BEVERLY A.

CANNU, DPA -2 MAY 25, 2019

FINAL EXAM IN ETHICS

Second Semester S.Y. 2018 -2019

1. What is the role of the School’s mission? Are there limits to these values
system?

The school’s mission signifies a guideline in the defined purpose of the school
itself. It shows proper direction on what the school is supposed to meet the objectives
and goals set towards the satisfaction and gratification of all concerned. The mission is
meant to stir the institution towards what it was purposely built for and what it wants to
do for its stakeholders, to its surrounding community and to a general scale, the world.
The mission statement acts as a “North Star”, where it provides the direction that is
to be followed by the organization.

The School’s mission is not as flexible as the school’s vision, hence it is pretty
much definite and limited to how it was originally created by the school founder/s which
was affected by their values, culture, moral and religious belief and by their surrounding
circumstances such as social, political and economic phenomena during its creation.

2. Should the principal’s leadership always beholden to the school’s educational

plan?

Yes, principal’s leadership should always beholden the school’s educational plan.

First, Principals are appointed in their position on the precept that they are the
administrator’s representative to execute and implement the school education plan
which was crafted and reviewed thoroughly by the former. Second, as the school’s
representative his actions and decisions are expected to be in accordance with the
school mandate, any act outside it will be considered an ultra vires act. Third, “ A spring
cannot rise higher than its source”, In the same way a principal’s power cannot go
beyond from its mandate.

Thus, The school’s education plan, to a great extent, cascades from the school’s
vision and mission. It is completely unwise for a school principal to employ a leadership
style inappropriate or not inclined towards the realization of the school’s overall
educational plan. This plan should serve as the principal’s compass in shepherding the
faculty and studentry.

3. Is it wise to encourage talented but disadvantaged students at technical high

schools to invest more time in prolonging their education, even if this means
placing the financial needs of their families as a second priority?

It is unwise to encourage talented but disadvantaged students at technical high

schools to invest more time in prolonging their education most especially if this means
placing the financial needs of their families as a second priority.

In a study conducted by the American Psychological Association, (APA)

correlating education and social economic statuses (SES) it indicates that, prospective
college students from low-SES backgrounds are less likely to have access to
informational resources about college (Brown, Wohn, & Ellison , 2016). Additionally,
compared to high-SES counterparts, young adults from low-SES backgrounds are at a
higher risk of accruing student loan debt burdens that exceed the national average
(Houle, 2014). Therefore if we continually encouraged this talented yet economically
 disadvantaged student the greater the probability of risking them to acquire more loan
to finance their studies contributing more to the vicious cycle of poverty to which his
family belong. Not unlike if this disadvantaged yet talented students are employed right
after their technical high school, armed with the proper knowledge and skills the
greater probability they will uplift their families from poverty.

The ongoing implementation for example of the K to 12 education in our country

enables the talented, skilled yet disadvantaged students to get employment after
acquiring the desired technical skills from school. Practically from a poor families, which
come aplenty in the Philippines a job in the skills industry is more helpful to a poor
family than a college degree.

4. At what moment can the school safely say that it’s education mission has been
fulfilled?

I would right away answer, that it is that moment when it was able to produced
alumni with graduate attributes based on the school or institution’s goals, mission,
vision and objectives, that is of course manifested in their work, in their relations with
their fellowmen and in the society at large. It is in that moment when all stakeholders
in the school – administrators, personnel and staff, teacher students and parents work
collaboratively toward the continued and consistent implementation of the standard
protocol and operation of the institution.

On a second thought, A mission defines the institution, fuels the institution and
perpetuates the institution. There is no red light to doing what the school is meant to
do from the start. Although the mission maybe fulfilled on a day to day basis, there is
no telling when the mission can have the DONE and OVER WITH Stamp.

5. Would you consider “successful” an education institution that responds to

specific job needs in the surrounding community?

Historically, the purpose of education has evolved according to the needs of

society. Education's primary purpose has ranged from instructing youth in religious
doctrine, to preparing them to live in a democracy, to assimilating immigrants into
mainstream society, to preparing workers for the industrialized 21st century workplace.

Thus, at present time, a school’s success can be quantified by its ability to

provide supply to the job needs of it surrounding industries. In return, the school is
assured with takers/enrollees of the program offerings of the school. Be it noted too
that program offerings in an in educational institution are based on the need analysis of
the community and to the society at large. This is to ensure employability of graduates
and avoidance of mismatch degrees vis-a-vis job offerings.