DAUGHTERS OF CHARITY - ST. LOUISE DE MARILLAC EDUCATIONAL SYSTEM
AN EXEMPLAR IN A HIGHER EDUCATION INSTITUTION WITH TVET:
EDUCATIONAL INITIATIVES EMBEDDED IN THE CURRICULUM
**************************************
CONTEXT
In 2005, the Educational Leaders of the Daughters of Charity-St. Louise de Marillac Educational System, in keeping with the revised DC Constitutions and responding to the UN Millennium Goals 2015, explored possibilities through a system-wide review of mission.
A CRISIS challenged the educational leaders in one DC-SLMES regional cluster of schools:
· a series of typhoons flattened its rural school in an agricultural and coastal town in Bicol
· dwindling enrolment in said school due to the rising cost of private education
A CRITICAL MASS among the stakeholders, headed by the lay Research Coordinator in consultation with the DC Cluster President, triggered and hastened the adoption of an experimental educational initiative that concretized
1. the DC schools’ charism/mandate of raising advocates for persons in poverty situations;
2. the DC-SLMES vision-mission, core values and policies with its compelling tagline – Empowering Communities, Building Futures;
3. four chosen UN Millennium Goals, specifically eradication of poverty and hunger and environmental sustainability, and the premium given by DC schools for Basic Education towards gainful employment and lifelong learning;
4. Vincentian bias for Systemic Change in favor of the poor.
FOUNDATIONAL CONCEPT & FEATURES
The Agricultural-Industrial Applied Academic Program for Excellence [Agri-Industrial APEX] is a combination of a revised Technical Vocational Education Curriculum (TVE) based on DepEd Order No. 37, s. 2005 and Applied Academics for Excellence Learning Methods (APEX) crafted by the DC educational cluster’s researcher-planners.
Ø A dynamic curriculum, attuned to the multifarious demands of a changing society, designed for special skills development, while molding students to be academically competent in preparation for higher learning and/or gainful employment.
Ø Revised TVE: focused on digital age literacy, inventive thinking, effective communication and high productivity to ensure student skills development and academic learning for higher learning.
Ø APEX is an exciting and cutting-edge way to learn: prepares students for advance standing in College and in high demand careers.
Ø Anchored on the Philippine MTDP 2005 and the DepEd thrust for productive, relevant and quality vocational education.
Ø The curriculum has a legal and research base: school profiling, student profiling, community needs assessment and environmental scanning were conducted, revealing the growing imperative for a DC re-engineered curriculum in a rural setting, differentiated from a HS curriculum for the urban setting.
Ø Responding to a dynamically changing clientele and domestic needs of the client community, the curriculum schedule corresponds to one of the Flagship Programs of the DC-SLMES: Alternative Transformative Learning System (ATLS) that also caters to Out of School Youth under the Career Alternative Re-entry Education for Out of School Youth (CARE-OSY) and the Marillac Alternative Program of Education (MAP).
OBJECTIVES
1. To expose students to academic, technical, and employability standards for a successful work life.
2. To provide opportunities for students to hone/develop their learning capacity for constructive critical thinking, leadership potentials and competencies, desirable attitudes and cooperative efforts for greater service.
3. To improve quality of life supported by successful businesses and higher-paid residents, thus engendering better prepared future wage-earners of the community.
4. To prepare students and the youth to assume active roles in community development.
5. To instill in students humane and Christian values via regular Christian-Vincentian Formation.
DISTINCTIVE FEATURES OF THE CURRICULUM DESIGN
A. CURRICULUM DESIGN
1. TVE in the first year is an introductory course on the basic principles and practices in each of the component areas: Agriculture, Civil Works, Commercial Cooking, etc.) taken on a per quarter basis.
2. ICT is offered as a support base in the teaching-learning process.
3. Specialization commences on the second year based on the chosen interest of the students, demands of the community, and the capacity of the school to offer the specializations.
4. Entrepreneurship is integrated or embedded in all component areas of specialization.
5. Science, Mathematics, English concepts are integrated in the component areas as far as is applicable.
6. Schedule of the Curricular offering is flexible to accommodate related activities outside of the school like immersion/practicum/internship in the work environment.
7. There is an industry linkage through a modified dual-training program attached to the specialized area [as far as is feasible].
8. Subject offerings range from 300-600 minutes per week with 3 credit units/course work
9. RBEC is adopted, enriched by Schooling by Design Framework & UbD as an approach
10. “Earning while Learning” Approach is adopted to provide the student a real/lived experience towards employability in the outset.
11. HS Graduate receives the Diploma/Certificate that qualifies him/her for Tertiary Education/Higher Learning and upon assessment TESDA Certificates in six National Competencies (NCII).
SEC. REG.NO. 188981
DEPED GOVERNMENT RECOGNITION (RV) NO. 001, S. 2011
TESDA REGISTERED COURSES:
- HORTICULTURE NC II WTR. O805062165
- COMMERCIAL COOKING NC II WTR 0805062167
- MASONRY NCII WTR 0905062280
- ANIMAL PRODUCTION NCII 090562278
- TILE SETTING NC II WTR 0905062284
- BAKING AND PASTRY PRODUCTION NC II WTR 0905062283
AFORECITED CURRICULUM IS RESTRICTED. IT IS DESIGNED FOR THE EXCLUSIVE USE
OF THE ST. LOUISE DE MARILLAC EDUCATIONAL SYSTEM OF THE DAUGHTER OF CHARITY PHILIPPINES
NOTE:
1. THIS EXEMPLAR ANTEDATED K TO 12 AND BEGAN IN 2007 AFTER 2 YEARS OF DISCERNMENT & PLANNING, APPROVAL OF THE BOARD OF TRUSTEES, AND PROGRESSIVE CONSTRUCTION OF THE SCHOOL BUILDINGS. FEATURES ARE K TO 12 COMPLIANT.
2. DEPED RECOGNITION OF THE APPLIED EXPERIMENTAL HS CURRICULUM WAS GRANTED IN 2010.
3. WHEN ASSESSED BY TESDA IN 6 COMPETENCIES APPLIED FOR, ALL STUDENTS, EXCEPT TWO TRANSFEREES, PASSED AND OBTAINED NC II CERTIFICATES.
4. THE FIRST GRADUATES (DATED March 2011) ARE NOW ENROLLED IN TERTIARY EDUCATION INSTITUTIONS. UPON ENROLMENT, A NUMBER OF THOSE WHO CARRIED NC II CERTIFICATES FROM TESDA WERE EXEMPTED FROM BASIC COLLEGE COURSEWORKS AND WERE UPGRADED.
5. WHEN RATIONALIZED, THE K TO 12 BASIC EDUCATION CURRICULUM WILL DECONGEST THE CURRENT HS CURRICULAR PROGRAM OF 4 YEARS IN SAID SCHOOL AND WILL ENABLE THE STUDENTS TO DEEPEN LEARNING AND GAIN FURTHER EXPERTISE IN THE TVET COURSEWORKS ENROLLED IN.
6. CURRENT HS OFFERINGS IN SAID RURAL SCHOOL IS SEEN AS PREPARATORY COURSES TOWARD DEVELOPING CRAFTSMANSHIP. THE TWO YEARS THAT MAY BE APPENDED, INITALLY TERMED BY DC-SLMES AS AN ACADEMY CARRYING DIFFERENTIATED ELECTIVES, IS CONSIDERED A TECHNICIAN SCHOOL BY DC-SLMES ADMINISTRATORS. (REFER TO DEPED ORDER NO. 76, S.2010 – ON DELIVERY OF THE CURRICULUM, NO. 5)
PRESENTED BY: SR. MA. CORAZON P. MANALO DC
SUPERINTENDENT OF THE DAUGHTERS OF CHARITY SCHOOLS
@ THE CEAP HEI SUMMIT; DLSU-ANDREW HALL, 8 JULY 2011