Republic of the Philippines

Commission on Higher Education

Region V (Bicol)
Libon Community College
Libon, Albay

Discussed by: Kenneth Angelo M. Nueva

Introduction to Society, Community, and Education – Defining the Basic
Concept
Basic Concepts to be Defined:
1. Society
- It is a group of individuals that involved in
persistent social interaction or a large social
group. It is also an enduring and cooperating
social group whose members have developed
organized patterns of relationships through
interaction with one another.

2. Community
- Community is a word derived from
“commune”, which means a specific
geographical area in which a group of people,
not all of one family, reside and share property
and responsibility.
- A community is a group of individuals residing
in a relatively connected geographic area who
share common traits in their way of life,
including customs, traditions, and a general mode of communication.

3. Education
- Education is the cornerstone of human development and progress, an
enduring journey that empowers individuals with knowledge, skills, and
wisdom to navigate life’s challenges and opportunities. It is a
transformative process that extends far beyond
the confines of classrooms, as it shapes the
essence of who we are and who we become.

- Education is a transformative journey that

shapes the very essence of human existence.
The beacon illuminates the path of knowledge,
leading individuals to discover the world’s
wonders and unlock their vast potential. More than a mere transfer of
information, education is the key that opens doors to opportunities,
empowers minds, and transforms lives.
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

4. Social interaction
- It is a process of reciprocal stimulation or
response between 2 people. It develops
competition, interaction, influences social
roles and status and people for social
relationships.

- Social interactions are a dynamic

sequence of social actions between
individuals or whether a group that modify
their actions and reactions due to actions
by their interaction.

5. School Culture
- School culture generally refers to the
beliefs, perceptions, relationships,
attitudes, and written and unwritten rules
that shape and influence every aspect of
how a school functions, but the term also
encompasses more concrete issues such
as the physical and emotional safety of
students, the orderliness of classrooms
and public spaces, or the degree to which
a school embraces and celebrates racial, ethnic, linguistic, or cultural
diversity.

UNIT 1 – Society and Education

A. Philosophical Perspectives
Classical philosophies
1. Idealism
 idealism is a school of philosophy that emphasizes that “ideas or
concepts are the essence of all that is worth knowing”.
 Exalt the human personality. It regards man as a spiritual being and
considers the human personality as of supreme value.
Philosophers:
1. Plato (ca. 427 0 ca. 347)
- Plato believed that truth was the central reality.
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

- Plato talked about two worlds: the spiritual or mental world and the world
of appearance.
- Plato believed you must first understand knowledge.

2. Socrates (ca.470 – ca. 399 BCE)

- Socrates work is only known through the works of
Plato. Plato observed Socrates questioning a slave
boy to help him understand what he knew about a
specific concept. This questioning technique became
known as the Socratic method. The Socratic method
actively engages students in the learning process,
improves understanding and promotes higher order
thinking.

2. Realism
 Realism can be defined as a philosophical position that asserts the
existence of an objective order of reality and the possibility of
human beings gaining knowledge about this reality.
Philosophers:
1. Aristotle (384 – 322 BCE)
- Aristotle is known as the father of realism and the scientific
method.
- Aristotle was the “first to teach logic as a discipline in order to
be able to reason about physical events and aspects.

2. Locke (1632 – 1704)

- John Locke believed in the tabula rasa or blank slate/tablet,
view of mind. According to his view, a child’s mind is a blank
slate when they are born. All the sensory experiences they
have after birth fill up the slate through the impressions that are
made upon the mind.

3. Existentialism
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

 Personalizes knowledge to the individual. The person chooses the

knowledge that he deems is relevant to his process of becoming to
realize his essence.
 S
Philosophers:
1. Kierkegaard (1813-1855)
- Soren Kierkegaard was a Danish minister and philosopher. He
is considered to be the founder of existentialism.

2. Nietzsche (1844-1900)
- Friedrich Nietzsche stressed the importance of the
individuality of each person. His work provided a “strategy to
liberate people from the oppression of feeling inferior within
themselves, and a teaching of how not to judge what one
should be”.

4. Pragmatism
 The term Pragmatism is derived from the Greek word “pragma”
which means the “work is done”. Some other educator’s opinion to
the term that derived from the Greek word “pragmatikes” which
means “practibility or utility”.

Philosophers:
1. Pierce (1839 – 1914)
- Charles Sanders Peirce is one of the first pragmatic thinkers. He
introduced the pragmatic method in which the students are supplied
a procedure for constructing and clarifying messages.

2. Dewey (1859 – 1952)

- John Dewey linked pragmatism to evolution by explaining that
“human beings are creatures who have to adapt to one another and
to their environment”.
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

Discussed by: Aubrey Catarinin

Modern Philosophies

What are Modern Philosophies?

 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

- Is philosophy developed in the modern era and associated with modernity.

A modern learning philosophy emphasizes effectiveness over efficiency
and teacher children how to learn and integrate disciplines, and to solve
problems collaboratively, rather than to sit at desks facing forward, moving
from subject to subject in isolation.

PERENNIALISM
- The major aim of education is to ensure that students acquire an
understanding about the great ideas of Western civilization that focuses on
enduring truths which are constant, not changing, as the natural and
human worlds at their most essential level, do not change.
Ex: Works by renowned Filipino philosophers like Jose Rizal to explore timeless
concepts of freedom and identity

Why should Perennialism be applied to teaching?

- The focus of Perennialism as a Philosophy of Education is for the personal
development of the students or learners through inculcating in them the
principles that have been passed from generation to generation.

- The teacher must be competent and a master of his subject so that he can
help his students to develop the power to think deeply, analytically,
flexibility and imaginatively.

PROGRESSIVISM
- Progressivism philosophy believes that the school must play a leading role
in preparing citizens for active civic preparation in a democratic society.

- Progressivism believes that learning must be done through problem-

solving and scientific inquiry in a cooperative and self-disciplined way,
which promotes democratic living and transmits the culture while preparing
students to adapt in a changing world. Progressivisms believe that
education should focus on the whole child rather than on content or the
teacher.
Aims:
- To provide the pupil with the necessary skills to be able to interact with his
ever-changing environment
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

- The progressivism teaching philosophy is meant to actively engage

students in their own learning to build skills that promote the ability to
problem solve, think critically, and develop a deep understanding of the
subject understanding of the subject.

Humanism
- is defined as a philosophy of life that emphasizes the importance of seeing
the "whole" person and seeing the inherent unique qualities of each
individual.
- This philosophy began as a psychology theory that challenged existing
theories' assumptions and presented a new perspective from which to
understand and help individuals

Humanism should be applied to teaching:

- Because it prioritizes the individual student's needs, fostering a positive
learning environment that encourages self-actualization, critical thinking,
creativity, and personal responsibility, ultimately leading to deeper
engagement and meaningful learning by viewing students as active
participants in their education rather than passive recipients of information;

Aims:
- Humanism is the main goal of education to be the creation of lifelong
learners with the motivation and tools needed to seek out and learn new
things.

Discussed by: Daisy Lyn Sario

POST MODERN PHLOSOPHIES
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

Modernism Before Postmodernism

 Post modernism has refused most of modernism’s main ideas. The most
important point in modernism educational opinion is rationality.
 In modern education, teachers try to educate a logical person who can live in
rational society.
Post Modern Philosophy
 Philosophical direction which is critical of certain foundational assumption of
western philosophy and especially of the 18th century enlightenment.
 It also emphasizes the importance of power relationships, personalization and
discourse in the construction of truth and world views.
 Reject objectivity, absolute fact, traditional Epistemology, metaphysics and
universal moral values. In contrast, the emphasize on subjectivity, local facts,
interdisciplinary methods, individual and cultural differences and creativity.
 Creative education is tied to making opportunity for new ideas. If we want to
motivate students, instead of introducing a theory, we should talk about it as a
problem. In this way students try to solve this problem and they can discover
the theory.
 The main work of education is to be questioner of accepted hypothesis, so
doubt and skepticism about custom hypothesis necessary for creative
thinking.

Postmodern philosophers emphasize on creative thinking, individual

differences and teacher’s role as a guide. There is diversity, democracy,
awareness and freedom in educational process.

Philosophers:
 Michel Foucault
 French philosopher who examined the theories of, and relationship
between, truth and power.
 Established the presence of episteme in philosophy.
 Associated with the structuralism and post-structuralism
movements.

 Jacques Derrida
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

 A French philosopher, was well known for his controversial

approach to understanding the world, the deconstruction method,
and was a major contributor to postmodernism.
 Founder of “deconstruction”
 Martin Heidegger
 German philosopher, is known for creating the concept of
existentialist phenomenology.
 Associated with phenomenology and existentialism.

Categories of Post-Modern Philosophies:

 Deconstructive Criticisms
- Follows belief that objects have meaning.
 Dialogic Criticism
- A method of understanding literature that draws a meaning from the
interplay of several desperate voices.
 Hermeneutics
- The interpretation of language, whether written or spoken.
- Generally, hermeneutics is an activity that interest biblical scholars, and
the word is sometimes used in philosophy.
 Marxist Criticism
- A method of socio-economic analysis.
 New Historicism
- A method of literary criticism that emphasizes the historicity of a text by
relating it to configuration of power, society, and ideology in given time.
 Phenomenology Criticism
- A philosophical method founded by the German philosopher Edmund
Husserl (1859-1938). It attempts to overcome the division between
subject and object or the mental and the material by examining
consciousness and the object of consciousness simultaneously.

 Post Structuralism
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

- Encourages a way of looking at the world that challenges what comes

to be accepted as “truth” and “knowledge”.
 Readers Respond Criticism
- A research method, type of textual research that literary critics use to
interpret texts.
 Semiotics
- An investigation into how meanings is created and how meaning is
communicated.
 Structuralism
- A mode of knowledge of nature and human life that is interested in
relationship rather than individual object or alternatively where objects
are defined by the set of relationships of which they are defined by the
set of relationships of which they are part and not by the qualities
possessed by them taking isolations.
Teaching and learning in the postmodern world address these points:
 Knowledge about ways in which to live and learn in an open system in which
there is considerable ambiguity and development.
 The postmodern instructor leads their students through the data and
information to the knowledge that is involved with the purposes of the course
of studies and with the meaning relative to the life of each individual student.
Teaching and learning in the postmodern world address these points:
 Creation of individual plans wherein the learner is an active participant:
creation of partnerships between teachers and students in learning a body of
knowledge within a contemporary context.
 Ideas are brought together through a holistic approach to form new ways of
knowing the world, new learning relationships and knowledge creation
potential are heightened and are an exciting aspect of the postmodern class.
 Meta-strategies (or meta-cognitive strategies) are required; students learn
how to learn;
 Learners are encouraged to find personal meaning from the learning, as the
teacher is allowed to discard the mask of authority and be more themselves,
modeling the lifelong learning value of postmodernism.

Discussed by: Patricia Dennice M. Lomibao

 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

Sociological Perspective

Sociological Perspective (Social Dimension of education)

-The social dimension of education is viewed through a sociological lens, which
conceptualizes education as a social institution that influences and is influenced by
the society in which it exists. It examines the role of education in transmitting cultural
values, promoting socialization, and reproducing or challenging social inequalities.
This viewpoint emphasizes the importance of education in fostering social cohesion
and addressing diversity and equity issues through the interactions and dynamics
within educational systems. Knowing this social aspect prepares educators and
policymakers to implement a democratic space for better social transformation.

1. Social Dimension of Education

- Consensus and conflict theories
- Structural Functionalism
- Interactionist Theories

What is Sociological Perspective?

- A sociological mindset in regards to being able to connect individual
experiences and social relationships.
- The lens that an individual chooses to view the scope of society from.
- Go beyond the obvious and question what is accepted as true or common
sense.

Why do we need a Sociological Perspective?

- To help us to see general social patterns in the behavior of particular
individuals.
- To offer insights about the social world that extend far beyond explanations
that rely on individual guides and personalities.
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

SOCIAL DIMENSION OF EDUCATION

Origin of Sociology of Education
- The Sociology of education is the study of how social institutions and
individual experiences affect education and its outcomes.
- It is relatively a new branch and two great sociologists Emile Durkheim
and Max Weber were the fathers of sociology of education. Emile
Durkheim’s work on moral education as a basis of social solidarity is
considered the beginning of sociology of education.

Sociologists see education as one of the major institutions that constitutes society.
While theories guide research and policy formulation in the sociology of education.
These theories help sociologists understand educational systems.

Sociology
- The word Sociology originates from the Latin prefix: socius “companion”
and the suffix-ology,” the study of, from Greek logos, “knowledge”.
- Sociology is the systematic study of society. Sociology encompasses all
the elements of society: social relation, social stratification, social
interaction, culture.

Society
- People in general are thought of as living together in organized
communities with shared laws, traditions, and values.
- The people of a particular country, area, time, etc. thought of especially as
an organized community.

Education
- Education is a broad concept, referring to all the experiences in which
learners can learn something.
- It is a social endeavor designed to yet the maximum from the ability of
each member of the society. Education covers both the teaching, learning
of knowledge and values.
- Educations consists of systematic instruction, teaching and training by
professional teachers.
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

THEORIES
According to some sociologist: society has two faces; the face of consensus and the
face of conflict. Further, emphasized that sociological theory should be divided into
two parts between the consensus theory and the conflict theory.

The proponents of consensus and conflict sociological and social theories are:
KARL MARX
- Marx’s class theory rests on the premise that “the history of all hitherto
existing society is the history of class struggles” according to this view, ever
since human society emerged from its primitive and relatively undifferentiated
state it has remained fundamentally divided between classes who clash in the
pursuit of class interests.

EMILE DURKHEIM
- Durkheim discusses how modern society is held together by a division of
labor that makes individuals dependent upon one another because they
specialize in different types of work. Durkheim is particularly concerned about
how the individuals feel they are part of society as a whole.

MAX WEBER
- Max Weber believed that it was social actions that should be the focus of
study in sociology. To Weber, a “social action” was an action carried by an
individual to which an individual attached a meaning. Therefore, an action that
a person does not think about cannot be a social action.

- Talcott Parsons & Robert Merton

- Louis Althusser & Ralph Fahrendorf
- Herbert Mead & Herbert Blumer

Conflict Theory
- Emphasizes the role of coercion and power in producing social order. This
perspective is derived from the works of Karl Marx, who saw society as
fragmented into groups that compete for social and economic resources.
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

According to conflict theory, inequality exists because those in control of a

disproportionate share of society’s resources actively defend their advantages.

Consensus Theory
- is a social theory that states that social change should occur in institutions
that are provided by a political or economic system, which is fair. The theory
also states that the absence of conflict within a society is the state of
equilibrium.
- It is being considered in these theories that the social order in society is
maintained, based upon the accepted norms, values, roles or regulations that
are accepted by the society in general.

CONSENSUS THEORIES
- See shared norms and values as fundamental to society.
- focus on social order based on tacit agreements.
- View social change as occurring in a slow and orderly fashion.
CONFLICT THEORIES
- Emphasizes the dominance of the same social groups by others.
- See social order as based on manipulation and control by dominant groups.
- View social change as occurring rapidly in a disorderly fashion as subordinate
groups overthrow dominant groups.

STRUCTURAL FUNCTIONALISM
- Structural functionalism states that society is made up of various institutions
that work together in cooperation.
- Parsons’ structural functionalism has four functional imperatives also known
as AGIL Scheme.
-
Structural Functionalism (AGIL)
1. Adaptation - a system must cope with external situational exigencies. It must
adapt to its environment and adapt to its needs.
2. Goal attainment - a system must define and achieve its primary goals.
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

3. Integration - a system must regulate the interrelationship of its component

parts. It must also manage the relationship among the other three functional
imperatives (A.G.L).
4. Latency (pattern maintenance) - a system must furnish, maintain and renew
both the motivation of individuals and the cultural patterns that create and
sustain the motivation.
Structure of the General Action System (Ritzer 2000)
● Cultural system (Latency Function) providing actors with the norms and
values that motivate them for action.
● Social (Integration function) controlling its components parts.
● Action system (Adaptation Function) adjusting to and transforming to the
external world.
● Personality system (Goal attainment) defining system goals and mobilizing
resources to attain them.
Functional Requisites of a social system (Talcott Parsons)
1. Social systems must be structured so that they operate compatible with other
systems.
2. To survive, the social system must have requisites from other systems.
3. The system must meet a significant proportion of the needs of its actors.
4. The system must elicit adequate participation from its members.
5. It must have at least a minimum of control over potentially disruptive behavior.
6. If conflict becomes sufficiently disruptive, it must be controlled.
7. Finally, a social system requires a language in order to survive.
INTERACTION THEORY
● The relation of school and society are critiques and extensions of the
functionalist and conflict perspectives.
● Interactionist theories are critiques and extensions of the functionalist and
conflict perspectives.

This level of analysis helps us to understand education in the “big picture”

Interactionist theories attempt to make the “commonplace strange” by turning on
their heads everyday taken-for-granted behavior and interactions between students
and students and between students and teachers.
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

Discussed by: Maria C. Araneta

SCHOOL AND SOCIAL INSTITUTIONS
What is Social Institution?
- A group of social positions, connected by social relations, performing a social
role.
- Any institution in a society that works to socialize the groups of people in it.
- It is a major sphere of social life organized to meet some human need.
Ex. Universities, governments, families,

5 MAJOR SOCIAL INSTITUTIONS:

- Family
- Education
- Religion
- Economic Institutions
- Government
1. FAMILY
- The smallest social institutions with the unique function.
- It is the basic unit of the Philippine society and the educational system where
the child begins to learn his ABC.
- The basic agent of socialization because it is here where the individual
develops values, behaviors and ways of life through interaction with members
of the family.
-
CHARACTERISTICS OF THE FILIPINO FAMILY
- The Filipino family is usually an extended one and therefore, big.
- Parents get sponsors (ninong and ninang) in the baptism of their child and
wedding of a son or daughter.

FUNCTIONS OF THE FAMILY

1. The control and regulation of sexual behavior.
2. To provide for new members of society (children).
3. To provide for the economic and emotional maintenance of individuals.
4. To provide for primary socialization of children.
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

2. EDUCATION
- The education institution is the social structure concerned with the formal
transmission of knowledge. It is one of our most enduring and familiar
institutions. Education is a form of socialization that involves systematic,
formal transmission of skills, knowledge, and other aspects of culture.

3 Types of Education:
Formal Education - Schooling is formal education, which involves instruction by
specially trained teachers who follow officially recognized policies.
Informal Education - unlike formal education, informal education is not imparted by
an institution such as school or college. Informal education is not given according to
any fixed timetable. There is no set curriculum required. It consists of experiences
and actually living in the family or community.
Non-Formal Education - is imparted consciously and deliberately and
systematically implemented. It should be organized for a homogeneous group.

FUNCTIONS OF EDUCATION
1. Transmitting culture.
2. Preparation for occupational roles.
3. Evaluating and selecting competent individuals.
4. Transmitting functional skills for functioning in society.
3. RELIGION
- Religion is found in every known society. It gives individual believes an
explanation for life, a guide for ethical behavior, and an explanation for human
problems that cannot be answered by reason alone.
Variety
- Monotheism
- Polytheism
- Ethical Religion
- Totem Worship

FUNCTIONS OF RELIGION
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

1. Providing solutions for unexplained natural phenomena.

2. Supplying a means for controlling the natural world.
3. Religion tends to support the normative structure of the society.
4. Furnishing a psychological diversion from unwanted life situations.
5. Sustaining the existing class structure.
6. Religion serves as an instrument of socialization.
7. Religion may both promote and retard social change.
8. Religion may both reduce and encourage conflict in groups.
4. Economic Institutions
- Economic organization involves production, distribution and consumption of
goods and services.
FUNCTIONS OF ECONOMY
1. Provide methods for the production of goods and services.
2. Provide methods for the distribution of goods and services.
3. Enable societies members to consume goods and services which are
produced.
5. GOVERNMENT
- A government is an institution entrusted with making and enforcing the
rules of a society as well as with regulating relations with other
societies.
TYPES OF GOVERNMENT
- Monarchy
- Oligarchy
- Dictatorship
- Totalitarianism
- Democracy
FUNCTIONS OF GOVERNMENT
- The Institutionalization of norms (Laws).
- The enforcement of laws.
- The adjudication of conflict (Court).
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

- Provide for the welfare of members of society.

- Protection of society from external threat.
Discussed by: Lorie Ann Bobier
EDUCATION 4.0: RESPONDING TO THE DEMANDS OF SOCIETY
What is Education 4.0?
- Education 4.0 is a purposeful approach to learning that lines up with the
Fourth Industrial Revolution and about transforming the future education using
advanced technology and automation.

Major trends of Education 4.0:

1. A more personalized learning- Education 4.0 appreciates the individuality of
every single student and their own pace of learning. Having a personalized
way of teaching will have a greater impact on students to achieve their
outcomes easily.
2. More remote learning opportunities- the cornerstone of Education 4.0 is
making learning available anywhere, anytime with the set of e-learning tools
that promote remote and self-paced learning.
3. The plethora of education tools- Education 4.0 offers a clear of route to
students by making tools and techniques handy in their learning environment.
4. Data at the fingertips- there are greater insights into the students learning
journey with data analytics and reporting in Education 4.0. the statistical
analysis allows teaching staff to learn where students exactly stand and guide
them appropriately.
5. Easy and accurate assessment- a more practical way of assessment comes
into place with Education 4.0. there are both online and offline assessments
and students get assessed on projects, assignments, and fieldwork.
6. Project-based learning- the project-driven approach that Education 4.0
supports helps students learn in a fun and interesting way.

10 Digital Skill Education 4.0 Demands:

1. Complex Problem Solving - this is a skill that can enable a person to see a
link between industries and create unique and creative solutions to various
problems.
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

2. Critical Thinking - by the ancient essential undertaking of thinking, these

skills combine a set of five: Analytical, Open-minded, Problem solving,
Organization, and Communication.
3. Creativity- an idea is just an idea unless the execution happens. Still, the
idea is a mandatory step and very first impulse that will eventually lead to
proper solution.
4. People Management - is a human resource management (HRM), and it is
built from numerous, different but yet intertwined tasks, such as: Recruitment,
Management, and Ongoing support.
5. Coordinating with others - In general, it refers to whether a child can get
legs and arms to work together. In a world of an adult person, it refers to
effective communication and team collaboration.
6. Emotional Intelligence - intelligence comes in many forms. No one is
intelligent in the same way.
7. Judgement and Decision-Making - this skill is tightly linked with one’s ability
to condense a vast amount of data, using data analytics and interpret data in
a way that will offer the right decision. The idea for this decision lead to a
solution that will be useful in the digital era.
8. Service Orientation - the judgement in decision making is all about the
cognitive process of reaching a decision that will draw a solution.
9. Negotiation - the ability to negotiate is much appreciated in everyday
situations.
10. Cognitive Flexibility - this skill is all about the brain’s ability to transition from
thinking about one concept in satisfying way or another.

Benefits of Education 4.0 for Students:

 Using technology, students can connect in a better way with other
stakeholders in the systems, better communication with teachers, parents and
management.
 Student learning outcomes are directly proportional to the level of
implementation of Education 4.0.
 Ensuring that the educational experience is similar to the work experience.

Benefits of Education 4.0 for Teachers:

 Teachers can better meet the specific needs of the students.
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

 Reduce the administrative burden by automating many processes while

modernizing specific processes and teaching methods.

SMART SCHOOLS
 Smart Schools are technologically enhanced schools that deliver students a
better and more effective educational experiences.
 Unlike conventional school life, the smart school concept makes use of
advanced technology and equipment in classrooms to give students a better
learning experience.
Benefits of Smart School
1. Easy access to Online Information
 Data gathering any of their learning areas are available at their
fingertips.
 Access to Online Learning Resources to learn more about the Learning
areas.
2. Digital Medium for Note-taking
 Students don’t need to carry textbooks to schools but just tablet and
digital pen.
 The Digital notes are easy to share and so peers can make learning
more engaging by sharing their personal notes on the subjects with
ease.
3. A Smart Solution for Absentees
 In Smart Schools, you can record all the lessons taught in the day,
even if the student falls sick and missed out on a couple of lessons,
they have access to the recording that they can fall back on and keep
with their studies.
4. Interactive Learning Experience
 The teaching system and the tools used in the school will encourage
students to be more interactive in the school and participate more in
the learning experience, increasing knowledge retention on a great
scale.
5. Dynamic Perspective to Learning
 Smart classroom enables to have customized learning experience.
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

 Teachers will also be able to help all the struggling students in their
academics without missing out anyone which usually happens in
traditional school due to time restrictions.

Discussed by: Trisha Posada

C. EDUCATIONAL REFORMS: THE K-12 CURRICULUM EXAMPLES

Education Reform
- refers to systematic and intentional changes and improvements made to the
educational system to address identified challenges, enhance learning
outcomes, and promote equitable and effective education for all students.

What is education reform in the Philippines?

- In 2012 the Philippines launched its "K to 12" Program, a comprehensive
reform of its basic education. Through this reform, the Philippines is catching
up with global standards in secondary education and is attaching a high value
to kindergarten.

What is the main purpose of the K-12 education?

- The K-12 program offers a decongested 12-year program that gives students
sufficient time to master skills and absorb basic competencies. Students of
the new system will graduate at the age of 18 and will be ready for
employment, entrepreneurship, middle level skills development, and higher
education upon graduation.

Silent Features:
Strengthening Early Childhood Education (Universal Kindergarten)
- Research shows that children who underwent Kindergarten have better
completion rates than those who did not. Children who complete a standards-
based Kindergarten program are better prepared, for primary education.
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

Making the Curriculum Relevant to Learners (Contextualization and

Enhancement)
- Examples, activities, songs, poems, stories, and illustrations are based on
local culture, history, and reality. This makes the lessons relevant to the
learners and easy to understand.
- Students acquire in-depth knowledge, skills, values, and attitudes through
continuity and consistency across all levels and subjects.
Ensuring Integrated and Seamless Learning (Spiral Progression)
- Subjects are taught from the simplest concepts to more complicated
concepts through grade levels in spiral progression. As early as
elementary, students gain knowledge in areas such as Biology, Geometry,
Earth Science, Chemistry, and Algebra. This ensures a mastery of
knowledge and skills after each level.

Building Proficiency through Language (Mother Tongue-Based Multilingual

Education)
- Students are able to learn best through their first language, their Mother
Tongue (MT). Twelve (12) MT languages have been introduced for SY
2012-2013: Bahasa Sug. Bikol, Cebuano, Chabacano, Hiligaynon, Iloko,
Kapampangan, Maguindanacan, Meranao, Pangasinerise, Tagalog, and
Waray. Other local languages will be added in succeeding school years.

Gearing Up for the Future Senior High

- Senior High Scho is two years of specialized upper secondary education;
students may choose a specialization based on aptitude, interests, and
school capacity. The choice of career track will define the content of the
subjects a student will take in Grades 11 and 12. SHS subjects fall under
either the Core Curriculum or specific Tracks.

CORE CURRICULUM in SHS

- There are seven Learning Areas under the Core Curriculum. These are
Languages, Literature, Communication, Mathematics, Philosophy, Natural
Sciences, and Social Sciences. Current content from some General
Education subjects is embedded in the SHS curriculum.

TRACKS
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

- Each student in Senior High School can choose among three tracks:
Academic; Technical-Vocational-Livelihood; and Sports and Arts. The
Academic track includes three strands: Business, Accountancy,
Management (ABM); Humanities, Education, Social Sciences (HUMSS);
and Science, Technology, Engineering, Mathematics (STEM)

TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL

CERTIFICATE
- After finishing Grade 10, a student can obtain Certificates of Competency
(COC) or a National Certificate Level I (NC I). After finishing a Technical-
Vocational-Livelihood track in Grade 12, a student may obtain a National
Certificate Level II (NC II), provided he/she passes the competency-based
assessment of the Technical Education and Skills Development Authority
(TESDA).

Nurturing the Holistically Developed (College Livelihood candurys Readiness,

let Century
- After going through kindergarten, the enhanced Elementary and Junior
High curriculum, and a specialized Senior High program, every K to 12
graduates will be ready to go into different paths may it be further
education, employment, or entrepreneurship. Every graduate will be
equipped with:

•Information, media and technology skills,

•Learning and innovation skills,
•Effective communication skills, and
•Life and career skills.
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

UNIT 1
(Society
and
Education)
Members: Kenneth Angelo M. Nueva
Aubrey Catarinin
Daisy Lyn Sario
Patricia Dennice Lomibao
Maria Araneta
Lorie Ann Bobier
Trisha Posada
 Republic of the Philippines
Commission on Higher Education
Region V (Bicol)
Libon Community College
Libon, Albay

Submitted to:
Mr. Jeferson N. Berce, MAEd