SAMAR COLLEGE, INC.

Catbalogan City, Western Samar

 The issue of quality has become critical in many
countries that are expanding enrolments rapidly to
achieve Education for All by 2015. In countries with
constrained resources, the successful effort to
increase access to basic education has often led to
declining quality of education, In a search for the
factors that promote quality, countries' programs as
well as the literature increasingly emphasize
teachers, schools and communities as the engines of
quality, with teacher quality identified a primary locus.
 Educational quality in developing countries has
become a topic of intense interest, primary because
of countries’ efforts to maintain quality (or reverse the
decline of quality) in the context of quantitative
expansion of educational provision. Many countries
are simultaneously implementing reforms based on
more active approaches to teaching and learning,
further challenging education systems and. especially
teachers.
Within this context, three issues frame much of 'he
present discussion of education qualify:

1.exploring the meaning of educational quality in

particular country contexts:

2.locating the engines of quality in complex

processes at the school, classroom, and community
levels: and

3.recognizing and strengthen and the key rote of

teachers in promoting quality.
1. Human Right to Education
What is quality education and why is it a human right?

Quality education enables people to develop all of their

attributes and skills to achieve their potential as human
beings and members of society. In the words of the Delors
Commission (UNESCO, 1996): “Education is at the heart of
both personal and community development; its mission is to
enable each of us, without exception, to develop all our
talents to the full and to realize our creative potential,
including responsibility for our own lives and achievement of
our personal aims.”
1. Human Right to Education
• Quality education is a human right and a public good.

• Governments and other public authorities should ensure

that a quality education service is available freely to all
citizens from early childhood into adulthood.

• Quality education provides the foundation for equity in

society.

• Quality education is one of the most basic public services. It

not only enlightens but also empowers citizens and enables
them to contribute to the maximum extent possible to the
social and economic development of their communities.
2. Exploring the Meaning of Quality Education

Quality education is not an easy concept

to qualify. At a time when we are
discussing a quality education for all our
learners it is important to take time to
understand this concept.
2. Exploring the Meaning of Quality Education

The document Tomorrow's Schools (1995)

Had asked the following question: "What are
considered to be the basic requirements of a quality
education - one that is meaningful, worthwhile,
responsive to individuals and social needs - and does
each and every student, without fail get those
requirements, regulated as these are by the principle
of entitlement" (p. 8)
2. Exploring the Meaning of Quality Education

According to the Education For All: Global Monitoring

Report 2005
The Quality Imperative (EFA: GMR), two
principles characterise most attempts to define quality
in education: the first identifies learners' cognitive
development as the major explicit objective of all
education systems. The second emphasises
education's role in promoting values and attitudes of
responsible citizenship and in nurturing creative and
emotional development." (p.17)
2. Exploring the Meaning of Quality Education

Goal 6 of the Dakar Framework for Action (2000)

Quality determines how much and how well

children learn and the extent to which their education
translates into a range of personal, social and
developmental benefits emphasizes the need of a
stimulating pedagogy. It is the teaching and learning
process that brings the curriculum to life, that
determines what happens in the classroom and
subsequently the quality of the learning outcomes.
3. The GMR emphasizes six policy issues which
directly impact on teaching and learning:
1. Relevant aims
Policy dialogue must arrive at a relevant
balanced set of aims describing what learners should
learn and why; the development of cognitive, creative
and social skills and values; respect for human rights,
the environment, peace and tolerance and cultural
diversity. These put citizenship, democracy and
human rights at the fore.
3. The GMR emphasizes six policy issues which
directly impact on teaching and learning:
2. Subject balance
How subjects are defined, how many are taught and
the time allocated to each.

3. Good use of time

Positive correlations are noted between instruction time
and student achievement at both primary and secondary
levels. Between 850 and 1,000 effective hours (not
necessarily official hours) of schooling per year is broadly
agreed as a benchmark.
3. The GMR emphasizes six policy issues which
directly impact on teaching and learning:
4. Pedagogic approaches for better learning
Child-centered active pedagogy, cooperative learning
and the development of critical thinking and problem-solving
skills need to be present.

5. Language policy
Language of instruction is a policy choice affecting
curriculum, content and pedagogy. A balance needs to be
struck between enabling people to use local languages in
learning and ensuring that they have access to global
languages.
3. The GMR emphasizes six policy issues which
directly impact on teaching and learning:

6. Learning from assessment

Regular, reliable, timely assessment is a key to
improving learning achievement. The goals are to give
learners feedback and improve learning and teaching
practices. Formative assessment is needed as a complement
to formal examinations.
4. Direction for Quality Education in Schools

Curriculum
The current state school curriculum comprises a
commendable mix of areas of knowledge that offer
opportunities for the holistic development of individual
student.

Curriculum Guide
The curriculum guide promote a developmental approach as
they specify the learning outcomes in each subject with a
clear learner-center focus.
4. Direction for Quality Education in Schools

Pedagogy
Given that teachers will have less pressure to "prepare for
the test", teaching needs to place greater emphasis on
important knowledge and affective skills which cannot be
easily assessed by written tests. understanding.

Support
The extension of mixed ability grouping to Years 5 and 6
presents new challenges to teachers, especially those who
have been used to teaching rigidly streamed classes.
4. Direction for Quality Education in Schools

Visionary leadership
Principals and heads of school have a crucial role to play in
the implementation of the reform. Their driving force is
essential and their need for support is acknowledged.
5. Quality of Teacher in PPST Context
The Philippine Professional Standards for Teachers, which is built on
NCBTS, complements the reform initiatives on teacher quality from pre-
service education to in-service training. It articulates what constitutes
teacher quality in the K to 12 Reform through well-defined domains,
strands, and indicators that provide measures of professional learning,
competent practice, and effective engagement. This set of standards
makes explicit what teachers should know, be able to do and value to
achieve competence, improved student learning outcomes, and
eventually quality education. It is founded on teaching philosophies of
learner-centeredness, lifelong learning, and inclusivity/inclusiveness,
among others. The professional standards, therefore, become a public
statement of professional accountability that can help teachers reflect
on and assess their own practices as they aspire for personal growth
and professional
development.
Teacher Quality in the Philippines
The Philippine Professional Standards for Teachers
defines teacher quality in the Philippines. The standards
describe the expectations of teachers’increasing levels of
knowledge, practice and professional engagement. At the
same time, the standards allow for teachers’ growing
understanding, applied
with increasing sophistication across a broader and more
complex range of teaching/learning situations.
The following describes the breadth of 7 Domains that
are required by teachers to be effective in the 21 st Century
in the Philippines. Quality teachersin the Philippines need to
possess the following characteristics:
Teacher Quality in the Philippines
1.Recognize the importance of mastery of content knowledge
and its interconnectedness within and across curriculum
areas, coupled with a sound and critical understanding of the
application of theories and principles of teaching and
learning. They apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and
current research. They display proficiency in Mother Tongue,
Filipino and English to facilitate the teaching and learning
process, as well as exhibit the needed skills in the use of
communication strategies, teaching strategies and
technologies to high-quality learning outcomes.
Teacher Quality in the Philippines
2. Provide learning environments that are safe, secure, fair
and supportive in order to promote learner responsibility and
achievement. They create an
environment that is learning-focused and they efficiently
manage learner behavior in a physical and virtual space.
They utilize a range of resources
and provide intellectually challenging and stimulating
activities to encourage constructive classroom interactions
geared towards the attainment of high standards of learning.
Teacher Quality in the Philippines
3. Establish learning environments that are responsive to
learner diversity. They respect learners’ diverse
characteristics and experiences as inputs to the planning and
design of learning opportunities. They encourage the
celebration of diversity in the classroom and the need for
teaching practices that are differentiated to encourage all
learners to be successful citizens in a changing local and
global environment.
Teacher Quality in the Philippines
4. Interact with the national and local curriculum
requirements. They translate curriculum content into learning
activities that are relevant to learners and based on the
principles of effective teaching and learning. They apply their
professional knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and sequenced
lessons that are contextually relevant, responsive to learners’
needs and incorporate a range of teaching and learning
resources. They communicate learning goals to support
learner participation, understanding and achievement.
Teacher Quality in the Philippines
5.Apply a variety of assessment tools and strategies in
monitoring, evaluating, documenting and reporting learners’
needs, progress and achievement. They use assessment
data in a variety of ways to inform and enhance the teaching
and learning process and programs. They provide learners
with the necessary feedback about learning outcomes that
informs the reporting cycle and enables teachers to select,
organize and use sound assessment processes.
Teacher Quality in the Philippines
6. Establish school-community partnerships aimed at
enriching the learning environment, as well as the
community’s engagement in the educative process. They
identify and respond to opportunities that link teaching and
learning in the classroom to the experiences, interests and
aspirations of the wider school community and other key
stakeholders. They understand and fulfill their obligations in
upholding professional ethics, accountability
and transparency to promote professional and harmonious
relationships with learners, parents, schools and the wider
community.
Teacher Quality in the Philippines
7.Value personal growth and professional development and
exhibit high personal regard for the profession by maintaining
qualities that uphold the dignity of teaching such as caring
attitude, respect and integrity. They value personal and
professional reflection and learning to improve their practice.
They assume responsibility for personal growth and
professional development for lifelong learning.
3. Conclusion

The right to education is not only the

right to access education but also the
right to receive an education of good
quality. Education must be available
and accessible but also acceptable
and adaptable.
End….