Rural Education at the Secondary Level PDF

# Rural Education at the Secondary Level ## Presented by: Liezel Ann T. Palaña ### BTLED HE-4A # In 1962 - There was a strong sentiment to make secondary education accessible to rural folks. - The enacting of Republic Act No. 6054, providing for a Barrio High School Charter, led to the establi...

# Rural Education at the Secondary Level ## Presented by: Liezel Ann T. Palaña ### BTLED HE-4A # In 1962 - There was a strong sentiment to make secondary education accessible to rural folks. - The enacting of Republic Act No. 6054, providing for a Barrio High School Charter, led to the establishment of barrio high schools in the countryside. ### Barrio definition - A barrio (village) is a cluster of 20 or more families mostly living on mountain sides and lakeshores. - They subsist mainly on agriculture. - About 1,000 barrio high schools were established from 1962-1970. # Administrative challenges - In the absence of administrative personnel due to funding constraints, barrio high schools were attached to the nearest "mother schools" - usually national high schools. - The mother school principals administered and supervised the barrio school(s), with the elementary school heads as the assistant principals. # The original concept of the barrio high school - The original concept of the barrio high school (later called barangay (cluster fo families) high school) was to offer terminal secondary education. - The goal was for students to be ready for the world of work after graduation. # Appraisal of Secondary Education Development Sector - In July 1988, an Appraisal of the Secondary Education Development Sector was conducted by the Asian Development Bank. - The report echoed the findings of the 1970 PCSPE report. The report found that: - The secondary education system in the Philippines needs improvement. - A rapid expansion of public high schools without adequate planning and funding has resulted in a variety of secondary schools offering a variety of programs of varying quality. - The system also suffers from inadequate management and evaluation capabilities. - The private sector, which plays a significant role in the provision of secondary education, also faces considerable difficulties. # The premises for development The Secondary Education Development Program was built on four major premises: 1. The Program for Decentralized Educational Development (PRODED) would bring about higher quality and increased student input into the secondary education system. 2. New demands would continue to be made on the system by the escalating competitiveness of a growing technological society. 3. Unless improved greatly, the capability of the system does not warrant being able to cope with the demands placed on it. 4. The present performance of secondary education leaves much to be done toward achieving the goals set. # The Development Plan - The plan period for the NSEC covers ten years (1983-1993) - **1983-1988:** The first phase was a preparation for the entry of the graduates of the NSEC. - **1989-1993:** The second phase was the first implementation years of a new secondary education program. # Capability Building - Within the first phase of development it is envisioned that every high school with at least 200 enrolments will be developed to be able to provide the threshold requirements for the proper implementation of the curriculum. # Curriculum Improvement - The study focused on the existing curriculum and its implementation. - Admittedly, there are a great number of variables affecting the performance of the school system, but it is the educational content itself, the curriculum, that shapes these variables, particularly the institutional capability requirements for its proper implementation. # Staff Development - **Phase 1**: A total of 44,446 private high school teachers and 126,564 from the public high schools were mass trained over the last four years (1989-1992). - **Phase 2**: Series of trainings were conducted for principals in the Advanced Management Development Program (AMDP), for supervisors and SSHTs in the Supervisory Skills Enhancement Program (SSEP), and for teachers-in-charge and officers-in-charge at national high schools. - **Phase 3**: Local and foreign fellowships for SEDP trainers, teachers and supervisors across regions were also conducted. # Thank You - The presentation ends with a "Thank You" slide with a lightbulb and an envelope.