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ALABA, EDNA B. - ACTIVITY 3

activity 3 masteral

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Tonia Alaba
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7 views

ALABA, EDNA B. - ACTIVITY 3

activity 3 masteral

Uploaded by

Tonia Alaba
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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EDNA B.

ALABA ENGLISH 501- FOUNDATION OF EDUCATION


MAED-English Activity #3

In the pursuit of enhancing the quality of education in the Philippines, various


educational reforms have been introduced over the years. Each reform—Education for All (EFA)
and Millennium Development Goals (MDGs), Mother Tongue-Based Multilingual Education
(MTB-MLE), K to 12 Program, Sulong EduKalidad, and MATATAG: Bansang Makabata Batang
Makabansa—was crafted with specific objectives aimed at addressing issues of accessibility,
inclusivity, quality, and relevance within the educational system. While these reforms have
brought about positive changes, their effectiveness in fully achieving their intended purposes
varies across different school settings. This reflection illustrates how these reforms effectively
achieved their intended goals within our school, as well as the broader context to which I belong.

Education for All (EFA) and Millennium Development Goals (MDGs) in our school, in
the community I belong and, in some context, partly succeeded in terms of meeting the needs of
those students with special needs and. out-of-school you. In our school, we prioritize inclusivity
by providing tailored support for students with disabilities. I've witnessed firsthand the
conducive classroom environment that has been created to ensure that every student can thrive
and be supported. Education is free and enjoyed by our students, miscellaneous fees have been
discouraged. The Alternative Learning System (ALS) is currently available in the community,
making it easier for many of my former students who had to pause their studies due to work and
family commitments to resume their education. With the flexibility of ALS, they can now
continue their studies at their own pace, allowing them to balance their responsibilities while
pursuing their academic goals. Despite these successes, however, there are still students in
marginalized or conflict areas who struggle with accessibility and resources, limiting the reform's
full impact in this area.

The implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in


our school has had a mixed impact, particularly in my non-readers class. While the reform aims
to improve literacy and comprehension among students from diverse linguistic backgrounds, the
actual outcomes have been varied. Using the mother tongue as the medium of instruction in the
early years was intended to facilitate understanding and engagement. In my experience, this
approach has shown some success in helping my non-readers class build a foundational
understanding of language and literacy. Many of my students, who initially struggled with
reading, have made notable progress when instruction is delivered in their mother tongue. The
familiar language helps them relate better to the lessons, allowing them to grasp basic concepts
more effectively. I’ve seen how using their first language can boost their confidence and
encourage participation in class discussions, which is crucial for developing their reading skills.

The K to 12 Program has been a significant reform in our school and community, aiming
to extend the basic education cycle and improve the quality of education for all students. In many
respects, it has served its purpose by providing students with a more comprehensive learning
experience that prepares them for both higher education and the workforce. One key area where
the K to 12 Program has made an impact is in curriculum enhancement. The program emphasizes
core subjects and integrates 21st-century skills, such as critical thinking and problem-solving. In
our classrooms, I have seen how students are better equipped to engage with complex ideas and
collaborate effectively with their peers. However, despite these successes, the K to 12 Program
has faced challenges that hinder its full effectiveness. One significant issue is the disparity in
resources available to schools, particularly in marginalized communities. While some students
benefit from well-equipped classrooms and trained teachers, others struggle with outdated
materials and inadequate support. This gap limits the potential of the K to 12 Program to serve
all students equally.
The Sulong EduKalidad initiative has aimed to enhance the quality of education in our
school by focusing on curriculum review, teacher upskilling, and improving learning
environments. I have witnessed some positive changes, particularly in the ongoing training
sessions for teachers, which have equipped us with modern teaching strategies and resources.
This professional development has led to more engaging lessons and a more supportive
classroom environment, allowing students to better connect with the material. Moreover, efforts
to update the curriculum have introduced relevant content that aligns more closely with the needs
of our students. However, the initiative has not fully realized its goals in our school. Despite the
training and curriculum improvements, challenges remain in resource allocation, particularly in
underfunded areas. Some classrooms still lack essential materials and adequate facilities, which
hinders the effectiveness of the reforms.
Lastly, the MATATAG Curriculum has served its purpose in our school to a certain
extent. The initiative aims to streamline the curriculum and enhance foundational skills in
literacy and numeracy, which has led to a more focused approach to learning. I have observed
that students benefit from reduced content overload, allowing them to engage more deeply with
essential concepts. Additionally, the emphasis on contextualizing learning and integrating local
culture has made lessons more relevant and meaningful for our students. However, there are still
challenges that limit its full effectiveness. Some students, particularly those in marginalized
communities, continue to struggle with access to adequate resources and support materials
aligned with the MATATAG Curriculum. While the curriculum's objectives are commendable, its
implementation varies significantly across different classrooms, often depending on resource
availability and teacher preparedness. Thus, while the MATATAG Curriculum has made strides
in enhancing education, ongoing efforts are needed to ensure that all students can fully benefit
from its promises.

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