Three Most Important Things Learned

Three Most Important Things Three Most Important Things

LAC Session
 Curriculum as inclusive (covering both the formal
curriculum and the hidden curriculum),
multilayered (scoping different aspects of
curriculum and covering both mandatory and non-
mandatory curriculum content), and dynamic,
holistic and multi-directional.
 How they will help you in improving practices in your school?

PPSSH STRAND 2.6 PPSSH STRAND 3.1 PPSSH STRAND 1.7

UNICEF (2000) defined quality education as the The curriculum landscape in the Philippines has The Governance of Basic Education Act, also
administration of the education system and all of its been undergoing significant changes recently. While known as Republic Act 9155, stipulates that a school
components to ensure that the intricately intertwined there exist a national curriculum and a central must be run by a school head who has "the power,
systems are efficient, effective, equitable, and of high curriculum agency, the Curriculum Planning and responsibility and accountability for achieving higher
quality. Quality education, in other words, ensures that Development Division (CPDD) within the Department of learning outcomes," among other responsibilities. The
school goals are met while all other stakeholders are Education (DepEd), there is a movement toward what is development and upkeep of efficient educational
supported to meet them, according to this Sustainable termed “school-based curriculum development.” This initiatives as well as the promotion of bettering teaching
Development Goal, which aims to ensure the delivery of movement can be seen as a consequence of the and learning at the principal's institution should be the
inclusive and equitable quality education and to implementation of numerous educational initiatives principal's primary concerns. The head of the school
promote lifelong learning opportunities for all. Quality progressively launched during the surge of COVID must meet the problems and evolving needs of the
learning environment at the same time determines the pandemic. Such a movement creates new challenges for students, instructors, and stakeholders. In order to
attainment of the standards and goal set either by the schools and teachers, and has far-reaching implications accomplish this, the person needs have access to
organization itself or as mandated by the governing for curriculum development, instructional effectiveness, accurate information in a timely manner so that they
institution. Physical, emotional, and service delivery and teachers’ professional development. may make informed decisions that will support the
components make up this. The Priority Strand Training necessary managerial activities.
Module for PPSSH 2.6 school's physical components School-based curriculum development does not, in
include its buildings, instructional materials, and even the context of Singapore's current educational programs, Monitoring should occur at both the individual and
class sizes. The psychological components, meanwhile, mean that schools should stop being places that largely system level. Teachers, parents, and head teachers need
allude to the culture of the school, including the attitude apply the curriculum that was created externally and information relating to their own school. Education
of the teachers toward safety, the programs' inclusion, start producing their own curriculum materials. Instead, officials require data aggregated at various
and even the presence of a hostile environment. The way it basically implies that schools have more freedom to administrative levels. The Department of Finance needs
a school's leaders are managed is another important plan, organize, and implement educational experiences information on system resource inputs, use, and cost to
issue that greatly influences how well a school is run. by choosing and customizing curriculum materials in inform their cost-effectiveness estimates.
According to The Education Development Trust (2014), accordance with their unique circumstances and
strong school leadership is essential to raising academic requirements. This obviously does not rule out the idea Furthermore, school assessment programs use
standards. They advocate for instructional and that schools occasionally develop their own instructional surveys of students, teachers, and school heads for
transformative leadership among school administrators. materials. background and contextual information. Such
information includes perceptions of educational quality
In a nutshell, these opportunities and challenges of School-based review, contextualization, and processes, including teaching practices, the school
today and the future of education entails a lot of work to implementation of learning standards aims to assist the climate, and school leadership and management
school leaders that helps them examine and strengthen school head in the process of its (curriculum) review, practices. Surveys provide one way for education leaders
the recruitment, development and retention of teachers, contextualization, and implementation appropriate to to gather system-level information about education
as well as lift student outcomes. Factors including their school context. Through this, there is an quality processes, even where direct pedagogical
teacher satisfaction, school performance, improvement, opportunity to review and reflect on the actual processes observation on a large scale is not feasible.
capacity, teacher leadership, distributive leadership, and share their exemplary practices of their school-
organizational learning, and growth were demonstrated based review, contextualization, and implementation of School administrators might also gain from the
to be taken into account in the ways school leaders the curriculum. SMEA system. School administrators may track and
boost teacher recruitment, development, and retention. assess student learning results at the school level,
School administrators can have a significant impact on thanks to this technology. This system also gives data
these school-level variables and function as a check on how well teachers are doing in terms of providing
against the excesses of growing, occasionally conflicting basic education services and adhering to DepEd
external demands as well as help buffer against the standards and policies..
excesses of the mounting and sometimes contradictory
external pressures.
 We are facing unprecedented challenges—social, economic, and environmental—driven by accelerating globalization
and a faster rate of technological development. At the same time, those forces are providing us with myriad new
opportunities for human advancement. The future is uncertain and we cannot predict it, but we need to be open and ready
for it. The children entering education in 2018 will be young adults in 2030. Schools can prepare them for jobs that have
not yet been created; for technologies that have not yet been invented; to solve problems that have not yet been anticipated.
It will be a shared responsibility to seize opportunities and find solutions.

To navigate through such uncertainty, students will need to develop curiosity, imagination, resilience and self-
regulation; they will need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope
with failure and rejection, and to move forward in the face of adversity. Their motivation will be more than getting a good job
and a high income; they will also need to care about the well-being of their friends and families, their communities and the
planet.

With these three (3) strands I have chosen, their interconnection simply logs into one vision: Every strand is
committed to helping every learner develop as a whole person, fulfil his or her potential, and help shape a shared future
built on the well-being of individuals, communities, and the planet. Children entering school in 2018 will need to abandon
the notion that resources are limitless and are there to be exploited; they will need to value common prosperity,
sustainability, and well-being. They will need to be responsible and empowered, placing collaboration above division and
sustainability above short-term gain.

In the face of an increasingly volatile, uncertain, complex, and ambiguous world, education can make the difference as
to whether people embrace the challenges they are confronted with or whether they are defeated by them. And in an era
characterized by a new explosion of scientific knowledge and a growing array of complex societal problems, it is appropriate
that curricula should continue to evolve, perhaps in radical ways.

And through this LiSQuP experience, I have learned a lot, gained more knowledge, and my goals have become increasingly well-
being-focused. However, access to tangible resources, such as money, possessions, employment, and housing, is only one aspect of
well-being. It also has something to do with life satisfaction, security, education, social relationships, health, civic involvement, and
the environment. Inclusive growth is based on equitable access to all of these. The information, skills, attitudes, and values that
enable people to contribute to and benefit from an inclusive and sustainable future must be developed through education. In the
future, it will be crucial to develop the ability to set clear and specific goals; collaborate with others who have diverse perspectives;
locate untapped opportunities; and find multiple solutions to challenging issues.

Rogelio O. Ladiero
Scholar