“Educ Act of 1982 remnant of martial law; denies youth of right to education”—LFS –
Celebrating their 35th anniversary, the League of Filipino Students (LFS) commemorated the 30th anniversary of Batas 232 (BP 232), otherwise known as the Education Act of 1982, by burning an effigy of the law which serves as the Magna Carta of commodification of education in the Philippines.
Since then-president and dictator Marcos signed the law on Sept. 11, 1982, the Education Act of 1982 has been condemned by the youth group for giving schools free rein in increasing their tuition fees. Today, the LFS continues to demand the junking of what the group calls an “anti-student and anti-people” law.
“The BP232 has only succeeded in making education inaccessible to the Filipino youth since its enactment 30 years ago. Aquino is not any different from Marcos after all for allowing a law by a notorious human rights violator to continue under his term,” says LFS Vice Chairperson Joaquin Sienes.
Sienes reiterated every Filipino’s right to education as stated in the United Nations’ Universal Declaration of Human rights. According to the youth leader, allowing private school owners to raise the price of education is basically denying the youth their right to education.
Sienes also noted how even the availability of public education is limited by the Aquino administration.
“Pursuant to the provisions in the act, Aquino’s education programs like the K to 12 and Roadmap to Higher Education Reform lead to tuition hikes and dubious miscellaneous fees in state universities and colleges, thus generating more income for the school while decreasing the number of students able to avail of education,” he explains.
Sienes called on the youth and the rest of the Filipino people to once again stage widespread strikes in condemnation of the Education Act of 1982.
“History has proven the efficacy of the mass movement when the people’s collective action toppled an oppressive rule that tramples their very own rights. As long as Aquino maintains remnants of anti-people policies in his term, we should not hesitate to join protest actions to assert our right to education and other social services,” says Sienes, alluding to the massive demonstrations that brought an end to Marcos’ Martial Law which also celebrates the 40th anniversary of its declaration on September 21.
THE EDUCATION ACT OF 1982 AND KRISTEL TEJADA
A LOT of Filipinos here in the United States were shocked with the recent suicide of 16-year old University of the Philippines student Kristel Tejada after she was forced to go on leave of absence following her failure to pay the tuition for the school year.
Although Tejada’s financial problem is not different from what thousands of other struggling students are suffering, hardly anyone here imagined that forced absences due to non-payment of tuition are rigorously implemented in a public school – that is more expected to happen in a private institution.
Tejada’s suicide was primarily blamed by the public to the bureaucratic inefficiency in U.P. It is generally believed that the tragedy could have been avoided had the university administration taken more than enough steps to see her through — after all she is a bright “iskolar ng bayan.”
I think there is basis to the prevailing idea as to what the immediate cause of Kristel’s suicide is. It has, however, barely gotten to the root of her misfortune. Her tragedy, I suppose, was brought about by a confluence of events aggravated by the unforgiving commercialization of the education system.
It is a fundamentally held belief among Filipinos that education is a ticket out of poverty and a means of empowerment. In our culture, the lack of education is seen as a sure way to failure. This is the reason why responsible parents want to see their children complete their education and every diligent student feels the pressure to succeed in school.
Student number: 20134571
Science 1 in the Early Years
Assessment: Item 1- Views of teaching and promoting science of young learners
The pedagogy of play can be hard to understand and part of the reason for this is it’s so difficult to explain how children learn by play because play isn’t simply; it is complex. Each child begins their early childhood education with a set of skills and prior knowledge that is influenced by their family, culture and past experiences (Fellows &Oakley, 2010). The past knowledge should become the foundation for developing an understanding of scientific concepts (Duschl, Schweingruber & Shouse, 2007). Children are naturally inquisitive, creative and aware of the world around them (Campbell & Jobling, 2012). Play is an important development tool and an effective way to teach children scientific concepts while using their prior knowledge (Preston, Mules, Baker & Frost, 2007). Learning science through play shows children that science is useful and enjoyable and is a significant aspect of the real world (Bulunuz, 2013). This essay will review teaching science through play, theorists who support play and the way in which the Australian curriculum and EYLF support play pedagogy.
Science and Play
Play pedagogy is a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations. Research shows...
1. What is the purpose of education? To transmit culture? To provide social and economic skills? To develop critical thinking skills? To reform society?
I think that the purpose of education is to get the children ready for real life, and provide them the learning skills, and abilities that they will need.
2. What are schools for? To teach skills and subjects? To encourage personal self-definition? To develop human intelligence? To create patriotic, economically productive citizens?
Schools’ purposes are major in every culture all around the world. In my eyes, schools are to educate the general public, young or old for survival in the next chapter in their life, a degree. They are taught the basic skills and subjects to maneuver on to college, or to start life. After the basics, they are taught more in depth skills and subjects. Schools aren’t good just for that. In schools children also gain life long friends, experiences and learn the social skills they need in life.
3. What should the curriculum contain? Basic skills and subjects? Experiences and projects? Inquiry processes? Critical dialogues?
The curriculum should contain all basic skills and subjects, math, reading, language, writing, science, and geography. Then on a second level, to test the knowledge, and for student’s to learn from other students, projects should come in. As for experiences, I think that students that can relate, should share their...
...Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts.
Contents [hide] * 1 Etymology * 2 The role of government * 3 Systems * 3.1 Curriculum * 3.2 Preschools * 3.3 Primary schools * 3.4 Secondary schools * 3.5 Autodidacticism * 3.6 Vocational * 3.7 Indigenous * 3.8 Anarchistic free schools * 3.9 Alternative * 3.10 Special * 3.11 Education through recreation * 4 Systems of higher education * 4.1 University systems * 4.2 Open * 4.3 Liberal arts colleges * 4.4 Community colleges * 5 Technology * 6 Adult * 7 Learning modalities * 8 Instruction * 9 Theory * 10 Economics * 11 History * 11.1 Modern times * 12 Philosophy * 12.1 Criticism * 12.2 Purpose of schools * 13 Psychology * 14 Sociology * 15 Developing countries * 15.1 Development goals and issues * 15.2 Education and technology in developing countries * 16 Internationalization (Globalization and Education) * 17 See also * 18 References * 19 External links * 20 Videos |...
History of Special EducationLaw
Michelle L. Johnson
Grand Canyon University: SPE- 355
June 15, 2014
History of Special EducationLaw
From the beginning of time until the end of time, there will always be students who require special education services. Throughout the 20th century, there have been many laws written to try and protect and help students with disabilities. Two in particular are the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities EducationAct (IDEA 1990). Special education classes were available in the 1950’s, but the outcome for the students was not what parents expected. The students in these classes could not preform academically, and were considered unteachable. They eventually were sent to special schools that focused on teaching them manual skills. The programs may have been available, but clearly it was discrimination towards those students with disabilities. This is why the laws written for the handicapped are so important, especially in the school system. The chart above compares two articles covering individuals with disabilities; one is an overview of disabilities, covering the Education for All Handicapped Children Act, also known as Public Law 94-142, and the other is an overview of...
...The Right of Children to Free and Compulsory EducationAct or Right to EducationAct (RTE), which was passed by the on 4 August 2009, describes the modalities of the importance of free and compulsory education for children between 6 and 14 in under Article 21A of the . India became one of 135 countries to make of every child when the act came into force on 1 April 2010.
Present Act has its history in the drafting of the Indian constitution at the time of Independence but are more specifically to the Constitutional Amendment that included the Article 21A in the Indian constitution making Education a fundamental Right. This amendment, however, specified the need for a legislation to describe the mode of implementation of the same which necessitated the drafting of a separate Education Bill.
A rough draft of the bill was composed in year 2005. It received much opposition due to its mandatory provision to provide 25% reservation for disadvantaged children in private schools. The sub-committee of the Central Advisory Board of Education which prepared the draft Bill held this provision as a significant prerequisite for creating a democratic and egalitarian society. Indian Law commission had initially proposed 50% reservation for disadvantaged students in private...
...of Right to Education.
There has been a feeling of missed opportunity with the Right to EducationAct. Still good sections have been looking forward to its notification. Whatever little enthusiasm notification generated has subsided with Union budget 2010-11, where no new initiatives has been proposed and there is a modest increase in allocation of resources. This paper proposes that if we take a dynamic view of current situation then CSOs can still be hopeful and invest on processes that will pave the way for next round of legislative changes and redefining of development priorities. For the first time a large numbers of parents will get mobilized through SMCs (more importantly SMCs will be headed by a Parent). SMCs can be facilitated to federate at Cluster and Block level to carve space for their mutual learning (rather being dependent on government machinery) and learn how to make government machinery and legislatures accountable. LOKMITRA, an NGO working in Raebareli district has practiced the concept of federating SMC and evolving them as Block Parent Association. Emerging leaderships from SMC/PA have been involved at district and state level advocacy in alliance with NGOs. This also proves that even poor parents are interested in quality education, not just poor schooling. Along with this Lokmitra has promoted another practice of Teachers Learning Forum. These two practices are...
...Right to EducationAct 2009: Major Issues and Challenges By:sudarshana Rana
India remained a major center for education of the world in the ancient and medieval period, during the British Raj. India’s traditional system of knowledge system was by and large destroyed and no other alternate system was created to fill this vacuum. Presently India has emerged as a leading nation in the world. On the other side there are continuous challenges to India. According to UNESCO data ‘largest number of illiterate people of the world are in India’.
In the post- independence era, numbers of steps were initiated in this direction. The preamble of Indian constitution emphasized the need for equal opportunities for the entire population of the country irrespective of caste, creed or religion. The Constitution of India in A- 21 (A), 24 and 39 of the directive principles of state policy pledges its commitment towards the cause for upliftment of children. According to A-21(a) the state shall provide free and compulsory education to all children of age of 6 to 14 years as stated by law.
The Background of the Right to education
In the early 1990’s India initiated major economic reforms and intensified the process of globalization. India’s political and social life was also pressing through a phase which posed the danger of...
...Right to EducationAct
What is the act about? * Every child between the ages of 6 to 14 years has the right to free and compulsory education. This is stated as per the 86th Constitution Amendment Act added Article 21A. The right to educationact seeks to give effect to this amendment * The government schools shall provide freeeducation to all the children and the schools will be managed by school management committees (SMC). Private schools shall admit at least 25% of the children in their schools without any fee. * The National Commission for Elementary Education shall be constituted tomonitor all aspects of elementary education including quality. |
The present Act has its history in the drafting of the Indian constitution at the time of Independence but are more specifically to the Constitutional Amendment that included the Article 21A in the Indian constitution making Education a fundamental Right. This amendment, however, specified the need for a legislation to describe the mode of implementation of the same which necessitated the drafting of a separate Education Bill. The rough draft of the bill was composed in year 2005. It received much opposition due to...