Maria Mercedes "Ched" E . Arzadon
My webpages
http://mothertongue-based.blogspot.com/
Phone: +639228090812
Address: Room 209 College of Education, University of the Philippines, Diliman, Quezon City
http://mothertongue-based.blogspot.com/
Phone: +639228090812
Address: Room 209 College of Education, University of the Philippines, Diliman, Quezon City
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The outline of my presentation and links to references are found in my MTB-MLE blogsite
http://mothertongue-based.blogspot.com/2021/07/current-issues-and-concerns-in-mtb-mle.html
Papers
closure. Employing an ecological perspective on PI, this research analyzes responses from parents nationwide, as captured in a survey conducted by the Movement for Safe, Equitable, Quality, and Relevant Education at the end of 2020. The findings underscore the impact of the country’s disadvantaged PI at the exosystem and macrosystem levels and the fragility of family-school connections at the mesosystem level.
Despite the lack of adequate preparation and resources, parents strained to make do with whatever they had. While acknowledging the myriad difficulties, Filipino parents expressed confidence and hope that
their children would make it. Notably, no widespread school dropouts were reported throughout the period of the pandemic. This study supports the relevance of employing an ecological framework for understanding PI in a developing country where the primary emphasis is ensuring fundamental access to education rather than solely narrowing the achievement gap (PI framework for developed countries). This article recommends the development of appropriate policies and programs that build on the Filipino hopeful kind of PI and strengthen collective effort at the mesolevel. Additionally, it emphasizes the need to integrate PI topics into teacher education curricula, recognizing parents’ potential to fill gaps in the absence of strong government support and limited resources.
1. What are the existing policies, standards, and guidelines (PSGs) that are being provided by DepEd and ALs providers for pre-service and in-service teacher education and training?
2. What gaps may be identified between policy and practice in pre-service and in-service teacher education and training for ALS 2.0? What are the needs of teachers to perform their tasks and roles in the “new normal? “
3. What recommendations may be made to the Department of Education (DepEd), the Commission on Higher Education (CHED), education institutions, and other relevant ALS partners in terms of (a) teacher education curricula, (b) policies, (c) procedures for teacher certification and deployment?
The school leaving trends have always shown that boys are more prone to dropout. Recent records show that three-fifths of OOSC are boys (Albert & Raymundo, 2016). There are top 20 school divisions in the Philippines that have the highest OOSC population— eleven of which are in Mindanao. In NCR, the cities of Navotas, Caloocan, Pasay and Las Pinas are included in the list. 65.5% of OOSC belong to the poorest 20% and 55.5% OOSC are in urban areas (Atienza, 2016).
This study responds to the recommendations that dropout reduction programs should be more targeted according to the specific contexts of an area. It also responds to the dearth of study on school leaving and alternative education for young children living in an urban poor setting.
The following are the specific objectives of the study.
1.
Map out of out-of-school children (OOSC) aged 6-12 years old in Save the Children areas for Metro Manila particularly in the cities of Caloocan, Malabon and Navotas, to include factors which affect their non-participation and/or drop out in the formal regular school system;
2.
Inventory of existing alternative delivery mode (ADM) models for 6-12 years old in National Capital Region, document experiences of organizations and based their effectiveness.
3.
Identify challenges, gaps and opportunities
4.
Provide recommendations as to an enhanced ADM model that Save the Children can support DepEd with in an urban setting.
This study interprets school leaving from various perspectives. Evidence from the long history of dropout studies indicates that school leaving is multilayered and systemic.
This study adopts the push out analysis and along with the notion agency introduced by Pierre Bourdieu and social capital by James Coleman. In this framework, we view that the student and his family are able to marshal resources or capital as they struggle against the push out forces so that at the end the children remain in school and/or pursue other forms of learning. This position views dropping out as a function of both disadvantage and choice. It also imagines the struggle has multiple and overlapping dimensions — the social, economic, schooling, and the personal sphere.
This study examined the nature of out-of-school children (OOSC) and existing alternative delivery mode (ADM). It analyzed how ADM responds to OOSC’s needs and concerns identifying positive practices, challenges, gaps and opportunities. The research team undertook this study between September to December, 2016 using the following methods: a desk review, field observations, focus group discussions, key informant interviews and validation meetings. Research participants included OOSC and their peers and co-workers, parents, siblings, parent leaders, barangay officials, day care workers, teachers, administrators, city government officials, other community leaders, health workers, NGO staff and volunteers, social workers and other community members were interviewed. A total of 55 children and 107 adults participated in the study.
The OOSC in Malabon, Navotas, and Caloocan.
When one examines the dropout reports at the elementary level, one would realize that the children have distinct vulnerabilities that are not articulated in most dropout studies. From EBEIS DepEd data (see Table 4), the top five reasons for non-attendance in elementary school are family problems, lack of interest, illness, distance between home and school and parents’ attitude toward schooling. The reason “others” which does not fall in any of the given categories ranked second.
Because of the lack of official records about OOSC in the research sites, the team had to scan the community and search for actual OOSC cases. During data gathering in target areas of Caloocan, Navotas, and Malabon, the researchers had encountered types of OOSCs based on what they do in places — streets, garbage , gamers in Piso Net, and “dumidiskarte” which meant doing various odd jobs. One interesting category of OOSC in the area, specifically in Malabon and Navotas involved children working in the fishing industry. There were livelihood opportunities for each group of children from the youngest (6 or 7 years old) who would go to the fish port to beg and pick up fishes that fell on the ground (pulot isda) to be sold or brought home (see Figure 4). The older children, mostly male, would join the actual fishing activities or work as batilyo (pushing and shuffling large banyera or fish tubs using a metal hook) at the fishport. The younger group involved both boys and girls while the older ones were mostly boys. There were also reports about older girls who gather mussels at the shallow water (Figure 5). The children that beg or do odd jobs at the fish port are often accused as bakaw (stealing fish using metal hooks).
Some of the male OOSC in the fishing industry were found to be involved in high risk activities like stealing fish (bakaw) and inhaling a type of chemical used for boat repair. A group of young adolescent girls in Navotas were found to be doing what they called as “washing.” They would take a free ride in tricycles at night. The team found the practice suspicious.
The distinct group of OOSC that the researchers found at Caloocan, especially at Bagong Silang, were children with special needs or disability, especially children who were not functional enough to attend school (like children with severe autism) or who found the school too distant from home. There were also street children found at busy commercial centers like Monumento They do various errands in exchange of money. Some are peddling goods, scavenging, and begging. The group of children the researchers found were juggling work and school and some of them have also left school. It was also reported that at certain times of the year, a group of children from indigenous groups would be found in the area.
From the three cities, a total of 33 OOSC research participants were identified and interviewed. The group’s median age was 10 years old and the average was 11. Six or 18% were girls and the rest were boys. From their schooling history, it was found that majority of them (86%) were not presently enrolled. Other participants (7%) either never entered school or enrolled in school but are considered overage for their grade level (Figure 8). More than half (65%) of the participants stated that they left school at grade two, and grade 5 was the next grade level where more participants dropped out. The fact that pupils drop out at grade two is a serious concern. According to a study by Doronila (2001), pupils who drop out at grade three or earlier will most likely experience a more serious retrogression of at least two years. It means that since they left school at grade two, given the absence of any nonformal literacy-related activities, they will revert to illiteracy.
The study found that OOSC in Caloocan, Malabon and Navotas come from income poor communities, live in slum condition and study in congested classrooms and schools. The study also found some ethnographic data concerning children who drop in early grades. These children survived the pre
parental involvement of teachers in the context of “academics arm
race” (Demerath, 2009). This study assumes that teachers as parents
are supposed to be able to negotiate more skillfully in the educational
realm given their forms of capital and knowledge of the various forms
of curriculum. Lareau (2003) cited in general terms that parents’
occupational and educational statuses influence parental involvement.
The specific sociohistorical–economic context in the Philippines is
marked by hyperinflating educational market, dwindling educational
budget, and the meager teacher salary. This context plus the honor
and award system of the public school system reproduces a certain
hypervigilant parenting that will ensure access to quality yet affordable
education for their children. Critical pedagogy offers an alternative
vision of resistance and cultural production through the formation of
communities, collaborative efforts, and reimagining of identities. Critical
pedagogy would also entail deconstructing orthodoxy to reveal the real
foes, to demand that the state reclaims its stewardship over its youth’s
education, and to regulate the predatory market. Such moves will make
schools more meritocratic, safer for children, and less prone to inequity.
https://su.edu.ph/wp-content/uploads/2017/06/SJ-2017-58-1-complete-with-cover.pdf
This is part of UNESCO Bangkok’s regional study that involves four countries, namely Nepal, the Philippines, Thailand and Viet Nam. Its overall objective is to examine the dynamics of language use in classrooms and what implications it has on classroom practices and pedagogy and how it is translated into learning. The following are the specific objectives.
● To examine language dynamics, teaching and learning conditions, types of learning materials in schools that are employing MTB-MLE and how actual school and community conditions are facilitating the implementation of MTB-MLE
● To study the provision of pre-service and in-service training for teachers teaching in MTB-MLE settings as well as the working conditions of teachers
● To document innovative pedagogy and promising practices put in place by countries for improving the quality of mother tongue based teaching and addressing ethnolinguistic minority learners
● To assess experience of minority children in classrooms and schools and the social and educational impacts of MTB-MLE on learners and local communities
The outline of my presentation and links to references are found in my MTB-MLE blogsite
http://mothertongue-based.blogspot.com/2021/07/current-issues-and-concerns-in-mtb-mle.html
closure. Employing an ecological perspective on PI, this research analyzes responses from parents nationwide, as captured in a survey conducted by the Movement for Safe, Equitable, Quality, and Relevant Education at the end of 2020. The findings underscore the impact of the country’s disadvantaged PI at the exosystem and macrosystem levels and the fragility of family-school connections at the mesosystem level.
Despite the lack of adequate preparation and resources, parents strained to make do with whatever they had. While acknowledging the myriad difficulties, Filipino parents expressed confidence and hope that
their children would make it. Notably, no widespread school dropouts were reported throughout the period of the pandemic. This study supports the relevance of employing an ecological framework for understanding PI in a developing country where the primary emphasis is ensuring fundamental access to education rather than solely narrowing the achievement gap (PI framework for developed countries). This article recommends the development of appropriate policies and programs that build on the Filipino hopeful kind of PI and strengthen collective effort at the mesolevel. Additionally, it emphasizes the need to integrate PI topics into teacher education curricula, recognizing parents’ potential to fill gaps in the absence of strong government support and limited resources.
1. What are the existing policies, standards, and guidelines (PSGs) that are being provided by DepEd and ALs providers for pre-service and in-service teacher education and training?
2. What gaps may be identified between policy and practice in pre-service and in-service teacher education and training for ALS 2.0? What are the needs of teachers to perform their tasks and roles in the “new normal? “
3. What recommendations may be made to the Department of Education (DepEd), the Commission on Higher Education (CHED), education institutions, and other relevant ALS partners in terms of (a) teacher education curricula, (b) policies, (c) procedures for teacher certification and deployment?
The school leaving trends have always shown that boys are more prone to dropout. Recent records show that three-fifths of OOSC are boys (Albert & Raymundo, 2016). There are top 20 school divisions in the Philippines that have the highest OOSC population— eleven of which are in Mindanao. In NCR, the cities of Navotas, Caloocan, Pasay and Las Pinas are included in the list. 65.5% of OOSC belong to the poorest 20% and 55.5% OOSC are in urban areas (Atienza, 2016).
This study responds to the recommendations that dropout reduction programs should be more targeted according to the specific contexts of an area. It also responds to the dearth of study on school leaving and alternative education for young children living in an urban poor setting.
The following are the specific objectives of the study.
1.
Map out of out-of-school children (OOSC) aged 6-12 years old in Save the Children areas for Metro Manila particularly in the cities of Caloocan, Malabon and Navotas, to include factors which affect their non-participation and/or drop out in the formal regular school system;
2.
Inventory of existing alternative delivery mode (ADM) models for 6-12 years old in National Capital Region, document experiences of organizations and based their effectiveness.
3.
Identify challenges, gaps and opportunities
4.
Provide recommendations as to an enhanced ADM model that Save the Children can support DepEd with in an urban setting.
This study interprets school leaving from various perspectives. Evidence from the long history of dropout studies indicates that school leaving is multilayered and systemic.
This study adopts the push out analysis and along with the notion agency introduced by Pierre Bourdieu and social capital by James Coleman. In this framework, we view that the student and his family are able to marshal resources or capital as they struggle against the push out forces so that at the end the children remain in school and/or pursue other forms of learning. This position views dropping out as a function of both disadvantage and choice. It also imagines the struggle has multiple and overlapping dimensions — the social, economic, schooling, and the personal sphere.
This study examined the nature of out-of-school children (OOSC) and existing alternative delivery mode (ADM). It analyzed how ADM responds to OOSC’s needs and concerns identifying positive practices, challenges, gaps and opportunities. The research team undertook this study between September to December, 2016 using the following methods: a desk review, field observations, focus group discussions, key informant interviews and validation meetings. Research participants included OOSC and their peers and co-workers, parents, siblings, parent leaders, barangay officials, day care workers, teachers, administrators, city government officials, other community leaders, health workers, NGO staff and volunteers, social workers and other community members were interviewed. A total of 55 children and 107 adults participated in the study.
The OOSC in Malabon, Navotas, and Caloocan.
When one examines the dropout reports at the elementary level, one would realize that the children have distinct vulnerabilities that are not articulated in most dropout studies. From EBEIS DepEd data (see Table 4), the top five reasons for non-attendance in elementary school are family problems, lack of interest, illness, distance between home and school and parents’ attitude toward schooling. The reason “others” which does not fall in any of the given categories ranked second.
Because of the lack of official records about OOSC in the research sites, the team had to scan the community and search for actual OOSC cases. During data gathering in target areas of Caloocan, Navotas, and Malabon, the researchers had encountered types of OOSCs based on what they do in places — streets, garbage , gamers in Piso Net, and “dumidiskarte” which meant doing various odd jobs. One interesting category of OOSC in the area, specifically in Malabon and Navotas involved children working in the fishing industry. There were livelihood opportunities for each group of children from the youngest (6 or 7 years old) who would go to the fish port to beg and pick up fishes that fell on the ground (pulot isda) to be sold or brought home (see Figure 4). The older children, mostly male, would join the actual fishing activities or work as batilyo (pushing and shuffling large banyera or fish tubs using a metal hook) at the fishport. The younger group involved both boys and girls while the older ones were mostly boys. There were also reports about older girls who gather mussels at the shallow water (Figure 5). The children that beg or do odd jobs at the fish port are often accused as bakaw (stealing fish using metal hooks).
Some of the male OOSC in the fishing industry were found to be involved in high risk activities like stealing fish (bakaw) and inhaling a type of chemical used for boat repair. A group of young adolescent girls in Navotas were found to be doing what they called as “washing.” They would take a free ride in tricycles at night. The team found the practice suspicious.
The distinct group of OOSC that the researchers found at Caloocan, especially at Bagong Silang, were children with special needs or disability, especially children who were not functional enough to attend school (like children with severe autism) or who found the school too distant from home. There were also street children found at busy commercial centers like Monumento They do various errands in exchange of money. Some are peddling goods, scavenging, and begging. The group of children the researchers found were juggling work and school and some of them have also left school. It was also reported that at certain times of the year, a group of children from indigenous groups would be found in the area.
From the three cities, a total of 33 OOSC research participants were identified and interviewed. The group’s median age was 10 years old and the average was 11. Six or 18% were girls and the rest were boys. From their schooling history, it was found that majority of them (86%) were not presently enrolled. Other participants (7%) either never entered school or enrolled in school but are considered overage for their grade level (Figure 8). More than half (65%) of the participants stated that they left school at grade two, and grade 5 was the next grade level where more participants dropped out. The fact that pupils drop out at grade two is a serious concern. According to a study by Doronila (2001), pupils who drop out at grade three or earlier will most likely experience a more serious retrogression of at least two years. It means that since they left school at grade two, given the absence of any nonformal literacy-related activities, they will revert to illiteracy.
The study found that OOSC in Caloocan, Malabon and Navotas come from income poor communities, live in slum condition and study in congested classrooms and schools. The study also found some ethnographic data concerning children who drop in early grades. These children survived the pre
parental involvement of teachers in the context of “academics arm
race” (Demerath, 2009). This study assumes that teachers as parents
are supposed to be able to negotiate more skillfully in the educational
realm given their forms of capital and knowledge of the various forms
of curriculum. Lareau (2003) cited in general terms that parents’
occupational and educational statuses influence parental involvement.
The specific sociohistorical–economic context in the Philippines is
marked by hyperinflating educational market, dwindling educational
budget, and the meager teacher salary. This context plus the honor
and award system of the public school system reproduces a certain
hypervigilant parenting that will ensure access to quality yet affordable
education for their children. Critical pedagogy offers an alternative
vision of resistance and cultural production through the formation of
communities, collaborative efforts, and reimagining of identities. Critical
pedagogy would also entail deconstructing orthodoxy to reveal the real
foes, to demand that the state reclaims its stewardship over its youth’s
education, and to regulate the predatory market. Such moves will make
schools more meritocratic, safer for children, and less prone to inequity.
https://su.edu.ph/wp-content/uploads/2017/06/SJ-2017-58-1-complete-with-cover.pdf
This is part of UNESCO Bangkok’s regional study that involves four countries, namely Nepal, the Philippines, Thailand and Viet Nam. Its overall objective is to examine the dynamics of language use in classrooms and what implications it has on classroom practices and pedagogy and how it is translated into learning. The following are the specific objectives.
● To examine language dynamics, teaching and learning conditions, types of learning materials in schools that are employing MTB-MLE and how actual school and community conditions are facilitating the implementation of MTB-MLE
● To study the provision of pre-service and in-service training for teachers teaching in MTB-MLE settings as well as the working conditions of teachers
● To document innovative pedagogy and promising practices put in place by countries for improving the quality of mother tongue based teaching and addressing ethnolinguistic minority learners
● To assess experience of minority children in classrooms and schools and the social and educational impacts of MTB-MLE on learners and local communities
Keywords: Facebook; social media; teachers; education policy; online
ethnography; K-12 in the Philippines
Research Objectives
Describe the factors related to out of school children
(OOSC) aged 6 12 years old in Save the Children areas
cities of Caloocan, Malabon and Navotas, to include
factors which affect their non participation and/or drop
out in the formal regular school system;
Make an inventory of existing alternative delivery mode
(ADM) models for 6 12 years old
The research setting is the school district of Buguias, Benguet, known to have produced more than 300 big book stories. Data collection and validation were undertaken from September 2018 to April 2020. The study utilized various data elicitation strategies of ethnography like participant observation, class observation, interviews, document, and artifact analysis.
The findings of the study reveal that the local policy actors translated the MTB-MLE policy into a localized book supply chain that generated the big books for the MTB-MLE program in Buguias. Secondly, the policy was enacted through contextualization practices that created stories about the place, cultural values, and environmental concerns. And thirdly, the policy was translated as a literacy instruction approach called ANIDUT. This approach utilizes a locally made Kankanaey primer, standardized and intellectualized academic register of the local language, a set of big books, and ways that made reading a positive experience.
Fulfilling the roles of policy actors were the teachers, school heads, supervisors, illustrators, digital printing shop operators, language experts, and the big book (as a non-human actor). Being policy entrepreneurs and enthusiasts, the teachers developed expertise as teacher-writers, teacher-ethnographers, and teacher as MTB-MLE literacy leaders. The big book makers were motivated in various ways -- to provide a child-friendly learning experience, fulfill the expectations of an MTB-MLE pilot school, become counted in a collective effort of big book making, and earn merits for career advancement. The agency of the big book as a policy actant became apparent as it heightened the visibility and symbolic value of the MTB-MLE policy. The MTB-MLE policy as an actant was found to be limited in its power.
The analysis of contextual factors uncovers the following enabling conditions: the spaces for creativity provided by the piloting stage; training and mentoring relationships; teacher incentives; technical resources; and the situatedness of the place. The disabling conditions include the stringent quality assurance processes, lack of funding support, limited authorship, adversarial relationships, normalization of impoverished (storybook-less) literacy instruction, and the economistic and hierarchical view of languages.
As a contribution to the discourse on Anthropology and Sociology of Educational Policy as well as the field of MTB-MLE, this study has attempted to demonstrate the importance of educational ethnography in grounding the complexities of policy enactments embodied in the making and use of the MTB-MLE big books in a given locale. Accordingly, the study has formulated a conceptual model for analyzing policy enactments of MTB-MLE big book making that may be conducted in other settings.