Column readers respond to appeal to GMA for ESD

(Part 2 of a series on Email of Readers 2005-2006)

MILLE GRAZIE – A thousand thanks to my readers who have taken time out to respond to my columns. It is a delightful reward for a writer to know her efforts have made the readers reflect. This column will focus on emails regarding education concerns.

On GMA, Buhayin mosana ang Aming Kakayahan

I received several emails about my article GMA, Buhayin mo sana ang Aming Kakayahan (01/26/2006). I quote: "Sayang! Ang dole-out ay karaniwang paraang ginagamit ng mga makalumang (traditional) politiko. Lagi bang ganito? Nasusuya na ang bayan na makita ang kanilang sarili na parang pulubi…"

"Makakamtan ba ng Pilipinas ang UN Millennium Development Goal (UNMDG 2000-2015) dahil sa kaniyang mga gawa sa mahigit na sampung taon? Kung pilit niyang bibigyan ng halaga ang ‘quality education’ at ‘functional literacy’ sa bawat ‘skill training’ para sa mga dalaga at binatang hindi nakatapos, ang isang limang taong gulang na kindergarten na bata ay magiging 15 taong gulang na at maaaring makapagtrabaho by 2015, the end of the UN MDG."

From Puruntoy Kaisahan — I read your column, GMA, Buhayin mo sana ang Aming Kakayahan. As we are now living in the 21st century interdependent world, we cannot afford to be in the category of the 21st century Indios. Yes, our country needs Knowledge Revolution and a transparent and good government of less talk, more action-Democratic governance that values time and productivity. In other words, as I keep on reminding the Philippine government: Stay focused and deliver.

From Engr. Jun Rustia, Krusada para sa Nasyonalismo at Disiplina — We support your mission and goal. I hope that we will be able to work hand in hand in the future. We hope to transform communities that will be the training grounds for our new generation citizen, instilling self discipline and patriotism. They will be the new blood of public servants: policemen, soldiers, government employees, etc; and, leaders: barangay captain, mayors, governors, congressmen, senators and even president.

On Education for Sustainable Development (ESD)

From Wenher Branzuela, Cagayan de Oro — I am very interested in the Philippine initiatives and directions on ESD. It just gives me more ideas about conducting extension programs for a state college like Mindanao Polytechnic State College in Cagayan de Oro City. My question is how our college could be a partner of this endeavor?

At present, I am the community extension coordinator of the college and also the National Service Training Program (NSTP) coordinator. We are looking for models, though we are designing our own to meet present needs, which might enhance the effective delivery of our extension services. To date, we are focusing our resources in an urban community in the city of Cagayan de Oro. It just comes to my mind if your article might be a blessing in our Literacy Training Program (both for kindergarten and soon to be planned adult literacy, as requested by the parents)… The community we are working with is really depressed and we need a wholistic plan.

From Elenida Basug, EEID chief, DENR-EMB — I would like to personally congratulate you for your article entitled ‘Philippine Initiatives and Directions on ESD’, (02/23/2006). The same definitely expands awareness about the United Nations Decade of Education for Sustainable Development (UNDESD), 2005-2014.

I also saw your article on ‘How is UNESCO Reviewing ESD Programs in Asia?’ (07/06/2006).  This expands our advocacies for ESD. But perhaps, I have to clarify that although ESD would also mean (based on our national definition of sustainable development from the Philippine Agenda 21) more than environment (poverty reduction, social equity, empowerment and good governance, peace and solidarity, ecological integrity), the historical evolution of the concept has shown it to be drawing primarily from environmentalism.  Even the ASEAN Environmental Education Action Plan has recognized Environmental Education as the key integrating component for achieving sustainable development in the 10 member-countries.

 At the EMB-DENR, we want to keep supporting the UNDESD, but we also come from the environmental sector, particularly EEID. To mobilize financial resources which we are seeking to do for the UNDESD, our support activities have to be justified from our organizational mandates.

(Author’s response: To meet the UNMDG, ESD should be focused on the human factor pertaining to educating man’s natural capacity to be self-sufficient. Without it, the power of the environment cannot be cultivated. The environment of life starts from the womb and is nurtured by the home environment from birth to six, then by the school environment from six to 12 and during adolescence, the most sensitive period of learning, in a well-equipped environment for technical training for economic independence.)

On the messy governance of public schools

From Dr. Allan Cadano, Japan — I read via internet the Philippine dailies and your article on ‘The Messy Governance of Public Schools’, 06/08/2006, caught my attention. The SMB in Thailand, as you described, is a model of decentralization and direct practice of educational management. That is a contrast of our country’s bureaucratic ailment, which I experienced in my 13 years as a teacher in the Philippines. It is a major obstacle for educational development that affects the students’ academic progress.

In my one-year stay in Japan, I got a 6-month contract as a curriculum planner of a private school with 17 campuses. Curriculum-wise, the Philippines seem to have more than enough compared to Japan. Filipinos seem to be really good in writing, while Japanese are not bookish and their schools are not curriculum-based. Their school culture is practical and action-oriented.

Japan’s basic education is even being debated in the Diet for amendment and the subject of patriotism, as well as love for country is a big issue. But, their MEXT (Ministry of Education, Culture, Sports, Science and Technology) is not strict in monitoring the curriculum of kindergarten (Youchen) and elementary (Shougaku) schools.

Teachers have a prestigious, blue-collar job in Japan, like nannies wearing aprons, while teaching. The principal, though, is not a mere authority but a doer. He meets all teachers twice daily — before classes start to discuss the day’s activities and after classes to evaluate the day and plan the next day. The principal also welcomes the students at the school gate. This way, he knows all physical, technical, administrative and academic problems within the school. However, I noticed that they have no formal reporting or school evaluation, except for the minutes of the daily meetings.

On Montessori Education

From Ernie and Lynda Cordero, Canada — We are a Filipino-Canadian family and we always look forward to reading your articles in the Philstar.com, but of course, Mr. Max also. You are two people from whom my family and I get our inspiration. I love the political, satirical, spiritual and personal sharing you and Mr. Max write.

We decided to migrate here in Vancouver, Canada after Erap got elected as president. In Manila, I was connected with the immigrant visa section of the US Embassy, while my wife was a branch manager in an offshore bank. We lived comfortably enough, but still we decided to leave. At that point, our only focus was the quality of education my children (4 and 8 years old then) will get in Vancouver. Sadly, upon experiencing and seeing the totality (not just the curriculum per se) of how students and children here are brought up, including the environment, my wife and I concluded that it is still better way back home.

Back in Manila, sometime in 2000, I heard from one of the waiters in your Ristorante La Dolce Fontana in Greenhills that his son studies in OB Montessori for free as one of his benefits as an employee. I can only think then, the wonderful gift you are giving to our young people. I am now in a dilemma on how we can have our children adjusted in the school system in the Philippines. We plan to bring them back, while they are in the early years and they can decide later whether they would like to consider further studies in Canada. I cannot think of any other schools than OB Montessori that can provide my children the right and proper education.

Our school educational system should undergo major social revolution

From an anonymous reader — I’d like to share with you an incident at my niece’s school just recently. She’s 6 years old and currently in Grade I at a PAASCU-accredited private Catholic school. The kids from her class were made to memorize this piece:

‘Be patient with me, my dearest teachers. I know I am slow in reading, writing and mathematics, too. But your patience and loving heart will surely guide me in all I think, say and do.’

What do you think of the aforementioned piece? I honestly think that it connotes something negative (the mention of the word ‘slow’ does it, I guess).

(Author’s response: It is about time our school educational system undergoes reforms — a major social revolution at 360 degrees. Lessen books and equip the classrooms for hands-on work activities. Preschoolers can learn to care for one’s person and care for the environment.

By grade school, the Montessori cosmic materials for Science and Math should replace the textbooks since 6 to 12-year old children have powerful intelligence and imagination. Our 40-year old experience using these materials observes that as early as fourth grade they can do basic high school geometry, algebra, trigonometry and calculus. This will sustain them in high school when their intelligence wanes. Otherwise, the phenomenon of high school students dropping out will persist.

Teenagers are naturally gifted to learn how to work and earn when provided with well-equipped kitchens, welding, carpentry, brick laying and plumbing work shops. This engages the full interest of teenagers and satisfies their economic independence as in Europe and America.)

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