
drug abuse among the youth
Parents involvement
student activism
Funding from alumni associations
risk of losing competent faculty members
Scholarship programs for the students
and staffs for better opportunities at other institution or country
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CONCLUSION After analyzing the sociological theories present in the PUP LHS, it was concluded that the PUP LHS is a functionalist – open system institution. May be there are also evidences showing conflict theory and social interactionism but most of it belongs to functionalism and open system theory. Moreover, it was also found out that PUP LHS does not only caters the intellectual side of the students, they have given more emphasis on the values and the whole being of the students. Being an institution for 62 years, PUP LHS is continuously producing globally competitive Junior High School graduates and providing quality education to Junior High School students.
References: (n.d.). Retrieved from Polytechnic University of the Philippines: www.pup.edu.ph (n.d.). Retrieved from https://en.m.wikipedia.org. (n.d.). Retrieved from Lumen Sociology: https://courses.lumenlearning.com (n.d.). Retrieved from CliffsNotes: www.cliffsnotes.com (n.d.). Retrieved from Libraries Publishing: open.lib.umn.edu (n.d.). Retrieved from vcampus.uom.ac.mu (2015). Retrieved from Stonewall: www.stonewall.org.uk (2017, June 14). Retrieved from "Conflict Perspective & Education" Research Starters eNotes.com, Inc.: eNotes.com Boundless. (n.d.). Retrieved from www.boundless.com
Consulting, A. (n.d.). Retrieved from managementhelp.org/misc/orgs-open-systems.pdf Crossman, A. (2017, May 11). Retrieved from ThoughtCo.: https://www.thoughtco.com Kingsland, C.-r. (n.d.). Retrieved from Functionalism & Education - Podology: Sociology Podcasts: www.podology.org.uk Muhammad, S. (2009, January 27). Retrieved from Education Awareness and Research: research-educationedu.blogspot.com
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CASE STUDY OF SARIAYA INSTITUTE, INC.: A SOCIOLOGICAL ANALYSIS Researcher: Sheila Grace S. Nollen
Introduction The society we have, including the identity and cohesion within that society and its understanding and acceptance of other societies, is seen to be largely created in our schools. Schools are one of the few remaining institutions to offer partnerships to families in socialization and investment through learning.
School education helps people make sense of the changes as well as fostering sustainability, including through lifelong learning. The creation, acquisition, communication and wise use of knowledge are of particular importance. In brief, society’s most important investment is increasingly seen to be in the education of its people - we suffer in the absence of good education: we prosper in its presence (Mulford, 2003). Sariaya Institute, Inc. has succeeded in achieving its vision to produce individuals who will commit dedication to the pursuit of excellence. This has been proven by the graduates who portrayed excellence in their chosen profession/field.
The school is located at Gala St. Poblacion 2 Sariaya, Quezon. Founded on June 1950, it is the first private non-sectarian school in Sariaya. It offers complete basic education program from Kindergarten up to Senior High School. It adopts the departmentalized teaching from Elementary to High School. It is one of the competitive schools which wins in the different academic competitions in municipal, division, regional and even national levels. The school aims to provide all students to develop independent thinking skills, the ability to distinguish between right and wrong, a positive attitude towards life and a thirst for knowledge. The school aims to make the students life-long learners. Therefore, it is also essential to equip the students with excellent language skills; advanced skills in information technology; a broad, global perspective and a high moral standard, so that they can better serve the citizens of the Philippines, the local community and the country in the future.
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Background of the Study When the Second World War broke out across the Philippines on 1941, the country’s educational system took a big blow. Out of a population of over 16 million, only more than two million students were enrolled at the local public schools and 150,000 students in the private schools. The impact of the war caused a swelling number of people to stop their schooling not only because the streets were no longer safe for children to go out in public, but also because the cost of formal education became too high for many to afford.
Even when the country was liberated from Japanese occupation on 1945, many families were still discouraged to send their children to school due to the scarcity of financial resources. In the rural town of Sariaya, Quezon many students opted to stop studying after graduating from Grade School and found work to support their families instead. Only those who could afford to study at the province’ capital city of Lucena or other neighboring towns had the chance of continuing on into High School. These were the conditions that inspired three seasoned educators to establish the first private non-sectarian school in Sariaya, Quezon. Rizalino P. Racelis, Leonilo A. Veloso, and Guillermo A. de Luna founded Sariaya Institute in June 1950. Eighty-four students enrolled at the small school at Rizal Street on its maiden school year and immediately produced three graduates. Mr. Veloso presided over as the school’s first director while Mr. Racelis and Mr. de Luna became the first principal and school registrar respectively. The school was granted government recognition on August 16, 1951. In two years’ time, the school’s student population would increase to a number of 145 students plus seven graduates. At the close of 1953 – 1954, enrollment rose to 185 with 28 graduates. In 1956, SI transferred to its present address in Gala Street to better cater to the needs of its steadily growing school community. When Mr. Veloso passed away on May 16, 1961, Mr. Racelis took over his position without relinquishing his own. The following year, however, Mr. Racelis met an unexpected death. His wife Angeles, then English/ Spanish teacher and treasurer of the institution, took over as directress - principal of the school.
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SI flourished during Mrs. Racelis’ administration. A two-storey annex building was built on the newly acquired school grounds to provide an office, a faculty room, a library, a science laboratory, and ten (10) more classrooms. The school began to carve a name for itself in the field of academics, sports, and even music by joining and winning many inter-school and public competitions. The years 1968-1973 marked a steep drop in student enrollment, possibly effected from the establishment of small public High Schools in the barrios of Canda and Lutucan, and the significant price decrease of copra or coconut vinegar at the time. However, starting in the school year 1974-75, enrollment began to rise
exponentially and soared steadily up as the years progressed. In 1981 Mrs. Racelis retired and migrated to the United States, leaving the school in the hands of her eldest daughter, Ms. Velia Racelis. Together with Mr. Rogelio Borruel, who replaced Mr. de Luna as the school registrar, SI was steered into further expansion and development. SI was given a full aesthetic face lift during the years 1984-1995. Concrete fencing was put up to enclose the school grounds, which was then landscaped and built with a large quadrangle at its center. Renovations were done to the existing buildings and facilities, including the school library. A computer laboratory was added at the west end of the school as required by the High School curriculum drawn up by the Department of Education. In between 1997 and 2002, another two-storey building was constructed connecting the north and south annexes. This new building housed more classrooms, rest rooms, a fully equipped Science laboratory and a Home Economics room. In 2002, Sariaya Institute added Child Development Center (CDC) which offered Nursery and Preschool education inspired and modeled after the San Lorenzo International School in Makati where Ms. Racelis used
to work as a Preschool teacher. The staff comprised of only three teachers including Ms. Racelis herself and one teacher’s aide. Forty-one (41) children enrolled at SICDC on its first year. SI branched out further and put up a Grade School department the following year. The establishment of this division was a slow process, starting with only Grade 1 and adding another grade level with each new school year.
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In January 2014, Department of Education announced the implementation of Senior High School program to take effect for School Year 2016-2017. The Board of Trustees of Sariaya Institute decided to participate in the program and in preparation started to expand for the required additional instructional and other educational facility rooms. The original one-storey building has now been replaced by a three-storey building to comply with the implementing rules on facility requirements for Senior High School Program. On August 3, 2015 Sariaya Institute was granted the permit to offer the Senior High School Program starting from School Year 2016-2017. To date, SI now offers all levels of Pre-Elementary, Grade School and Junior and Senior High School education. SI’s High School department has proven through years of operation to be a formidable educational institution. In the academic field and extra-curricular activities, the achievement of SI is beyond reproach. SI is a consistent winner in several interscholastic competitions, including the prestigious Tagisan and Patalasanlahi, a national academic competitions hosted by UP Diliman. The Coco Magnates DBC remains to be one of the top
competitive drum and bugle corps in the region and the school’s socio-cultural club, S.I. Dance Troupe occasionally holds public cultural presentations and concerts, which the town’s people flock to see. Every year, more than 50 percent of SI’s graduating class advance into College. True to its vision, Sariaya Institute, Inc. has grown to become more than simply a school that provided affordable yet quality education to the families of Sariaya and the neighboring towns. From its humble beginnings has sprung an institution bent on fostering the intellectual development of its students as well as encourage the refinement of their skills and talents so that they may become reliable assets to the community. SI promises to continue its legacy as the future draws near.
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School’s Vision, Mission and Core Values Vision: Sariaya Institute envisions to produce responsible young men and women who will commit loyalty and dedication to the pursuit of excellence in all human aspects for God, country, and community. Mission: To achieve this vision, the school shall: Develop individuals who are both well-formed and well-informed through relevant academic training, talent development, and holistic character formation Provide students with essential tools that will prepare them not just for higher studies but for the life that is ahead of them Impart awareness of each one’s accountability to the progressive transformation of one’s immediate environment Strengthen the values of nationalism, religiosity, and general responsibility towards others
Core Values Loyalty Responsibility Excellence Service School Philosophy Every person has a right to proper education. Education is a continuous process whereby people grow and develop their potentials to become responsible and reliable assets to their community. Every student is unique, having been exposed to different upbringings and ways of life, as well as possessing varying levels of capacities. Learning is growth effected in the student both from experiences within and outside the classroom.
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Teachers are people dedicated to guiding and bearing witness to the student’s growth through experience. Communication between parent and teacher is essential in further improving the students and the school itself. It is every educated person’s duty to contribute to the betterment of society. Excellence is utilizing all that one has learned and is learning to the best of one’s abilities toward a goal that will positively affect oneself and one’s surroundings. SI acknowledges and takes responsibility for the important role school plays on every child’s life.
Objectives of the School General Objectives: To provide the students with opportunities to realize the dignity of the human person To develop the students’ intellect and capacity for moral judgment To aid the students in establishing a values system with emphasis on integrity and passion for truth To provide opportunities for development of the students’ appreciation of cultural heritage as well as the talents that may enrich this legacy To provide the students with the necessary general education and specific skills that will enable them to become productive contributors to our developing society To make the students aware of the needs of the less privileged and of their responsibility to participate in enabling the needy to mobilize their inner strength so that in converted effort, both poor and rich may affect a positive change in society
Specific Objectives: High School By the end of their final school year, High School students of Sariaya Institute are expected to: Show refinement in bearing language, and behavior befitting an educated and cultured Filipino
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Develop their intellectual facilities, as well as their different talents and skills so as to provide them with the capacities for productive ventures and making responsible decisions as they prepare for work in the real world and/or college education Establish a system of strong positive values that will enable them to judge rightly and act responsibly Utilize their language proficiency by developing higher order comprehension, composition, and elocutions skills in both English and Filipino Manifest a disciplined mind and a habit of thinking logically, critically, and analytically in applying acquired concepts with accuracy, precision and consistency essential to practical life situations Become technologically literate and productive citizens who can respond to the fast-changing society while remaining steadfast in the underlying human values of science and technology (e.g. respect for life, conservation of nature) Express a desire to contribute the development and wise conservation of the nation’s resources and improve the nation’s economy
Appreciate the glories of our Filipino heritage and strive to pass on to others our cultural legacy Manifest optimum physical fitness, discipline, endurance, and good health habits, as well as an ability to appreciate and harness creativity for the betterment of oneself and the whole of society
Specific Objectives: Grade School By the end of their final school year, Grade School students of Sariaya Institute are expected to: Demonstrate basic knowledge and proficiency in the concepts, processes, and skills that will aid them in higher level studies and day-to-day life Develop foundation skills, attitudes, and values essential to their personal and psychosocial development Recognize their creative talents and deploy them in worthwhile activities that will improve their selfesteem and/or immediate environment
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Case Study: SARIAYA INSTITUTE, INC.: A SOCIOLOGICAL ANALYSIS
Have a good grasp of the English and Filipino language, enough to coherently communicate their ideas, thoughts, and feelings and competently participate in oral and written discourse Acquire a functional understanding of basic computational and scientific concepts and principles, which
they
can
utilize
practically by coming up with logical and innovative solutions to
problems brought by their ever-changing environment Appreciate the glories of our Filipino heritage and strive to participate actively in the advancement of our cultural legacy Organizational Structure The Organizational structure of Sariaya Institute, Inc. is divided into three (3) departments. The first department is the Office of the Director where the personnel includes teaching staff and other administrative staff while the second department is the Office of the Finance where the general services and finance services included. The last department is the Office of the Student Services where all the services for the students come in.
Sariaya Institute, Inc. – Organizational Chart
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Sociological Analysis Functionalism One of the sociological theories, the functionalism implies with the organizational structure of Sariaya Institute, Inc. Each employee has their own specific functions for the effective and smooth operation of the school. In attaining its school’s vision, every personnel play necessary part and has contribution for its success. According to Sablynski (2003), he defined organizational structure as “how job task formally divided, grouped and coordinated”. This organizational structure may be considered the anatomy of the organization which
provides a foundation within which organizations function. In addition, Maduenyi (2005) explained that effective organizational structure facilitates proper working relationships among various sub-units in the organization. This may definitely improve school’s efficiency within the organizational units. This statement reflects on the existing structure of Sariaya Institute, Inc. Its organization has an impact on organizational performance based on their role and functions. Their
specific role and functions affect their behavior in the organization and on how they perform it. Based on this paper, it can further be concluded that performance of an organization largely depends on the functions of each employees. When a clear structure and function exist, people perform better, tasks are divided and productivity is increased. Indeed, having a suitable organizational structure in a place, one that recognize and address various human and business realities of the company in question is a prerequisite for long term success. It was therefore recommended that management should critically analyze the effectiveness and efficiency of the organization by ensuring proper structures and functions of each employees are put in a place and implemented with the aim of achieving set goals. Organizations should also endeavor to have well – structured mechanism in order to achieve laid down objectives. This is supported by Cole (2017) who interprets functionalism as how each part of society contributes to the stability of the whole society. Society is more than the sum of its parts; rather, each part of society is functional for the stability of the whole. Durkheim actually envisioned society as an organism, and just like
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within an organism, each component plays a necessary part, but none can function alone, and one experiences a crisis or fails, other parts must adapt to fill the void in some way. His statement is parallel with Sariaya Institute, Inc. where every administrators, personnel, staffs, students and stakeholders play important role in achieving its vision and mission.
Conflict Theory Sariaya Institute, Inc. comprises of fifty (50) employees, both teaching and non- teaching personnel.
Following the organizational structure, employees in Sariaya Institute, Inc. work in organizations that facilitate communication flows in all directions (both upward and downward) and focus on informal relationships which are potentially more conducive to forward and share organizational accomplishments with external publics (positive megaphoning). However, it implied that these personnel work in organizations with greater organicness also conduct more negative megaphoning behaviors. One explanation could be that the organic structure of organizations provides a relaxed communication environment, which encourages employees to express their perspectives and emotions of organizational life to all the communication targets, partners, and publics. According to Jiang (2011), in organic organizations, information flowing is quite free and easy to spread, it is more easily for employees to explore potential problems not only in their own work, but also in some strategic units such as finance, research and development. Moreover, in Sariaya Institute, Inc., the management style of this organization provides an open channel of communication about even the important information. Administrators primarily focus on how to get things done, as well as take an informal control of employees’ communication behaviors inside of the organization.
Information and communication channel are both accessible to everyone. Hence, this structure of organization encourages employees to share information (even negative) of their organization with external publics. Nevertheless, how employees define negative megaphoning needs more consideration. In this institution, Sariaya Institute, Inc. has a positive working environment. Conflict happened in an organization and everything is settled through conference and effective communication.
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For some instance, teachers talk about negative information of organization to all concern personnel to help address defects because sometimes they cannot bring about any meaningful changes by themselves. This was supported by Jiang (2011) that in such circumstances, they may draw support from external to exert pressure on their organizations since they believe the ―negative megaphoning are actually positive behaviors. Additionally, behaviors such as talking about problems to family and friends can possibly be a way of releasing the high working pressure or stress prevalent in organic organizations, but not a purposely aspersion. However, in some cases in Sariaya Institute, Inc., procedural conflict exists when faculty members disagree about the procedures to be followed in accomplishing the group goal. New procedures may be formulated and a new agenda suggested. This is why the goal maybe modified which is consensus by majority. The positive effect of this conflict is to improve the quality of decisions and stimulating involvement in the discussion and building group cohesion. Meanwhile, unresolved conflicts tend to grow into bigger conflicts, the more it grows, the greater the chance of collecting more problems. Similarly, some of these problems, which might arise due to conflict, are lack of cooperation, poor communication, wasted and contagious conflict. This is the reason why in Sariaya Institute, Inc., they discuss about the conflict not to argue with one another but to resolve it and come up with better plan and action. In addition, promotion is one of the sources of interpersonal conflict when professional jealousy arises. It happens when one gets promoted over one another. The productivity and efficiency get lesser and the resistance to follow the management happens. This is very unhealthy in one’s organizational where according to Sever (2012), when Resistance Theory arises, it will lead to management failure since there is an
oppositional behavior of an individual. Lloyd (2017) recommended that in this kind of conflict, the manager needs to pull him/her into the office and kindly but firmly explain how the other one increased responsibilities. The manager need to remind him/her of his/her own promotional possibilities and what it would require for him/her to reach that goal. Henry (2009) advocate that managing conflict toward constructive action is the best approach in resolving conflict in organization. When conflict arises, we need to be able to manage them properly, so that it becomes
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a positive force, rather than a negative force, which would threaten the individual or group. Henry (2009) as cited by Parker (1974) argued that if conflicts arise and there are not managed properly will lead to delays of work, disinterest and lack of action and in extreme cases it might lead to complete breakdown of the group. Unmanaged conflict may result in withdrawal of individuals and unwillingness on their part to participate in other groups or assist with various group action programs in the organization. Hocker and Wilmot (2005) discuss several methods of ending conflicts: (1) avoidance, (2) conquest and (3) procedural resolution of some kind, including reconciliation and/or compromise and/or award. Avoidance of conflict often leads to intensified hostility and may later cause greater problems for the group. Therefore, one of the first steps in conflict management is to recognize that a conflict situation exists, don`t ignore it since it cannot disappear on its own. The biggest problem in developing the institutions of conflict control in organization is to develop an action of plan to identify conflicts at its initial stage. Conflict situations are frequently allowed to develop to almost unmanageable proportions before anything is done about them, by this time it is often too late to resolve the conflict by peaceable and procedural means. Knippen and Green (2009) argues that the best way to handle conflicts objectively one should follow six process that describes the conflict situation to the other person, asking the other person how he sees the conflict situation, responding the way the other person sees the situation. Jointly, deciding how to resolve the conflict and making a commitment to resolve the conflicts by summarizing action taken by each party to solve the conflicts and promising to be committed in future to continue resolving conflicts which might arise. In addition, communication strategy has been used to resolve conflicts in many organizations by breaking down the resistance among workers and increasing their trust in impending changes. Moreover, when
a group is achieving a goal, there are internal and external problems and one way to resolve the problem is via communication. Conflict Management theory state that a healthy conflict management systems should be in place in any organization. The conflict management systems should be integrated within the system of the organization and the integration should be at higher level of the organization hierarchy rather than being interconnection, conflict management is a human sub-system which is achieved through typical development process. The
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process starts with assessment and inquiry, addresses the design, implementation and evaluation (Ford, 2007). On the same page, Sariaya Institute, Inc. has its Code of Ethics for all teachers to avoid conflict so they are all well-guided and their actions are based on the existing rules and regulations of the school. Their ethical standard is based also on the nature of their profession and can lead them away to any problems and conflicts. It helps the organization to have a healthy working environment. The researches and literature mentioned above indicate that in organization management, it must have a system in place to resolve conflicts. Symbolic Interactionism Teachers play a vital role in teaching – learning process. In Sariaya Institutute, Inc., students often pick up on their teachers' expectations of them and perform accordingly. The teacher expectancy effect is the impact of a teacher's expectations of a student's performance or achievement on the actual performance or achievement of that student. In the view of symbolic interactionists, they see the interactions between students and teachers as a prime way to help students improve. Teachers have big impact in one’s life. Their gesture of love and care, the knowledge, skills/ talents they share, the values that they integrate are interpreted through symbolic gestures, words, actions, and appearances as observed during social interactions. This was explained by Fritzberg (2001) that teachers’ expectations affect students' performance. In Sariaya Institute, Inc., students and teachers each develop a set of expectations for a student's performance both in academic subjects and discipline, as well as for the teacher's behavior. Open System
Schools are social systems in which two or more persons work together in a coordinated manner to attain common goals (Norlin, 2009). This definition is useful, for it specifies several important features of schools: (1) they consist, ultimately, of people; (2) they are goal-directed in nature; (3) they attain their goals through some form of coordinated effort; and (4) they interact with their external environment. The definition, however, does not elaborate on one important feature of schools deserving special attention: All schools are open systems, although the degree of interaction with their environment may vary. According to open-systems
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views, schools constantly interact with their environments. In fact, they need to structure themselves to deal with forces in the world around them.
The figure 1 shows above that for input in Sariaya Institute, Inc., they have used four kinds of inputs or resources from the environment: human resources, financial resources, physical resources, and information resources. The first one is human resources which include administrative and staff talent, labor, and the like. Financial resources are the capital the school uses to finance both ongoing and long-term operations. Physical resources include supplies, materials, facilities, and equipment while information resources are knowledge, curricula, data, and other kinds of information utilized by the school/school district. For transformation process, the school administrator's job involves combining and coordinating these various resources to attain the school's goals – learning for all. The interaction between students and teachers is
part of the transformation or learning process by which students become educated citizens capable of contributing to society. How do school administrators accomplish this? Work of some kind is done in the system to produce output. The system adds a value added to the work in process. This transformation process includes the internal operation of the organization and its system of operational management. Some components of the system of operational management include the technical competence of school administrators and other
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staff, their plans of operation, and their ability to cope with change. Tasks performed by school administrators within the organization’s structure will affect the school’s outputs. Meanwhile, for the output, it is the principal’s job to secure and use inputs to the schools, transform them — while considering external variables — to produce outputs. In social systems, outputs are the attainment of goals or objectives of the school district and are represented by the products, results, outcomes, or accomplishments of the system. Although the kinds of outputs will vary with a specific school, they usually include one or more of the following: growth and achievement levels of students and teachers, student dropout rates, employee performance and turnover, school-community relations, and job satisfaction. Most of these require no elaboration; only the last one requires some explanation. A school must provide "satisfaction" to members of the school community beyond the physiological needs (salary, working conditions, job security). However, feedback is crucial to the success of the school’s operation. Negative feedback can be used to correct deficiencies in the transformation process or the inputs or both, which in turn will have an effect on the school's future outputs. Cartesian Newtonian vs. Quantum Theory Since planning is very important in Sariaya Institute, Inc., before the school year starts, the school Principal already planned the calendar of activities for the whole school year. Given this situation, all employees are well-guided and well-informed in terms of what will happen the whole year. Cartesian Newtonian Theory is adopted where all planned activities were planned and presented to the teachers, students and parents. Even if in budgeting, all the requested budget is already submitted to the Principal first week of June for the approval of the Finance Officer. Those approved budgets are good and allotted for the operational
expenses for the whole school year. The probability is very less in changing the calendar of activities since it only happened when there is suspension of classes or when there are activities ordered by Department of Education. In addition, institutional monthly meeting is conducted during last Friday of the month. This is to ensure that all expected plan or activities should be done on the expected target date. Smooth operation happens when everything is all set and well-planned.
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Strengths, Weaknesses, Opportunities and Threats Table 1. Strengths, Weaknesses, Opportunities and Threats Analysis of Sariaya Institute, Inc. Strengths Board and Administration committed to students’ successes.
Weaknesses Culture of overloading teachers’ workload.
Opportunities Threats Full – day Weather extremes Kindergarten since stress facilities and teachers are available staff. in half day.
Qualified and great Increasing the More time teachers who care support of the wider professional about their students. community. development. Community family support.
and Limited space.
Professional development in the area of physical, emotional, social and spiritual.
Differentiation – challenging all students academically at the varying levels they come to us. Financial strength Measuring the and stability. success of civil behavior vs. being kind among students in our schools.
for
Increase individualization services
of
Sharing student and Next teacher contract parent feedback when current one about experiences expires with classrooms. Look at best practices in safety and how we can continue to improve it.
Physical Plant to cater students’ learning. School improvement committee working towards curriculum and student improvement. Table 1 above shows the SWOT Analysis of Sariaya Institute, Inc. where the current administration considers in mapping school improvement plan.
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References: Cole, N. (2017). Understanding Functionalist Theory. Retrieved from https://www.thoughtco.com/functionalist -perspective-3026625 on June 2017 Fritzberg, (2001). Sociology of Education Theory: Symbolic Interactionism Ford, J., 2007. Organizational conflict management. Retrieved from www.mediate.com/pfriendly. cfm? id=1250 on June 2017. Henry, O. (2009). Organizational Conflict and its Effects on Organizational Performance. Research Journal of Business Management., 3:16-24. Hocker, J.L. and Wilmot, O. (2005). Interpersonal Conflict. 4th Edn., The McGraw-Hill Companies Inc., USA. Knippen, J.T. and Green, T. (2009). Handling conflicts. J. Workplace Learning, 11: 27-32. Jiang, F. (2011). Effects of Organizational Structure and Culture on Employee Communication Behaviors in Chinese Organizations. Published Master’s Thesis. University of Houston Lloyd, J. (2017). When Internal Promotions Cause Conflict. JobDig, Inc. Retrieved from: http:// www.jobdig.com/articles/921/When_Internal_Promotions_Cause_Conflict.html on June 2017 Maduenyi, S. (2015). Impact of Organizational Structure on Organizational Performance. Department of Business Management. Covenant University. Nigeria Mulford, B. (2003). School Leaders: Changing Roles and Impact on Teacher and School Effectiveness. University of Tasmania
Norlin, J. M. (2009). Human behavior and the social environment: Social systems theory. Upper Saddle River, NJ: Allyn & Bacon. Sever, M. (2012). A Critical Look at the Theories of Sociology of Education. International Journal of Human Sciences.
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Case Study: CRUZ NA LIGAS ELEMENTARY SCHOOL
Case Analysis: Cruz Na Ligas Elementary School Researcher: Cecilia D. Pelejo
School Description Name of School: Cr uz Na Ligas Elementar y School Cluster District: IV School District: XII The School Profile At present, Cruz Na Ligas Elementary School is headed by a Principal III, with sixty eight (68) teachers which is composed of one Master Teacher II, four Master Teacher I, twelve Teacher III, twenty two
Teacher II, thirty two Teacher I and two contractual clerks, three utility workers, one security guard and three thousand three hundred forty one pupils enrolled at the present school year under her command of responsibility. All teachers have the required teaching loads. Most of them have full loads while others are given additional tasks to handle the school’s ancillary services like Canteen, Library, Property, Guidance, and Clinic with teaching load for those stay half day. The school is adopting the two session’s scheme: AM and PM classes to accommodate the 3,341 pupils from SPED, Kinder to Grade VI. Each grade is headed by grade chairman and each class with an adviser. The school also caters to the needs of the out of school youth through its Alternative Learning
System (ALS Program). To support the school in carrying out its goals and objectives, to foster closer and more harmonious relationships and to promote welfare and professional growth among teachers, an organization was created, called the Teachers’ Club Organization of Cruz Na Ligas Elementary School. There is also a General Parent Teachers Association and local Homeroom Parent Teachers Association. These organizations help promote camaraderie/good relationships between parents and teachers. They also support the other needs of the school. Cruz Na Ligas Elementary School operates under the Department of Education particularly a part of Division of City Schools – Quezon City with its new Superintendent Dr. Elizabeth Quesada. It is a member of Cluster District IV or (CD IV) under the supervision of Ms. Mercuria F. Ganaden. It is also part of School District XII or SD XII together with its neighboring schools namely: San Vicente Elementary School, Malaya Elementary School, and Pinyahan Elementary School. It is located in Plaza Sta. Ines Krus Na Ligas, Quezon City. It is in the midst of different barangays, villages, and UP areas. The school has a limited land area. It has three main buildings and three-storey in height like: Simon Building, Mathay Building, and Daza Building situated in a rectangular area surrounded the stage and small open space in the middle.
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The school was established in 1959. It started with few classrooms and few teachers. Over the years, it has grown in number. This past five (5) years, there is an influx of students from the community and the enrolment increased remarkably. This March, 2015, the school had the 50th commencement exercises. It has been a great year for the school to reach its golden years. Since then, it followed the directives from Department of Education through the Director of National Capital Region-Regional Office to its Division of City Schools-Quezon City Superintendent through its channels. It is noteworthy to cite the VMO of DepEd as its guiding principle. The DepEd Vision We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.
The DepEd Mission To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: Students lear n in a child-friendly, gender-sensitive, safe, and motivating environment. Teachers
facilitate
lear ning
and
constantly
nur tur e
ever y
lear ner .
Administrators and staff, as stewar ds of the institution, ensur e an enabling and suppor tive envir onment for effective learning to happen. Family, community, and other stakeholders ar e actively engaged and shar e r esponsibility for developing life-long learners. Our Core Values Maka-Diyos Maka-tao Makakalikasan
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Makabansa Our Mandate The Department of Education was established through the Education Decree of 1863 as the Superior Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization efforts in the 20th century in order to better define its purpose vis-a-vis the changing administrations and charters. The present day Department of Education was eventually mandated through Republic Act 9155, otherwise known as the Governance of Basic Education Act of 2001 which establishes the mandate of this agency. The Department of Education (DepEd) formulates, implements, and coordinates policies, plans,
programs and projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary education institutions, including alternative learning systems, both public and private; and provides for the establishment and maintenance of a complete, adequate, and integrated system of basic education relevant to the goals of national development. Guiding Principles: 1. Provide pupils and teachers with the skills and competencies necessary to empower them for lifelong learning and productive endeavor. 2. Offer learning provisions and processes that can develop their maximum potentials and skills to enable them to be competitive. 3. Accommodate all school age children and out-of-school youth in the catchment area. 4. Scaffold pupil’s academic performance in providing various learning experiences, proper evaluations and follow-ups, enhancement of strengths and remediation to conquer weakness. 5. Improve teachers competencies in teaching through wide-ranging, up to date and unique innovations and strategies learned from seminars, workshops and monthly LAC sessions, Quality Learning Circles, intensive classroom instruction and post graduate studies. 6. Innovate and improve physical facilities of the school considering all the ancillary services and other school amenities. 7. Intensify values education among teachers, non-teaching personnel, pupils, parents, and sense of reverence in the community. 8. Establish affable relationship with the community, church, non-government and other support agencies of the Local Government Unit. 9. Enhance the capacity to learn and develop skills, attitude and values essential for personal development and productive life
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10. Offer learning experiences that increase the child’s awareness of and responsiveness to the immediate demands of society. Continuously improved and uplift experiences that develop learning orientation to the world of work and prepare the learner to engage in honest and gainful toil. Curriculum In focusing on curriculum, the Principal has to be proficient in articulating what the pupils have to learn, what skills they have to master and values, attitudes, and habits they have to acquire. In implementing the curriculum, the Principal ensures that it is supported by adequate resources, time, money, and materials. The following should be the focus to ensure mastery learning.
Up to date and well-planned lesson plan and class record
Reproduction of instructional materials in the different learning areas such as Learning Kits, Story Books and Big Books, charts, flash cards and eLearning Materials
Technology intensified instruction
PROGRAMS OFFERED: The school is offering the following special programs aside from the regular Kinder to Grade Six classes.
Special Education Self-Contained Classes, Mainstreaming and Inclusion
Section 1 or Cream Section (Advance Classes) – This group of students are trained to compete and the competitions in the District Level, Division Level, Regional Level and finally to the National Level.
Alternative Learning System (ALS)
Remedial Reading (all-year round)
Enrichment Program in Mathematics, Science, and English
Feeding Program
Special Programs Empowering Learning through Special Remedial Classes for Low Performing Students
The pupils’ mastery in each subject area is the school’s primary aim to achieve its mission and vision. To fulfill this common goal, the school created a Special Remedial Class for Low Performing Pupils. Selected Grade Six pupils who are not performing well in Science, Mathematics, English, Filipino, and HEKASI were given a chance to experience activities and routines that may help them learn the basic skills in each subject areas at the same time improving their study habit.
The class also undergoes intensive
remediation utilizes Computer Aided Instruction that aids them to use computers while learning. The special class correspondingly promotes values development among students that may help them to become better persons, Pre-test and post-test results were analyzed and evaluated to monitor the pupil’s achievement. The
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Program successfully accomplished its goals as the students achievement in each subject area noticeably passed the post- test and qualified to graduate. All Move Forward: No Child Left Behind Education is one of the priorities of the government to help support the country’s economic growth. The government has vowed to continue providing more scholarship programs for poor but deserving students, and to implement more reforms in education by increasing the budget (Editorial, Tempo, dated April 9, 2013). Improving education is an investment in the Filipino young people. When you give excellent training,
there is a greater chance of making or producing excellent students, and by doing so, increase their chance and opportunity to improve further their status in life. In a broader perspective, you build national competitiveness in the world arena by having excellent or remarkable students who are the future professionals and probably scientists of this country. The Mathematics Department of CNLES has the desire to develop effective summer trainings that cater to advanced students and to those students that need further enhancement in their mathematical skills. The Mathematics Advancement Program (MA+P) for selected incoming Grade VI students for SY 2013-2014 focuses more on problem solving which is the heart of Mathematics. Enrolled in this program are especially poor but deserving students. These students are the top 5% of the incoming Grade VI pupils of CNLES. This
is a specialized training that goes beyond the basic education curriculum and focuses on the development of Higher Order Thinking Skills (HOTS). This training enhances their math knowledge by giving them more opportunity and chance to enter public Science High Schools that offer superb educational training, scholarship and allowances. This is a means to solve their problem in obtaining and enjoying quality education brought about by financial constraints of their families. In addition, an excellent student is also a source of hope and pride of his family. On the other hand, there are also students who need remedial instruction I the skills of Math that is why the Department of Math has its second year, the provision of summer remedial training for incoming Grade III and Grade VI pupils. Since, the Regional Achievement Test (RAT) is being administered to students of Grade
III and Grade VI; the Math Department perceived of developing this program to respond to the challenge of providing these pupils with a firm foundation in Math (especially the basics) and thus prepare them to learn Math concepts and to continue to demonstrate both a depth and breadth of mathematical understanding, as their preparation for RAT. The over-all objective of these said trainings is to contribute to high performance in Mathematics. In this context, participation in developing these trainings means opportunity is given to teachers to examine and implement the topics in ways that they deem fit and appropriate for their student needs and requirements.
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Catering to the Needs of Slow Readers: Project DESIRE To uplift the academic performance of Cruz Na Ligas Elementary School, pupils have been the primordial concern of the school.. to realize this, the school is now on its second year of its Remedial Reading Project called Development of Sustainable Intensive Reading Engagement (Project DESIRE). It caters to the needs of Grade II pupils who are deficient in reading comprehension skills. The efficacy of the program as attested by the pupils, recipients, parents, and teachers; magnified by their active participation in their classes in Grade III is what incited the school to sustain it. Attesting also to its success is the emergence of similar
undertaking on other subject areas such as: Filipino, Mathematics, and Science which greatly supported by the parents. Gender Sensitivity Education In support with the city government’s advocacy to protect the rights of all individuals regardless on one’s gender orientation. CNLES is now in its 3rd year of GAD education in its school populace. Considering that the youth could be possible perpetrators of violence against women in the future, the school finds it practical to enlighten them on the need to accord respect to everybody while they are still young so they can imbibe the right values towards the opposite sex. Gender sensitivity education is conducted through room to room campaign in all grade levels. To give children better understanding of GAD, Gender Development concepts are integrated in some subject areas like English. Through the initiative of its administrator, a GAD Desk was put up just fronting the Guidance Office as means to reach out to potential victims. The school GAD Person regularly attends meetings to equip him with knowledge on the paralegal process involved in handling victims of violence so justice can be met out to them. As concrete step that the school is serious in its advocacy for gender equality, some pupils who are bullying gay peers were made to attend series of counseling sessions to curb their unpleasant behaviors. The school is hopeful that with this program, it can contribute to the realization of Quezon City’s vision of a more peaceful and prosperous city in the future. Harnessing the Potentials of Pupils through Feeding Cognizant with the effects of malnutrition on the academic performance of pupils, CNLES conducts regular feeding to indigent pupils. Constrained with financial resources, the school started with Grade I and Grade II pupils who did not meet the required weight and height based on the assessment conducted by their respective advisers.
The teacher adviser attested the efficacy of the program alleviating the dismal
performance of pupils because right when feeding was introduced, problem with regard to absences was curbed. Pupils demonstrated active participation in class discussion and group activities. With positive result,
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the school is determined to mobilize its stakeholders so the program can cater also to the needs of indigents in Grade IV-VI. Realizing the indispensability of feeding in uplifting the academic standing of pupils, feeding will be an integral part of the School Annual Program. Continuous Improvement Program As a government agency that is task to monitor every child’s education, DepEd in coordination with and with the support of the Australian government through the Australian Embassy thought of ways on how to address the multifarious issues of the education arena. With the goal of enhancing an authentic quality education by systematically looking at the process of initiating and developing solutions in every problem of
the school and encouraging the active involvement of the stakeholders, the seed of Continuous Improvement is starting to thrive in the very heart of the Philippine public school system. Incidentally, CNLES was one of the 34model schools which had a first shake of hand with the promises of Continuous Improvement with Project Pag ASA which stands for “Pagliban, pag nasiyasat, Ating Skul Aangat” (Standardized Management of Attendance…Better School Performance) as its first CI baby. Aware of the potential threat a disaster may effect in the lives of its prime occupants, the more than 3,400 students and 80 teaching and non-teaching personnel, CNLES as its second project, taking the bold steps in order to build its disaster risk reduction and management capabilities as a proof of its serious intention to address the school’s safety and security concerns. Through its Project LIGTAS LIGAS, the school believes
that listening and embracing proven and tested ways and means of battling disasters is a forward stand and a bold manifestation as well that indeed, no amount of bravery can outlast a prepared and well-informed citizenry. On the other hand, its sister project, MADMAS, “Maayos na Dokumento, Mabilis na Serbisyo” is geared towards systematic approach of dealing with school records to provide efficient services in the issuances of records. Through CI,CNLES braved the storm in getting the nods of various government and non-government organization towards a more productive collaboration with those affiliates and ultimately be a beginning of a pact towards bringing out the best for an efficient school records services.
Features: Embracing DepEd’s Child Protection Policy Mindful of the numerous downbeat news headlines topping the bill of almost all forms of media entities coupled with a number of testimonies from victims as well as wide-ranging researches, all of which involving teachers and other school officials being subjects of child abuse, the Department of Education, in adherence to the provisions of the 1987 Constitution which seek to promote the rights of the children against all forms of developmental prejudices, gives birth to DepEd Order No. 40 series of 2012 otherwise known as
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“DepEd Child Protection Policy”. An Immediate Response On its own, CNLES asserts that the school as an educational institution should take into consideration the best interest of the child and thus perform special parental functions and should not serve as a venue which alienates the students, only then can it truly contends its being a thoroughfare of conducive learning atmosphere. The Groundwork and Its Implementation As its authentic way of espousing said policy guideline, the school designed a Plan of Action which aims to inculcate in the minds of the students that it is more fun in CNLES. As its primary point of action,
CNLES initiated an In-Service Training Program for Teachers focusing on the meat of the said policy. During the workshop, teachers unanimously accede to use the positive discipline in further understanding the nature of learners. More so, they also agreed to build and strengthen a more effective parent-teacher partnership through home visitation, written communication and having contracts with parents and students. Dubbed as “I CARE” Program, CNLES came up with a one of a kind “My Buddy, My Responsibility” drive with the intention of instilling mutual care and respect in the minds of the students so each of them can feel the existence of comfort and security in their presence of their peers. Through this, it is assumed that children would be more cautious of their actions against their peers as to lessen if not avoid the incidence of bullying and other abusive acts. In addition, “Eskwela Ko, Aalagaan Ko” campaign which seeks to foster
positive or non-violent approaches to discipline as teachers’ ultimate weapon in dealing with problem students, was introduced. Such advocacy hopes to rectify common misconception that corporal punishment promises well-developed children and instead upholds that a punishment-directed form of discipline in actuality teaches students to “lie” because of the tendency of a student to exhibit a favorable behavior only in the presence of an authority and thus, does not automatically equate to an improved child discipline. The Outcome As a way of assessing the impact of the measures taken, the school formulated an improvised informal assessment tool in the form of a Survey Questionnaire. In the said instrument, a total of 80 student respondents comprising of Grades I to VI students, were asked to classify whether their classmates/ schoolmates are “palakaibigan or palaaway”. In this aspect, 58 or 72.5% of the respondents claimed that their classmates/schoolmates are “palakaibigan” while 22 or 27.5% declared that their classmates/schoolmates are “palaaway”. When asked regarding their teachers, 83.75% or 67 of the total respondents said that their teachers are “masayahin at palangiti” while “madalas nakasimangot at magalit” got 11 (13.75%) respondents. In relation with the school environment, 51 respondents asserted that “masaya sila sa paaralan dahil mababait ang mga guro”, 33 attributed it to “pagiging mababait ng mga mag-aaral” and 19 claimed that it was because “tahimik at ligtas sila sa paaralan”. On the other hand, 49 contended that “inaaway sila ng mga
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mag-aaral”, 18 attributed to “pagiging magulo at hindi ligtas” and 13 stated that it was because “madalas napapagalitan ng guro kaya sila malungkot sa paaralan”. The result of the assessment reveals the impressive impact of the previously stated measures applied to lessen if not totally avoid child abuse and violence phenomena in the school and can therefore be replicated in other schools and the entire Division in general, a vivid manifestation of CNLES as truly embracing the Child Protection Policy. A Testimony Current manifested behaviors of students are the contributions of their prior experiences. Thus if such behavior lead them to the commission of a crime, it is but rightful to state that somehow we, teachers are
silent accomplices to the crime. The existing the judicial processes in the Philippines which justify a legallyquestionable act in the absence of a formal complaint should not excuse us from resorting to violent forms of discipline when confronted with problem students for we can still exercise our legal rights as educators and our legal responsibilities not questioned if we will only give ourselves a chance to understand the dynamic world of children. It is a given fact that this particular job requires a concerted responsibility. Hence, to provide students a feeling of security in schools, a unified initiative of families, schools, and the community people is a forward move. And dream of ensuring a safe and abuse-free school community was born in the hearts of everyone. HISTORY OF THE SCHOOL Cruz Na Ligas is an urban community located close to the University of the Philippines. It was originally settled during the Spanish time and considerable changes had taken place since then. At that time, the community consisted of two sections: the community proper and the nearby sitio called libis. Residents in both places, however, carried on intensive contacts with each other. The barrio was once a thickly forested area, with many tall trees and thick bushes. The people from the nearby town of Marikina referred to the place as the bundok or gulod (hilltop). At that time there were few houses scattered over the settlement. There were no known roads and only narrow pathways were used. As the
early settlers were clearing the forests to look for a permanent site for their chapel, a tree called ligas was found with its twigs forming a cross thus, the origin of the name Krus Na Ligas. The tree was said to have medicinal properties, its leaves and roots could cure certain ailments so that it was much sought after. The site was later to become the location for the chapel, a small stone edifice, and one remaining symbol of the inhabitants’ rightful ownership of the land. It was in the school year 1940 – 1941 when a grade one class with twenty-six pupils was opened in Krus Na Ligas under Mrs. Salud Maraol, the first teacher and whose class was held in the house of a certain Natalio Fulgencio. In 1941 – 1942, there were already 2 classes existing, Grade I & II under the same teacher.
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However, from 1942 – 1945, which was the Japanese time, school organizations, was entirely suspended. During the liberation time which was from 1945 to 1951, children from KNL were sent to Balara Elementary School. On June 1951, a multigrade class composed of Grade I, II & III was reopened only one teacher handled the class and the barrio chapel was used as classroom. It was in 1954 when a complete primary grade was offered where two teachers were assigned to teach a combination class I & II, III & IV combination of classes was organized. The chapel and the house of a resident named Francisco Ramos were used as classrooms. Finally a two-unit pre-fabricated school building was constructed in October 1961 under the supervision of Mrs. Caridad Dumlao, who was then the principal of Balara Elementary School. The materials were donated by the Philippine Army while the construction was done through the joint efforts of the Barrio
Council and concerned parents. An additional teacher was assigned thus making the total of three teachers. The school was an annex of Balara Elementary School. In School Year 1962 – 1963, another 6-classroom building was constructed which made possible the increase in enrolment and four additional teachers, making now the total of seven. Mr. Fresco B. Licud, a Grade IV teacher was named as the Head Teacher. In 1963 – 1964, the school became a complete elementary school and teaching force increased from seven to eleven members and no longer an annex of Balara Elementary School. The data below shows the growth and development of KNLES from 1940 up to the present. Pre-War Time
1940 – 1942 – Grade school in KNL was established 1940 – 1941 – Grade I – 26 pupils 1940 – 1941 – Grade II School House – Natalio Fulgencio’s house Teacher – Mrs. Salud Maraol Japanese Time 1942 – 1944 – School organizations was entirely suspended 1945 – 1951 – KNL children went to Balara Elementary School 1951- 1954 – Primary classes were reopened in KNL. 1951 – 1952 – Grade I 1952 - 1953 – Grade II 1953 – 1954 - Grade III There was only one teacher School house – chapel 1954 – 1961 – complete Primary grades were opened Two teachers were assigned to teach the four grades.
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School house – The chapel and the house of Francisco Ramos were used as classroom. 1961 – 1962 – First school building was constructed A two-unit fabricated school building was constructed in October 1961 under Mrs. Caridad Dumlao, principal of Balara Elementary School. Teachers assigned to teach: Mrs. Rizalina Flores Ms. Paglinawan Mrs. Purificacion P. Agustin 1962 – 1963 – The school was still an annex of Balara Elementary School and only primary
grades were offered. The newly constructed 6 – classroom building gave way to the increase in enrolment and four (4) more teachers were added making a total of seven. Grade I – Mrs. Rizalina Flores Mrs. Leonarda F. Favila Mrs. Clemencia C. Manalo Grade II – Mrs. Rosa C. Belloso Mrs. Ludovica Lachica Grade III – Mrs. Purificacion P. Agustin Grade IV – Mr. Fresco B. Licud – Head Teacher
1963 – 1964 – Complete elementary school was established, and then continued to grow. This March, 2015, the school had the 50th commencement exercises. It has been a great year for the school to reach its golden years. Since then, it followed the directives from Department of Education through the Director of National Capital Region-Regional Office to its Division of City Schools-Quezon City Superintendent through its channels. It is noteworthy to cite the VMO of DepEd as its guiding principle.
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The Organizational Structure
Strength, Weakness, Opportunity, Threat (SWOT) Analysis What are the Strengths of Cruz Na Ligas Elementary School?
Enough Pupils
Positive Parents
Qualified Teachers
Active Members of the School Management Committee
Does a variety of strategies and programs raising the educational proficiency level like in the numeracy and literacy of the vast majority of the students
Taking the chance to be creative with curriculum
Strong community support
Model School for Continuous Improvement Program (CIP)
Reach out to parents to help with homework and after school programs
Committed to educating our parents and providing tools
Dedication to special education
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Partnerships with foundations
Willingness to listen to all groups
Teacher training and development
Caring and involved teachers
Preparing students for high school
Continuous professional development for administrators
Customer service
Good relationship between administration and parents
Openness to technology
Dedicated employees
Positive image with the community
Shifting to 21st century learning
Openness to change
Recognition that training is essential for most projects
Teachers introducing community involvement to students
Engagement in the safety of the children
Partnerships with outside agencies
Committed to providing parenting classes to families struggling
Commitment to educating the whole child
Commitment to improved technology
What are the weaknesses/challenges of Cruz Na Ligas Elementary School?
Not enough advanced preparation for National Achievement Test and the Language Assessment for Primary Grades (LAPG)
Limited music programs, visual and performing arts
Class size
Lack of school newsletters with homework information
Lack of accessible time for parents to meet with teachers when both the teachers and parents are available
Lack of consistency and accountability in the delivery K-12 Curriculum
Not enough opportunities for sports activities, especially for boys to burn off energy
Not enough activity to get outside funding (e.g., grants)
Lack of funding for sports equipment
Lack of parent involvement
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Deficit spending
Lack of timely and concise communication
Achievement gap
Challenging student behaviors
Lack of time for teachers to process and analyze
Inability to be current with technology
Mismatch between the classroom size and class size
Not enough healthy choices for school recess, junkfoods and processed food are still in the tray
Parents don’t know where we stand
Not enough effort to change perception of public education like: the no collection policy
Stagnant employee compensation for three consecutive years or more unless the teacher applied for an increment
Non- availability of computers in the classrooms
Reluctance to change policies and procedures
Lack of gang prevention and bullying prevention
Variations in how principals manage schools and teachers
Opportunities What are the opportunities and possibilities for Cruz Na Ligas in the future?
Greater availability of external resources for infrastructure
Common core standards
Funding from non-profits and foundations
More enrollees will be coming in
Partnership with the media
Potential increase in minimum wage
More and more parents and community are donating to the schools
Increased in funding, increased in Maintenance and Operating Expenses (MOOE)
New teachers are consistently getting better education
Motivation to unite as a community
Interactions with the Quezon City government and other Local Government Units
A lot of focus politically and in the community about improving education for economic reasons
More funding from businesses and other stakeholders
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Parent involvement, more active participation of parents in the school’s undertakings
Increasing acceptance of technology in general
Increased awareness of culturally and linguistically responsive education
Focus on child nutrition
Increased spirit of volunteerism on the part of teachers, parents, and other stakeholdres
Threats What are the threats/external factors that might affect Cruz Na Ligas Elementary School?
Sweeping impact of technology
Proliferation of Gangs among Grade 5 and Grade 6 pupils
Increase in special education needs
Perception that bullying and cyber-bullying are on the rise
Economic stress
Lack of community services
Strains on the curriculum due to external mandates and trends
Inflation and Cost increases
Lack of unity in the schools (e.g., disagreements about having uniforms)
Lack of future State funding
Lack of classroom and outdated facilities like restrooms, drinking fountains
The three-year goals based on the SWOT Analysis
Promote student achievement
Close the achievement gap
Support innovative instructional change efforts
Achieve parent and community involvement opportunities
Increase community partnerships
Increase teacher and parent trainings on topics of mutual interest
Clarify roles, responsibilities and communication pathways
Embrace open source concepts in the K-12 curriculum
Maintain educational excellence beyond just test scores
Expand positive parenting image with Division of City Schools-Quezon City
Promote employee health and wellness
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Increase coordination and opportunities for facilities use by parents
Expand visual and performing arts; sports
Increase hands-on science
Become a K-12 school
Establish a 21st century learning environment
Communicate and implement the common core standards
Provide equitable access to technology
Update and maintain technology at all sites
Provide safe school environments
Promote collaboration, communication and transparency with students, parents and teachers
Create and maintain excellent facilities
Educate the whole child
Motivate students’ self-image and self-promotion
Identify and implement cyber-bullying programs across the division
Identify and promote dedicated teachers
Maintain quality staffing at all levels
Achieve a net 0% drop-out and non-reader
Case Analysis According to Theories Functionalism The school has a diversity of learners in terms of cognitive abilities, skills, and reasoning.
As
observed, children have their own intelligence and capabilities. The children who might be getting low grades but get a high score in the achievement test. The class performance is not equal to the achievement test. This is so because of functionalism.
If the grades are the mental state then the internal constitution is the
achievement results. In my field, special education the children have special needs and functionalism is very evident. They may not be able to read, compute and solve mathematical problems but when they are asked
about practical situations they have a valid and sound reasoning. This is surprising for until I heard about the theory of functionalism. I know now that they should be taught of the practical things in life like functional academics. Functionalism in the philosophy of mind is the doctrine that what makes something a mental state of a particular type does not depend on its internal constitution, but rather on the way it functions, or the role it plays, in the system of which it is a part. This doctrine is rooted in Aristotle's conception of the soul, and has antecedents in Hobbes's conception of the mind as a “calculating machine”, but it has become fully articulated
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(and popularly endorsed) only in the last third of the 20th century. Though the term ‘functionalism’ is used to designate a variety of positions in a variety of other disciplines, including psychology, sociology, economics, and architecture, this entry focuses exclusively on functionalism as a philosophical thesis about the nature of mental states. Conflict Theory In the school, there will always be differences. The teachers and personnel will definitely have different choices and preferences. There are instances, that there will be conflict in the school. Examples are when they compete for a promotion, in terms of salaries; some of the teachers envy those who get promoted because of the salary difference. When teachers are transferred to another grade level; accumulated wealth, control of politics and the institutions that make up society, Conflict theory states that tensions and conflicts arise when resources, status, and power are unevenly distributed between groups in society and that these conflicts become the engine for social change. In this context, power can be understood as control of material resources and one's social status relative to others (determined not just by class but by race, gender, sexuality, culture, and religion, among other things). Conflict theory suggests that human behavior in social contexts results from conflicts between competing groups. Conflict theory originated with the work of Karl Marx in the mid-1800s. Marx understood human society in terms of conflict between social classes, notably the conflict in capitalist societies between those who owned the means of economic production (factory or farm owners, for example) and those who did not (the workers). Subsequent thinkers have described different versions of conflict theory; a common theme is that different social groups have unequal power, though all groups struggle for the same limited resources. Conflict theory has been used to explain diverse human behavior, such as educational practices that either sustain or challenge the status quo, cultural customs regarding the elderly, and criminal behavior. Symbolic Interaction Theory (Symbolic Interactionism) The symbolic interaction perspective, also called symbolic interactionism, is a major framework of
sociological theory. This perspective relies on the symbolic meaning that people develop and rely upon in the process of social interaction. Although symbolic interactionism traces its origins to Max Weber's assertion that individuals act according to their interpretation of the meaning of their world, the American philosopher George Herbert Mead introduced this perspective to American sociology in the 1920s. The teachers in the school interact with each other. There is a lot of interaction among the 82 teachers of Cruz Na Ligas. Some teachers may misinterpret what other teachers are doing. Some actions will be mistaken for another action. The judgement most of the time are very subjective. And as a result there will be indifferences among a group of teachers because of this misunderstanding.
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Symbolic interaction theory analyzes society by addressing the subjective meanings that people impose on objects, events, and behaviors. Subjective meanings are given primacy because it is believed that people behave based on what they believe and not just on what is objectively true. Thus, society is thought to be socially constructed through human interpretation. People interpret one another’s behavior and it is these interpretations that form the social bond. These interpretations are called the “definition “definition of the situation.” Critics of this theory claim that symbolic interactionism neglects the macro level of social interpretation—the “big picture.” In other words, symbolic interactionists may miss the larger issues of society by focusing too closely on the “trees” rather than the “forest”. The perspective also receives criticism for
slighting the influence of social forces and institutions on individual interactions. Open System Open systems theory refers simply to the concept that organizations are strongly influenced by their environment. The environment consists of other organizations that exert various forces of an economic, political, or social nature. The environment also provides key resources that sustain the organization and lead to change and survival. As a system, a school is moderately open. The primary types of energy are financial and intellectual. The school also operates under a series of sometimes conflicting legal mandates rather than a social mandate that represents a consensus of the participants. Consequently, substantial amounts of systems
energy are consumed in maintaining relationships rather than achieving goals. The school is organized and work towards a certain goal which to produce quality graduates. These graduates will go to high school and eventually to college then afterwards to be included in the community and join the workforce. As for the input, there are classroom, teachers, the curriculum and other pertinent resources. Organizationally, schools are divided into classrooms, the day into periods, teachers into subject areas and rank, and students into groups by performance results on examinations. Like other formal organizations, schools have memberships composed of individuals holding different positions necessary to carry out the functions and goals of the school. And for the process, the activities and procedures done in the classroom and the methods and strategies used by the teachers are part of it. The leadership styles and
management styles of the administrators are also part of the process. The output, happens when the students graduate but the outcome may later when they graduate in college. After college graduation and when they are in the workforce, that is the only time that we feel the outcome. There is also equifinality in the open system. Though the different schools have different curriculum and different procedures that outcome is always the same. The students will graduate and eventually become useful citizen of our country. According to open school systems views, schools constantly interact with their environments. In fact, they need to structure themselves to deal with forces in the world around them (Scott, 2008). In contrast, a
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closed system theory views schools as sufficiently independent to solve most of their problems through their internal forces, without taking into account forces in the external environment. Systems theory works on the inside and outside of the organization, as a way of understanding and anticipating the consequences of any decision (Ahrweiler, 2011). Open systems involve systems that interact with other systems or the outside environment, whereas closed systems refer to systems having relatively little interaction with other systems or the outside environment. This means that open systems interact with what is around them and can be understood only by including an understanding of their relationship to everything else, which means that in a closed system sense they can never be fully understood. An open school system can exchange ideas with other schools to improve overall teaching and learning.
References: Understanding Symbolic Interaction Theory, Ashley Crossman Updated March 02, 2017 https://www.thoughtco.com/conflict-theory-3026622 http://www.chegg.com/homework-help/definitions/conflict-theory-49
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This course opens my mind and takes a look outside of the box. It is because we, as an individual have different culture, belief, norms, language and values. I have learned that there is no right or wrong, -Teresita N. Banag
good or bad, proper or improper when looking at society since it is an environment where people live differently. But then, we should also open our eyes that despite the differences, we have the
knowledge to make our environment get better and we can make a difference. In what way we can make a difference? By sharing to others what we know, be more curious, be more open-minded and be connected. Yes, it is interesting to know one’s culture which influences the behavior of the person, the person you are within your school, neighborhood and society. It is nice to see the values, beliefs and norms of other people in other places and if you ponder those cultural differences, you will have in your mind what cultural differences are there that really affects me as a person. Would I change my religion? Would I follow their norms, beliefs and values? These are some of the things that are interesting to note and wonder what will happen if I am in different place. Well, knowing, learning and accepting different norms, beliefs and values makes us more accepting and tolerable human being. I think there is so much to discover about how sociology, how to learn it, on how we can use the information to enhance the learning. Learning strategies in sociology is similar to those in literature in learning other disciplines in higher education. The reflection and learning contribute to changes in student learning attitudes or behavior. More detailed information, concerns, strategies for retaining, integrating and applying prior knowledge and skills should be a focus. The universal emphasis is on the importance of learning by doing, learning by application, learning by concrete examples and learning by connecting things to our lives. We should learn concepts best if we will apply them in our life or some aspect of the world. Experiences in classroom while interacting with my classmates made even more useful when applying them and making connections to our real world experiences. Different perspective can be obtain by looking at learning strategies and styles and also struggles.
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It is said that the importance of education can never be neglected at any stage in life because without it, survival will be difficult in -Nanelyn T. Bontoyan
today's world. It is primarily what shapes a person in terms of skills, talents, abilities, proficiencies, knowledge and dexterity. It allows one to grow through intensive critical thinking and create new
knowledge in the process.
In terms of nationhood, education is the main driving force towards becoming a first world country. In today’s growing globalization, the advanced knowhow of first world countries has put them at the forefront of growth. They have the best technologies, the best infrastructure, the best military forces and the strongest economies. Thus, in times of crises, lesser countries always look up to them for assistance.
Sociological theories like Functionalist theory, Conflict theory and Interactionism theory have emphasized that education is important not only for an individual but also for society. It can remove differences and discrimination and it has generated a sense of integrity, trust and faith within the community. A congruence of these theories makes the education system work wherein the harmony of the teachers, parents, school boards and committees keep fuelling educational institutions to continue to function (Croninger, 2011). These theories have played a vital role in developing and spreading the importance of knowledge and expertise. It has made people aware of the benefits and significance of education towards development from
various perspectives.
As I complete this course, I was tasked to reflect on this specific subject: “ADVANCED TOPICS IN EDUCATIONAL SOCIOLOGY”. As a future administrator, I will try to dissect what I have learned during the past couple of months as applied to educational institutions in order to test my understanding.
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Application of the Various Theories to Selected Sociological Institutions From a functionalist perspective, education has played an obvious role in the development of society as society is composed of interconnected units and educational institutions have strengthened human society through social synchronization. It has focused on the traditions that universal education can serve the needs of society. Functionalism believes that education is a means to convey, express and transmit knowledge and skills to the next generation by making them strong and productive members of society (Piaget, 1965).
Functionalism has four main components: to transfer the dominant culture, to determine that society is a mixture of people that is the integration of society, to promote the values, ethics, norms and tradition of society, and to promote a desirable social change. If we look from the functionalist's point of view then education is optimistic and constructive in serving society to function because it provides a value consensus and social solidarity.
Another perspective of Functionalist theory on education is that education is one that teaches children about the values and traditions of society. The child gets basic education through school so all the traits of life like confidence, teamwork, spirit of determination, enthusiasm of creativity and innovation, humility, patience and ability to meet deadlines, are things learned from his early basic educational institution. Thus functionalist theory wants students to learn and educate themselves so that their future can be saved.
On the other hand, conflict theory postulates that through education, one can raise his standard through education. That is, an individual can develop and convert his life into something better. Thus, it is an ordered system of inequality that is beneficial to the people and organizations so as to have resource of brain and intelligence.
Both theories perform the same function which is to spread education. The difference however is that to
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functionalist theorists, education is beneficial for an ordered system of society having equality rather than inequality. Also there is a dissimilarity that functionalist theory sort people based on merit but conflict theory starts from the school life that is instead of merit, conflict theory provides training and develops a child to be proper in future. It further disagree that schools opt along distinct class and ethnic lines. According to conflict theory, those people who are securing a work position, they are trained by schools and the theory has recognized their position as a low class member of society (Kohlberg & Turiel, 1971).
Interactionism theory, as opposed o the first two is limited to classroom boundaries. For instance, teachers’ lecture, students' performance, students' intake and perception and their behaviors in front of teacher. Thus, this theory defines education in terms of social interactions and symbols (Gilligan, 1982). Interactionism theory is quite different from the first two because this theory depends on direct observation whereas the others are indirect forms. Also, the theory is not defined in terms of merit nor any structured system, instead it is a general observation which is restricted to a room. Interactionism theory serves education in micro level, whereas conflict and functionalism theory serves humanity on macro basis.
Manner of How Each Theory Affects the Views of the Individual Who Is Part of the Institution Functionalist theory refers to individualism, thus it is promotes liberal rights wherein one must be openminded and straight forward. The American culture is a classic example where people are individualistic and
they thrive on competition rather than team efforts.
So these individuals will be career oriented and
competitive, which are parts of functionalist theory. Individuals are more competitive and consider success as their main aim.
There can be both positive and negative views of this theory. Positive in a sense that it harnesses the good in each individual and refines them to express their brilliance, and negative since it has a tendency to create
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antagonism and fierce opposition towards a more hostile environment.
Conflict theory refers to hard work and determination. These people consider education as an influential medium to maintain dominance, power structures and thus a submissive and complaint personnel for capitalism. In the eye of an individual, conflict theory is a way to increase the level of IQ and to gain more technology and high salaries.
There is a change of mind setting in conflict theory; every individual has started to respect himself or herself as an eligible member of getting education as conflict theory has allowed each and every member without merit basis to get education in a proper manner.
Before Interactionism theory, there was no concept of concentrating students in classes. It was a routine of teachers to come, teach and go, without recognizing the aspects that student understand and the one which he not. Interactionism theory creates a difference and thus according to the students, now they are more towards learning and proper development. The theory has encouraged them to take keen interest in education.
Besides focusing on student's ability, Interactionism theory conducted a research about student's preference on the seats of classroom. The research was carried out by Rosenthal-Jacobson that is he let children choose for the seats. On examining, Jacobson found that the excellent students preferred to grab the first row, thus good students quickly approached for middle one, while the weak at the last, so he then arrange students in an opposite manner, that is he sent middle and the last row in front which results in better understanding of the children.
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Effect of each Theory towards Social Change within the Selected Institution. Functionalist theory added a survey-based result that those children who has joined the school at an early age and has equipped themselves with high school and university environment are better in differentiating between right and wrong, treatment versus mistreatment and bad versus good and they are the one responsible of making society as classy and well-mannered. Those children who spent their life without school, in an unproductive and non-defensive society have to face problems and queries in life (Turiel, 1983).
Functionalist theory has not brought any change in terms of social gatherings, but it has generated a sense of friendly and fruitful competition. Everyone has its own identity and in order to enhance one's identity, special efforts should be taken in regard. One has to quit social gatherings and has to eliminate everyone so that a special good can be achieved.
Conflict theory affects the approach of social change within education because before this theory came, one
does not have an idea to manage and improve himself. It is this theory that has brought a social change by recommending people to not waste their life haphazardly, instead work for their life by educating themselves properly and thus to create an identity.
This theory is involved in social change by modifying the ways of approaching people that is haphazard selection of information and on the basis of that information, serving of education. Several communal groups and shared public services have altered their traditional ways of living when they realized the need of information and technology. Obviously, if we speak about technological movements then technology is the biggest part of our life and of twenty first century. It has been discussed before that if any state wants to survive that is, if it wants to grow, to prosper, then technology is worth needed in order to dominate and to influence the world.
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Interactionism theory brought up a change by introducing effective ways of teaching which are liked by students and are productive as well. Interactionism theory is between students and teachers. It is surrounded by a classroom environment. Before introducing a change, students were grabbing knowledge about theoretical work, but now teachers are introducing them with outside environment (Cliffs, 2012).
Teachers have realized the fact that students are likely to learn more from their normal day to day experiences rather than theoretical learning because they have to work in the real world. Although bookish knowledge is good to deal with specific situations, but obviously when you will enter in corporate world, so will provide worthwhile experience and market exposures.
Effect of each Theory on the Views of Society. Those societies who consider education as very important has made education as a part of their culture and are keen to practice it in order to dominate the world. Education vary from place to place because when people move from one place to another they feel a difference of tradition, culture and values and so as education because believes of people vary according to location. Functionalism theory has provided its support to learn about several cultures so as to promote diversity. Society is now classy that is standardized and class conscious and thus more productive; they have learned a sense of unity and faith (Power, Higgins & Kohlberg, 1989).
Functionalist theory further modified the views of people and society by generating self confidence that is it
educates people to learn more because more knowledge will add to the skills and capabilities and more capabilities will generate an internal sense of confidence and belief. An individual with self-confidence will have more spirit and determination to achieve something than those who are afraid of discoveries and inventions.
Conflict theory has affected society by introducing effective measures so as to promote knowledge. This
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theory has played a wide role in removing illiteracy that is theory has explained society the benefits of achieving education from the infant stage. An example is the American society where they encourage children to go to school and learn. Illiteracy is going down and even the middle and lower classes are more towards getting education which was not the case during the turn of the century.
Conflict theory in the eye of society is important because this theory has introduced a sense of learning among middle and lower classes. Earlier, the concept was to educate the wealthy ones, those who have money to grab
knowledge but after this theory, there is a concept to educate each and every child. Interactionism theory has brought fruitful effects of student's interest in education. According to society, Interactionism theory has motivated and encouraged children to learn; due to the teachers support and effective way of teaching, students are able to learn about internal and external environment.
The theory clarified the ways and how a teacher should interact with a student in a classroom environment and thus how to create interest that is ways to attract a student towards the way of learning and knowledge.
Conclusion: Education serves as a base of life. It is a mean to introduce a developed society and developed states. To educate is to flourish, to progress, to grow and to move to the world of peace and prosperity. The three theories have clearly mentioned the ways education can be reached to students and thus everywhere because education
is a base to enhance effectiveness that is through education there will be an increase in innovation, technology and expertise.
Speaking about a state or country then those countries that struggled a lot and strive out their best in order to grab knowledge are successful in achieving dominancy and influence over others. For instance, Japan is rich in innovation and technology and thus due to education it is moving ahead in every field.
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As far as theories are concerned then, Functionalist theory serves education on merit basis and thus promoting competition and individualism, like that in U.S.A. It is a way to carry self-esteem, self-confidence and selfworth. Functionalist theory is an idea of selecting the best out of all. Conflict theory wants each and every child, whether belong to higher middle or lower class, to get education and to serve humanity. The ordered system of inequality of resources should sustain by providing equal opportunity to students to grab knowledge. Inequality in terms of education should be removed and thus everyone should grab a chance to get education
and to prove himself. Interactionism theory serves the foundation of group work, this theory refers to interaction between students and teachers and the knowledge that they grab during interaction. The interaction between teachers, students and lecturers is based on the performance of students, the devotion and passion of teacher, enthusiasm of students towards learning and the favourable environment of classroom.
The theories have a positive effect in the life of an individual, group, people, society and overall world because this world would not have been globalized without education. In short, these theories serve as a foundation stone to acknowledge ethics and moral values thus to promote good thoughts.
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The study of Philosophy for Education has boosted my awareness of the strengths and weaknesses of my school. The theory of -Ma. Consuelo L. Dimaya functionalism could be considered utopia at some points, however,
the application of the theory in modern society has its pros and cons. I personally accept that functionalism is a good theory to apply in organizations. The thinking of functionalism is a bewildering variety of forms and there is no such thing as a unitary school of functionalism. However, E. Durkheim did a remarkable definition and application of the theory. In spite of the number of drawbacks and criticisms of Durkheim’s theory of functionalism, one will find that if used and applied well in an organization, it can boost the success of such, in phenomenal heights. It is quite an eye opener and sad to find out that if evaluated regarding the perspective of functionalism, a big chunk of my school procedure will not pass the evaluation. The functionalist perspective emphasizes the
interconnectedness of society by focusing on how each part influences and is influenced by other parts. This perspective is a standard that my school has to work on. This subject was a very enlightening one for me. I will leave the class with an understanding of the different theories and how it can effectively be implemented in specific areas of administration. I have learned more profoundly about these theories from the discussions of reports and I feel that I can cope better in the event of challenges and obstacles in administration.
By completing the requirements of this subject I was able to accomplish a lot that could add to my knowledge and experience. I now have a much better idea of where I could be categorized as an administrator. If I am faced with a challenge as a leader, I expect and hope to be able to use what I learned in this class, using them from a professional standpoint. Thank you.
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There may be a lot of definitions when we hear the word sociology. But for me, it is a method for bringing social aspirations -Ryan A. Gamoso
and fears into focus. It is very important to study this course for it tells how we handle the society specifically the organization we are in. The course focused much in managing an organization and
through the different topics and theories discussed; I can say that these elements fit together. Starting with the issues and concerns in sociology and education, I can say that these really varies depending on the status of an individual. From the reading sent, I have seen that this also affects child’s learning. It’s just frustrating reading articles and researches about how the teachers or educators provide the information and knowledge to the learners. It was mentioned that some that are in the lower class receive only what is enough for them and those in the middle and upper class gets the best. It was also stated that only in the middle and upper class gets the best job in the future while the lower class remains stationary in their positions. These are only few of the examples ranging the demographics. I, as an educator still believe in equality in terms of education. Every individual deserves what is due of him/her. As to functionalism, it was in the discussion that every individual is in the state of equilibrium. Everyone in the society serves a purpose. Aligning with the organization, functionalism matters, for this assigns every employee of its roles and responsibilities. I still believe that every employee serves a purpose and that is to do their specific functions well.
As to the conflict theory, it made me realized that conflicts are essential in an organization. As the saying goes, more conflicts, the more the organization becomes stronger. The challenge is no matter how big or small a conflict is in an organization, the cooperation, unity, uniformity and coordination works best as a solution. What made me like the topic is the root causes of these conflicts which I could relate in my previous employment. It had been a rough road when I started working in an institution where only in words the goals and objectives exist but not acted upon in unison. From Organizational structure that change from
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time to time due to quick turnover of employees resigning from stressful responsibilities. The proper management cannot be seen for everyone wants their ideas to prosper. Another factor is ineffective communication wherein the reason why these problems arise is because of the lack of communications and that everything is in written form. Every mistake done, no one is arrested but immediate memo is given without any chance for explanation. Same with the Values and Culture Clashes, the traditional ones has been proven that cannot easily be changed into the way we want it to be for it passes a rigorous process. Due to sudden changes, the opposition arose that quick making the employees mad of the system. Another is the work policies and practices in which they don’t even exist. It only exists when they think you committed and they don’t take it nicely. This school is not an open system though it was mentioned that it is. It only made me realize in the end that they’re not merely ready for change. The type of leadership they adopt is very Cartesian-Newtonian way. They are bureaucratic and afraid of changes. It was actually complicated when I was given the topic CartesianNewtonian Theory versus Quantum Physics but made it very much interesting after doing an in-depth study
about it. I can finally say that the type of leadership in every company should adopt the Quantum type of leadership that is cooperative and delocalised. All suggestions should be welcomed by the top management and requires every individual to share their ideas and insights for the betterment of the company.
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Sociology is an exciting and illuminating field of study that analyzes and explains important matters in our personal lives, our -Sittie Hannah M. Hatta
communities, and the world. At the personal level, sociology investigates the social causes and consequences of such things as romantic love, racial and gender identity, family conflict, deviant
behavior, aging, and religious faith. At the societal level, sociology examines and explains matters like crime and law, poverty and wealth, prejudice and discrimination, schools and education, business firms, urban community, and social movements. At the global level, sociology studies such phenomena as population growth and migration, war and peace, and economic development. Studying sociology as a science I understand that human being relationship and interactions depend on where someone comes from and the different social group they are affiliated with. The life of individual is very important. Some of the reason why some of the students didn’t finished their bachelor or degree are
because of their family background. Family background really matters in sociology. it also cause some of the problems about being an individual. it can also in other ways, ways that can show you what you really want. But the others didn’t get an opportunity for this kind of privileges. Our cultures play a major role in our society. Culture is the way of thinking, the ways of acting, and the material objects that together forms people’s way of life. The obvious is a concept I have really taken into consideration on reflection of this course because I have learned that the obvious is what allows for ignorance and misunderstanding of others cultures or beliefs. The obvious is what can mask the truth when looking at society and can create binaries such as right and wrong, true and false, acceptable and unacceptable. I have learned from this class that there is no “right or wrong” when looking at society because society is such a subjective, fluid and transformable body that is constantly rebelling despite the rules that are created and are said to be “obvious”. The life of individual is very important. Some of the reason why some of the students didn’t finished
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their bachelor or degree are because of their family background. Family background really matters in sociology. it also cause some of the problems about being an individual. it can also in other ways, ways that can show you what you really want. But the others didn’t get an opportunity for this kind of privileges. It is bittersweet because I know it will take a lot before the whole world is able to open their eyes and see all differences with relativism, curiosity and acceptance rather than fear. But, this course has also taught me that knowledge is the most powerful tool in bettering the world and making a difference. With what I have learned from this class I am able to share my knowledge with others, and develop my own knowledge into further improving my community. As I have learned, we are all brothers and sisters, and are all so amazingly connected that even our smallest efforts can make a huge difference.
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I would say that this term, our third trimester is awesome; so much activities to accomplish yet full of enjoyment and learnings. -Maria Charlene P. Melegrito
We enjoy not only the subject itself but most of all, the friendship that we had in the class. Our subject is Advance Topics in Educational Sociology. From the title itself, we knew that it’s not
that easy. But knowing that our professor is Dr. Ilag, we expect more learnings from this subject. Dr. Ilag gave us more input in every topics and he let us maximize our potential in order to learn and give judgement on the subject matter. And my classmates as well, our sharing of thoughts and active participation helped us to learn more and to do more. From the title itself, we already had an idea that we will focus more with the society and its relationship to education. I was assigned to report the “Conflict Theory” which I believe an interesting topic to be discussed with the group. When I reported it, I was amazed that my report lasted for 2 hours and 30 minutes. It only proved that my topic is actually an interesting one. In the conflict theory, I learned that all of us experienced conflict. It can be within ourselves, with another person, with our external environment, with our family and other nation or country. Conflict arise when we encounter different perceptions with others. This conflict, in the point of view of conflict theorists, is healthy. And we need conflict for us to improve and to make changes for the better. Being a teacher, I made a self – reflection after doing my report. And I got a conclusion that conflict
theoriests are right. To make our classroom productive, our students need to have a healthy competition. This competition does not mean that they need to hurt to become competitive. They need to work hard and study very well to make them competitive. Conflict also arise between the administration and the teachers. There are some rules and regulations mandated by the school administrator which are not favorable to the side of the faculty members or vise versa. But because of the conflict, a consensus will be done for the benefit of
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everybody. In Functionalism, I learned that what we are doing right now is not just we want our students to learn. We are teaching them to be a productive member of our society in the future. The institution that we belong provide trainings to our students with the skills they need and the values that will help them to achieve their mission and vision in life. Thank you to Mam Dimaya for a very wonderful discussion. In Symbolic Interactionism, I learned that symbols are very important for us, people. We, as teachers,
we are pursuing our doctoral programs not only to be qualified in our jobs. We are pursuing for a doctoral program, as a symbol that we are different, we achieve something and are looking forward for more for ourselves. After the report of Mam Bontoyan, I now understand why my students eagerly want to have a high grades and be a Merit Card Awardee. Being an achiever is a symbol. A symbol that can be proud of by themselves and their parents. In Open System Theory reported by Mam Pelejo, I realized that what I am doing is an open system. I gave the input, my students gave their input, we process and make an output. I easily evaluated the effectiveness of my teaching and learning by recitation and giving of written works and performance tasks. Through this subject, I made myself refreshed and more understanding to my students and other people around me. I appreciated the efforts of everybody in the class. It taught me values and good ideas that can be my strength for the upcoming school year. Thank you very much Dr. Maximo not only for sharing your knowledge to us but most of all, the learnings and our happy sharings inside our classroom. This is my last term in PWU for my Completed Academic Requirement and I am glad that my last term is a good and as wonderful as this. Thank you for being cool and being understanding to us. You’re great. Keep it up!!!
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As I reflect on this course, I realized that this is truly a course that opens up one’s mind. I admire the fact that this course was as -Shiela Grace E. Nollen
much about learning as it was about unlearning. Starting point in learning the issues and concerns in Sociology and Education, I realized that many issues plaguing that world today are made
entirely unaware because they are “out of sight” and “out of mind”. Before, I become consumed and blinded by the simplified and “idealistic” lifestyle our society fosters, without looking at the rest of the world and how closely it affects our own circumstances. I was only in the idea of what I need to do and how to be successful someday. I was only focused on my own track and chase for my dreams but this course helped me to take a look outside the box. I learned from this class to analyze what is happening to our society, looking at every single thing, in every corner. I learned not to care only myself but of course, to other people that surrounds me. That even if I’m not concern and not going to be affected, I should be aware and spend time
on knowing about it. There are certain things as human beings, we learn growing up from different observation and interaction but being in this class and taking this course, I am now be able to assimilate our social similarities and differences, those of which I can relate to and those that I am unable to it. It is important for us to be considerate about others opinions and outlook and not be bias. Studying this course, I understand that human beings’ relationship and interactions depend on where someone comes from and the different social group they are affiliated with. Our cultures play a major role in society. Culture is a way of thinking, the ways of acting, and the material objects that together forms people’s way of life. Learning the different theories such as: (1) functionalism; (2) Conflict theory; (3) Symbolic interactionism; (4) Open System; and (5) Cartesian Newtonian vs Quantum theory. It made me realize about everything that happened in my surroundings. In functionalism, I deeply understand that people performs depend on their ability, role, status quo and functions in this society. People are different with one another. Since this world is full of diversity, conflict can’t be resisted. It is really part of life and it is really
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good that I fully understand the different kinds of conflict and the possible sources of it. It made me more aware and open-minded to understand every single thing happened in the society, why people act and behave that way, why people have different point-of-views and principles. In this case, I learned on how to respect each other’s differences in all aspects. It is bittersweet because I know it will take a lot before the whole world is able to open their eyes and see all differences with relativism, curiosity and acceptance rather than fear. But, this course has also taught me that knowledge is the most powerful tool in bettering the world and making a difference. People act depends on what they want to show. This is where symbolic interactionism comes in. We don’t know if people in front of us shows their true colors but what truly matters are, your conscience is clear and you’re doing what is right and what is acceptable in your group or society. In addition, with what I have learned from this class I am able to share my knowledge with others, and develop my own knowledge into further improving my community. As I have learned, we are all brothers and sisters, and are all so amazingly connected that even our smallest efforts can make a huge difference. I will
now become more tolerant, curious, and opened minded in my classroom, my community and the rest of the world. In conclusion, there are many concepts covered in this class that can beneficial to pretty much anybody. This class is one of the more interesting classes I have been involved in and the material is presented in a way where you are free to form your own opinions, yet still be on topic with what is going on in the world around us. It is important to know your surroundings, culture, norm, and values of yourself as an individual
and as a community. By taking this class I was able to better understand these concepts at hand.
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I am elated with the thought that I am done with 54 academic units required before I take the comprehensive examination. -Cecilia D. Pelejo
When I started in June 2015, I felt then that there too many subjects and may be it will take me a long time taking those 54 units. But now it’s finally here. Taking philosophy subjects is
not that easy for me. And eventually there are more to study about sociology. I took sociology during my college days. I tend to forget some of the lessons or the practical lessons I got and keeping some in mind but theories were forgotten. This trimester, taking sociology as a subject has great impact on my thinking about it and philosophy. My reflection followed the format of the reports that we had in our class. For each part, I included some of the insights I learned from the reports and after that I included my experience or may be reaction regarding such insights.
Sociology of Education and Educational Sociology
Educational Sociology and Sociology of Education are two branches of study that are sometimes understood as one and the same branch, but actually they are different. They have some differences between them when it comes to the subjects of their study and the nature of the branches of study. The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. The study of the development of public schooling systems and its impact on modern industrial societies forms the subject matter of the branch of study of sociology of education. Topics such as higher education, further education, adult education and continuing education can be included in the branch of study of sociology of education. On the other hand educational sociology is the branch of study that deals with the various methods providing better education to society through an in depth research of our culture and society. Educational sociology is a subject that has to take both the sociologists and the educationists into consideration. This
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makes the subject an invaluable asset to all the students and researchers of social sciences, particularly sociology and education. It is a general belief that such of those who are involved in a deep study of education will benefit more from the branch of educational sociology. Upon knowing the definition of the branches of study, I now realize that the connection between these two is really that tight and that strong. Researches have been made to improve educational sociology. Since the sociology just dealt with the courses of study, then the educational sociology will be in charge of improving the teaching by using research-based strategies. And I also realized that sociology of education and educational sociology co-exist. One may not exist without the other.
Functionalism in the philosophy of mind is the doctrine that what makes something a mental state of a particular type does not depend on its internal constitution, but rather on the way it functions, or the role it plays, in the system of which it is a part. This doctrine is rooted in Aristotle's conception of the soul, and has antecedents in Hobbes's conception of the mind as a “calculating machine”, but it has become fully articulated (and popularly endorsed) only in the last third of the 20th century. Though the term ‘functionalism’ is used to designate a variety of positions in a variety of other disciplines, including psychology, sociology, economics, and architecture, this entry focuses exclusively on functionalism as a philosophical thesis about the nature of mental states.
The school should bring out the best in each child upon knowing that each child has mental state that is better than what is apparent in his abilities. The curriculum should be functional. The teachers can teach the
children the functional academics that are what they really need in life in order to survive. Something can be done to make the ability match with the performance of the child in class. Children sometimes do not make good due to the mental state that cannot be changed. It is given since the birth of the child.
Conflict Theory
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Conflict theory states that tensions and conflicts arise when resources, status, and power are unevenly distributed between groups in society and that these conflicts become the engine for social change. In this context, power can be understood as control of material resources and accumulated wealth, control of politics and the institutions that make up society, and one's social status relative to others (determined not just by class but by race, gender, sexuality, culture, and religion, among other things). There is always conflict within the organization because people in it work together for a common goal but at the same time compete with each other. But sometimes a healthy competition can be of great advantage. This will bring the best in each of the member of the organization. They will dream to do something better than the others.
Symbolic Interactionism The symbolic interaction perspective, also called symbolic interactionism, is a major framework of
sociological theory. This perspective relies on the symbolic meaning that people develop and rely upon in the process of social interaction. Although symbolic interactionism traces its origins to Max Weber's assertion that individuals act according to their interpretation of the meaning of their world, the American philosopher George Herbert Mead introduced this perspective to American sociology in the 1920s. Symbolic interaction theory analyzes society by addressing the subjective meanings that people impose on objects, events, and behaviors. Subjective meanings are given primacy because it is believed that people behave based on what they believe and not just on what is objectively true. Thus, society is thought to be socially constructed through human interpretation. People interpret one another’s behavior and it is these interpretations that form the social bond. These interpretations are called the “definition “definition of the situation.” The teachers in our school often have a misunderstanding. This theory explains to me, that because people look at things in a subjective manner. Being judgement may not be avoided. In a group of 82 teachers
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misunderstandings are always possible. As I know this theory, I will be more open minded and will think at a great expanse to avoid being misunderstood. Open System
An open system is divided into five basic elements: inputs, a transformation process, outputs, feedback, and the environment. The environment surrounding the school includes the social, political, and economic forces that has an effect on the organization. The social, political, and economic contexts in which school head teachers work are marked by pressures at the local and national levels. Hence, school head teachers today find it necessary to manage and develop internal operations while concurrently monitoring the environment and anticipating and responding to external demands. According to Katz and Kahn (1966), open systems like schools have the following attributes: Energy is transformed, and something new is produced. A product is exported into the environment. The pattern of energy exchange is cyclical; the product that is exported into the environment is the source of energy for repetition of the cycle of activities. The system aims to “maximize its ratio of imported to expended energy.� The system exhibits differentiation, a tendency toward increased complexity through specialization. In schools, the interaction between students and teachers is part of the transformation process. The output may be students’ knowledge, skills, abilities, and attitudes. Feedback serves as a control mechanism. Negative feedback from the outputs or environment can be used to correct deficiencies in
the learning process. The inputs are used to teach students who are then exported into the outside environment. These graduates continue to contribute energy to the school system in the form of one or more resources (human, financial, physical, or information). Open systems theory has profoundly altered how we understand schools as organizations and the demands placed upon educational leaders. Treating schools as if they are independent of their environment would lead to wide misperceptions of the driving factors behind organizational change. Contemporary studies
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of accountability movements, teacher professionalization, and instructional leadership all benefit from a strongly open systems approach to understanding environmental demands and the resulting adaptation in school policy and its implementation, or lack thereof. Indeed, today scholars are rightfully dubious of work that fails to consider the rich context in which schools develop. Schools, as proposed earlier, have a limited set of goals: the same goals for each student. While they are unitary in character with respect to goals, schools generally have some autonomy with respect to the means to achieve those goals. The difference between closed-systems and open-systems, then, is in the complexity of environmental interactions. A closed
-system perspective views organizations as relatively independent of environmental influences. The closedsystem approach conceives of the organization as a system of management, technology, personnel, equipment, and materials, but tends to exclude competitors, suppliers, distributors, and governmental regulators. The improvement of quality involves the design of an educational system that not only optimizes the relationship among the elements but also between the educational system and its environment. In general, this means designing a system that is more open, organic, pluralistic, and complex. School can be described such a system as interacting with constantly changing (multiple) environments and coordinating with many other systems in the environment, also, coping with constant change, uncertainty, and ambiguity while maintaining the ability to co-evolve with the environment by changing itself and transforming and the environment. In addition, that system lives and deals creatively with change and welcomes complex and ambiguous situations and not just tolerates. Besides this, it increases the amount of information it can process, processes it rapidly, distributes it to a larger number of groups and people, and transforms the information into organizational
knowledge. In order to make this kind of transition, it is necessary only to shift perspective from a one-to-many toward a many-to-one orientation. To illustrate, in education this means a shift from viewing education as a system in which one teacher provides information to many students toward a system in which there are many information resources accessible by one student, only one of which is the teacher. This shift can accurately be characterized as moving from an emphasis on instruction to an emphasis on learning.
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