darwingroup-blog

[darwingroup-blog]

Starting Where Children

Text 1

The tension between disciplines and interdisciplinary initiatives has been present in different areas around the world. This paper discusses the roots of the tension in the world and in the Philippines, as well as issues and challenges of implementation. It begins with the meaning of discipline and the nuances in the interaction of multiple disciplines, (e.g. multidisciplinary, interdisciplinary, or transdisciplinary) and traces and traces the development of disciplines in relation to the development of higher education. While academic departments and programs give life and power to the disciplines, there were pressures to work across disciplines to achieve the underlying goals of scholarship. Multiple disciplines are needed in solving real-world problems, understanding complex systems, implementing policy or applying research, and generating groundbreaking ideas. However, there are challenges in implementing interdisciplinarity in the Philippines and this includes issues tied up with the implementation process; the need for leadership to navigate through the complex relationships of the disciplines; the balance of grounding in the discipline and interdisciplinarity; assessment of outcomes of interdisciplinary work; and defining an institution’s desired outcomes to guide the support systems.

Title of Text: Abstract

Author/s of the Text: Maria Assunta C. Cuyegkeng

Title of the Journal/Publication: The Context and Challenges of Interdisciplinarity in the Philippines

URL/Web Address: https://journals.ateneo.edu/ojs/index.php/kk/article/view/3072

Main Idea:The tension between disciplines and interdisciplinary initiatives has been present in different areas around the world. CHED Memorandum Order No. 20; 0implementing interdisciplinarity; resolving real-world problems; support systems

Evidence of the Main Idea:

(1) It begins with the meaning of discipline and the nuances in the interaction of multiple disciplines, (e.g. multidisciplinary, interdisciplinary, or transdisciplinary) and traces and traces the development of disciplines in relation to the development of higher education. (2)While academic departments and programs give life and power to the disciplines, there were pressures to work across disciplines to achieve the underlying goals of scholarship.

Text 2

In the Philippines, the journey of the language of the home to the language of the school had not been smooth-sailing. Although MTs have always been used in the country as important LOIs, they have only historically occupied an “auxiliary” position alongside more dominant LOIs, such as Filipino and English, throughout the whole range of primary education. Through the Department of Education (DepEd) Order No. 74, the mother tongue-based multilingual education (MTB-MLE) program was institutionalized in 2009, a watershed moment in the country’s language-in-education history. It was strengthened further as a key educational reform embedded in Republic Act 10533, also known as the Enhanced Basic Education Act of 2013. The MTB-MLE policy reverses the century-old common practice among schoolchildren of leaving their home languages behind to study a second and a third language in school. Such practice not only denies children the right and the opportunity to learn in their own tongue, but also contravenes the sound pedagogical practice of beginning with what the learner knows to what the learner does not know. In the history of the country’s language policy and planning, it was the first time that the language of the home is recognized as an efficient vehicle for the delivery of academic content by making it primary, instead of auxiliary, MOI in kindergarten to Grade III (K-3).

Title of Text: 1. Introduction

Author’s of the Text: Jennifer D. Monje, Aniceto C. Orbeta Jr., Kris A. Francisco-Abrigo and Erlinda M. Capones

Title of the Journal/Publication: ‘Starting Where the Children Are’: A Process Evaluation of the Mother Tongue-Based Multilingual Education Implementation

Url or web address: https://www.pids.gov.ph/publications/6865

Main idea: Through the Department of Education (DepEd) Order No. 74, the mother tongue-based multilingual education (MTB-MLE) program was institutionalized in 2009, a watershed moment in the country’s language-in-education history.

Evidences that support the main idea :

(1) It was strengthened further as a key educational reform embedded in Republic Act 10533, also known as the Enhanced Basic Education Act of 2013. (2) In the Philippines, the journey of the language of the home to the language of the school had not been smooth-sailing. Although MTs have always been used in the country as important LOIs, they have only historically occupied an “auxiliary” position alongside more dominant LOIs, such as Filipino and English, throughout the whole range of primary education.

Text 3

Male education in the Philippines during the World War II reconstruction period appears to be greater than female education, as shown for example by college completion rates. In a paper by Orbeta and Sanchez (1995), it is clear that the percentage of population 25 years old and over who completed four years of college education or more was initially greater on average for males than females from 1948 to 1970. But the male-female gap was steadily narrowing until the mid-70s when the proportion of college educated women began to surpass that of men. An obvious cause for concern is that the gap has not shown an indication of narrowing down since the crossover.

Title of Text: 2. Historical data on the Philippine education

Author/s of the Text: Vicente B. Paqueo and Aniceto C. Orbeta Jr.

Title of the Journal/Publication: Gender Equity in Education: Helping the Boys Catch Up

Url or web address: https://www.pids.gov.ph/publications/6807

Main Idea: Male education in the Philippines during the World War II reconstruction period appears to be greater than female education, as shown for example by college completion rates.

Evidences that support the Main Idea:

(1) In a paper by Orbeta and Sanchez (1995), it is clear that the percentage of population 25 years old and over who completed four years of college education or more was initially greater on average for males than females from 1948 to 1970. (2) But the male-female gap was steadily narrowing until the mid-70s when the proportion of college educated women began to surpass that of men.

Text 4

If we are to remain true to the gender and development approach, one that seeks to ensure that both men and women equally benefit from development, it is important to investigate educational mobility through a gender lens to develop a more nuanced narrative of education policies. Doing so underscores the overlapping nature of generations and the gender roles brought about by social norms and expectations. Children today are geared toward future roles both in the household and society at large. Thus, the academic underperformance of boys (e.g. high drop-out rates) should be a source of great concern since it implies that they will lack the necessary skills to share the benefits of future economic growth. In addition, their subpar academic performance will likely be transmitted to future generations. The good academic performance of girls necessitates further inquiry as to where they can put their educational attainment into good use, in light of their moderate rate of participation in the labor market. From 1990-2017, the country saw a mere 3- percentage point increase in the labor force participation (LFP) of women and in 2017, around 41% of women are employed in the vulnerable sector.

Title of Text: 1. Introduction Author/s of the Text: Lawrence B. Dacuycuy and Connie B. Dacuycuy Title of the Journal/Publication: Understanding the Educational Mobility of Men and Women and the Schooling Progression of Boys and Girls in the Philippines: A Regional Perspective Url or web address: https://www.pids.gov.ph/publications/6809 Main Idea: Thus, the academic underperformance of boys (e.g. high drop-out rates) should be a source of great concern since it implies that they will lack the necessary skills to share the benefits of future economic growth.

Evidence that support the Main Idea :

(1) If we are to remain true to the gender and development approach, one that seeks to ensure that both men and women equally benefit from development, it is important to investigate educational mobility through a gender lens to develop a more nuanced narrative of education policies. (2) Children today are geared toward future roles both in the household and society at large.

Group Synthesis

In the journal entitled "Gender Equity in Education: Helping the Boys Catch Up" argues that today's advocacy on gender equality should not only focus on girls' education, but should also go beyond and pay more attention to the boys' education issues that are affecting them. In "Understanding the Educational Mobility of Men and Women and the Schooling Progression of Boys and Girls in the Philippines: A Regional Perspective" show that in the academic front, it is also observed in the Philippines that boys are underperforming consistently. "The Context and Challenges of Interdisciplinarity in the Philippines" discusses the tension present around the world about the discipline and interdisciplinary initiatives and the issues and challenges of its implementation as well. And in "'Starting Where the Children Are': A Process Evolution of the Mother Tongue-Based Multilingual Education Implementation" talks about a program designed to build up what children already know, the Mother Tongue-Based Multilingual Education or the MTB-MLE.

Men are the educated ones in history. But today, men are now lagging behind women. A reversal is evident and the education gender gap widens between men and women. When we say 'gender gap', as what the Cambridge Dictionary says, it is "a difference between the way men and women are treated in the society, or between what men and women do and achieve." By understanding the educational mobility of men and women, there would be gender equity in education and a progress of their schooling. And that is because we can now focus on the education and generate strategies in improving the attainment and academic front of both men and women. That's how "Gender Equity in Education: Helping the Boys Catch Up" and "Understanding the Educational Mobility of Boys and Girls in the Philippines: A Regional Perspective" are connected.

Based on its definition on the Cambridge Dictionary, it is "involving two or more different subject areas of knowledge. Mother Tongue-Based Multilingual Education is where the children's mother tongue is used inside the classroom in learning Filipino and English in a formal or non-formal education (MTB-MLE). With the help of MTB-MLE, understanding statements in both language can lead to building up the knowledge foundation of what children already know, and leads to the understanding and attaining knowledge in two or more different areas. This is how the journal "The Context and Challenges of Interdisciplinarity in the Philippines" and "'Starting Where the Children Are': A Process Evaluation of the Mother Tongue-Based Multilingual Education Implementation" are connected. In which also helps the educational learning and progression of both men and women. Basically, the four articles are connected with each other in a way that they are having an objective of giving awareness which would help in improving the education in the Philippines.

Group Reflection:

Every mistakes or bad action it should have a consequence.For us it is good that in an establishment they implement some disciplinary action because it would help other to be mature.If the leader or boss would implement/create disciplinary action it would make it easy to manage their personality and to discipline them and to inform them that the action they did was not good because it could harm or offense others emotionally or physically. Because of this disciplinary action it could help in solving real-world problems, understanding complex systems, implementing policy or applying research, and generating groundbreaking ideas.

The English Language. Language is the most important and the best human ability to communicate what we feel, want and many others types of expression around the world.The Language is a creative expression used in every aspect of our lives, and has been in constant development since ages.Language is tremendously important for us, as in-training English teacher, for this text tells us about history of the language and its development through the ears. In relation with the course, Lexical analysis, the text takes an important role because in order to know how to define this language and how English has grown through time, we need to learn about its roots. We also need to take into account the differences between the Modern English the old English, thus we can analyze it and learn why we use some words or why some words are easy to learn in comparison to others.

For us male education in world war 2 is not equal because there would be gender equity in education and a progress of their schooling. And that is because we can now focus on the education and generate strategies in improving the attainment and academic front of both men and women. As our schools have become more feelings-central, risk-averse, collaboration-oriented and sedentary, they have moved further and further from boys’ characteristic sensibilities with girls.

Equality is ensuring individuals or groups of individuals are treated fairly and equally and no less favourably, specific to their needs, including areas of race, gender, disability, religion or belief, sexual orientation, and age. Gender Equality in education,my concern here is the education because it is the most important form in the world which is more prominent and its achievement.Every human being,men or women has a right to be educate.The education is required to treat male and female equally.All over the world,education is not only acknowledge to benefit individuals but as well to recognized and to promote national development.All countries of the world also recognized and acknowledge physical differences between men and women.In terms of education,gender equality helps us to socialize the men and women.It also helps the process on the life outcomes of the two gender. 

References:

https://journals.ateneo.edu

https://journals.ateneo.edu/ojs/index.php/kk/article/view/3072

https://www.pids.gov.ph/publications/6865

https://www.pids.gov.ph

https://www.pids.gov.ph/publications/6807

https://www.pids.gov.ph/publications/6809

https://www.owlguru.com/male-vs-female-enrollments-in-canada/

https://bigbry.wordpress.com/tag/working-in-canada/

https://www.worldatlas.com/articles/which-languages-are-recognized-as-world-languages.html

http://iols.in/about-us/

https://www.standardmedia.co.ke/business/article/2001315800/it-will-take-until-2073-to-achieve-gender-equality-in-the-global-workplace-study-says

https://www.shutterstock.com/video/search/gender-pay-gap

http://pieterb.co.za/disciplinary-action/

https://beneplan.ca/hr-can-i-discipline-employees-though-they-have-a-disability/

Monje, J., Orbeta Jr., A., Abrigo, K, and Caoones, E. 2019. ‘Starting Where the Children Are’: A Process Evaluation of the Mother Tongue- Based Multilingual Education Implementation. https://www.pids.gov.ph/publications/6865 Dacuycuy, L. and Dacuycuy, C. 2019. Understandung the Educational Mobility off Men and Women and the Schooling Progression of Girls and Boys in the Philippines: A Regional Perspective. https://www.pids.gov.ph/publications/6809 Pacqueo, V. and Orbeta Jr., A. 2019. Gender Equity in Education: Helping Boys to Catch Up. https://www.pids.gov.ph/publications/6807 Cuyegkeng, A. S. 20. The Context and Challenges of Interdisciplinarity in the Philippines. https://journals.ateneo.edu/ojs/index.php/kk/article/view/3072