Great leader may have few common characteristics but their leadership styles differ and at times they

even switch to other styles according to the need of the hour and this ability is what makes them great -
ability of ADAPTING & CHANGING.

Different educational leadership styles are what make every leader unique. Read below to know about the
various styles that are being followed by leaders.

Kurt Lewin was an early 20th century psychologist who identified three specific types of

leadership; authoritarian, democratic and laissez-faire.

But how do these leadership styles differ?

Authoritarian/Autocratic

With an autocratic approach, leaders take complete control and tend to make decisions for

the team, rather than asking for their input. Work is fairly structured and there is little room

for creativity or innovative thinking.

This type of leader can make quick decisions for their team as they are solely in charge.

Also, there is a clear line of demand if an employee wants to raise a query or issue.

However, if a leader discourages input from their employees, this may have a negative

impact on team morale and create resentment. People have different levels of expertise and

the leader could easily ignore the solution from a team member due to their reluctance to

ask others for ideas.

Democratic

Members of the team take a more collaborative approach with democratic leadership. Unlike

autocratic leadership, creativity is encouraged and even rewarded with this type of leader.

As more ideas are flowing around the team, group members are more committed, meaning

productivity is higher.

On the other hand, some team members may not have the industry expertise to contribute

to the decision making. Also, select employees may feel like their input is overridden by

other members of the team or simply ignored, which could lower morale.

Laissez-faire
Laissez-faire is a French term that translates to ‘leave alone’, as that is essentially what the

leader does. They take a hands-off approach, giving the group members complete freedom

to make decisions.

This type of leadership would benefit a team who are highly skilled and value their own

independence, rather than having someone micro-manage every task.

However, a big disadvantage of this type of leadership is that the leader isn’t technically

leading. It could be perceived that they are avoiding their responsibility and may not take

accountability for their team, blaming individuals if a task goes wrong.

Population

On the other hand, your population is the broader group of people to whom you intend to generalize the results of
your study. Your sample will always be a subset of your population. Your exact population will depend on the scope
of your study. For instance, say your research question asks if there is an association between emotional intelligence
and job satisfaction in nurses. In this case, your population might be nurses in the United States.
Sample

First, your sample is the group of individuals who actually participate in your study. These are the individuals who
you end up interviewing (e.g., in a qualitative study) or who actually complete your survey (e.g., in a quantitative
study). 

Z-Tests and T-Tests

Z-tests and t-tests are statistical methods involving data analysis that have applications in business,
science, and many other disciplines. Let's explore some of their differences and similarities as well
as situations where one of these methods should be used over the other.

Z-tests are statistical calculations that can be used to compare population means to a sample's. The
z-score tells you how far, in standard deviations, a data point is from the mean or average of a data
set. A z-test compares a sample to a defined population and is typically used for dealing with
problems relating to large samples (n > 30). Z-tests can also be helpful when we want to test a
hypothesis. Generally, they are most useful when the standard deviation is known.

Like z-tests, t-tests are calculations used to test a hypothesis, but they are most useful when we
need to determine if there is a statistically significant difference between two independent sample
groups. In other words, a t-test asks whether a difference between the means of two groups is
unlikely to have occurred because of random chance. Usually, t-tests are most appropriate when
dealing with problems with a limited sample size (n < 30).

What is a Chi Square Test?

There are two types of chi-square tests. Both use the chi-square statistic and distribution for different
purposes:
 A chi-square goodness of fit test determines if a sample data matches a population. For more details
on this type, see: Goodness of Fit Test.
 A chi-square test for independence compares two variables in a contingency table to see if they are
related. In a more general sense, it tests to see whether distributions of categorical variables differ
from each another.
 A very small chi square test statistic means that your observed data fits your
expected data extremely well. In other words, there is a relationship.
 A very large chi square test statistic means that the data does not fit very well. In
other words, there isn’t a relationship.
Pearson's r is a numerical summary of the strength of the linear association between the variables. If the variables
tend to go up and down together, the correlation coefficient will be positive. If the variables tend to go up and
down in opposition with low values of one variable associated with high values of the other, the correlation
coefficient will be negative.

RELEVANCE OF SYSTEM APPROACH IN EDUCATION

Systems approach is a management tool that allows individuals to examine all aspects of the organization, to inter
relate the effects of one set of decisions to another and to optimally use all the resources at hand to solve the
problem. Systems approach makes it possible to analyse teaching-learning situations for the purpose of taking
decisions. The development of systems analysis make it possible to take all the components of a system into
consideration, understand their inter-relationships, perceive alternative solutions and foresee their impact, and
make adjustments when needed through constantly checking results.

The Claim for Planning by Cb4e Lives Simply put, the claim for Planning by Objectives says that the activity of
planning is better carried out if it 5 4. begins with the activity of specifying objectives. Some When clearly defined
goals are lacking, there is no sound basis for selecting appropriate materials, content, or instructional methods.
After all, the 1iachinist does not select a tool until he knows what operation he intends to perform.

And Tyler (1949) argues only that: If an educational program is to be planned and if efforts for continued
improvement's are to be made, it is very necessary to have some conception of the goals that are being aimed at.
These educational objectives become the criteria by which materials are selected, content is outlined, instructional
procedures are developed and tests and examinations are prepared.

Learning Objectives
Every program of instruction, course, or training activity begins with a goal. This
goal can be broken down into specific goals, or learning objectives, which are
concise statements about what students will be able to do when they complete
instruction.

Why are learning objectives important? They guide your choices.

The philosopher Seneca once said, “If one does not know to which port one is
sailing, no wind is favorable.” When you know where you are headed, you can
more easily get there. Well-defined and articulated learning objectives are
important because they:

 provide students with a clear purpose to focus their learning efforts

 direct your choice of instructional activities

 guide your assessment strategies

What’s the difference between a learning goal and a learning objective?
Learning Goals are what you hope to accomplish in your course: the overall goals that do
not necessarily result in products of observable and measurable behavior.
Learning Objectives are brief, clear statements about what students will be able
to do when they complete instruction.

In the course we saw that the formal curriculum encompasses a wide variety of potential educational and
instructional practices, which we are able to implement in our classroom. To take the formal curriculum into
account teachers will usually plan lessons encompassing as much of the formal curriculum as possible. In my
experience this includes planning my own lessons and selecting teaching strategies and materials as well as
activities that will help my students achieve the necessary learning experiences that are expected. One of the other
dimensions of the curriculum is the informal curriculum. This aspect goes beyond the formal aspect and is usually
found in the way of co-curricular activities. These activities happen outside of an academic environment but can
still help in developing soft-skills and enhancing the content of the formal curriculum. One way this aspect is taken
into account is, for example, through clubs. If the school offers clubs that include sports, arts and science outside
of an academic context, teachers can encourage students to join these clubs. For teachers it is also a chance to get
to know our students outside of the classroom. I coached volleyball for one year and it was very interesting to see
how the students behaved in this environment as opposed to in my Science class. Another way I try to take the
informal curriculum into account is by giving students tasks that include things outside of the school, like for
example interviewing three adults on the topic that I am teaching at the moment. The last aspect of the curriculum
is the hidden curriculum, which refers to the unwritten, unofficial, and often unintended lessons, values, and
perspectives that students learn in school. As mentioned in the course the hidden curriculum is a by-product of the
education system. It is based on the recognition that students pick up lessons in school that are not officially a
formal course of study. Lavoie (cited in Bieber, 1994) described the “hidden curriculum” as important social skills
that everyone knows, but no one is taught. Most of us already incorporate the hidden curriculum without really
planning for it. For example, when I tell my students that I expect them to raise their hands when they want to
speak I am teaching them that it is not acceptable to interrupt someone who is talking or by telling them that their
grade will be affected because of late submission of their work I am teaching them the importance of deadlines
and how missing them has a negative effect. Having said this, I believe that taking the hidden curriculum into
account means trying to be the best role model for our students and letting them know that we expect them to
behave accordingly.

How to Maintain Classroom Management

Firstly, why is classroom management important?

 It engages students:  Students who are engaged in lessons will be able to register the information better
and be able to apply their knowledge when it comes to sitting tests/exams.
 It keeps students prepared:  When teachers and students are prepared to learn, lessons and learning will
be easier to be administered and the results will be more effective.
 It boosts confidence:  In an effective classroom, teachers are able to give more attention to each
student and structure lesson plans to meet certain needs.  All of these factors will help in boosting the
confidence of students.

Now let’s take a look at what you can do as a teacher to help maintain discipline and management in your
classroom.

 Have rules:  It is important to have a basic set of rules for students to follow. These regulations will
help maintain classroom management and discipline. These rules do not have to be anything advanced;
they can be as simple as making sure that all students are on time for lesson and what the punishments
are if they fail to do so.
 Make the rules known to parents as well:  Student’s parents should also be aware of the
management techniques that you are implementing in the classroom. You should ask parents to go
over these rules with the students at home so that everyone is on the same page, and so that students
know that their parents expect this behavior from them as well.
 Be firm and consistent:  When you make your rules to manage your classroom, make sure that they
are realistic and void of any inconsistencies. Approach the rules in a positive manner so that students
do not associate any negativity with it. Feel free to reward students for their positive behavior when
you see that they are contributing to effective classroom management.
 Be professional:  An effectively managed classroom is conducted with professionalism and adequate
structure. Students who are presented with a good authority figure who has a plan and follows it will
fit in to the structure nicely.
 Have a printed packet:  In case you are unable to attend class one day, make sure that you have a
printed packet of your classroom management techniques handy for a substitute teacher. Your
classroom should be aware that, even in your absence, they should still be able to manage themselves
wisely and that all rules still apply. If students show structure and compliance in your absence, it will
make both you and your classroom look well-managed and efficient.
The law that addresses your situation is Article 218 of the Family Code of the Philippines and Article 2180 of the

Civil Code of the Philippines, which state:

“Art. 218. The school, its administrators and teachers, or the individual, entity or institution engaged in child care

shall have special parental authority and responsibility over the minor child while under their supervision,

instruction or custody.

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“Authority and responsibility shall apply to all authorized activities whether inside or outside the premises of the

school, entity or institution.

xxx

“Article 2180. The obligation imposed under Article 2176 is demandable not only for one’s own acts or omissions,

but also for those of persons for whom one is responsible.

xxx

“Lastly, teachers or heads of establishing of arts and trades shall be liable for damages caused by their pupils and

students or apprentices, so long as they remain in their custody.

“The responsibility treated of in this article shall cease when the persons herein mentioned prove that they observed

all the diligence of a good father of a family to prevent damage.”

According to the provisions stated above, the school administrators and the teacher are liable for any damages even

if the same is caused by an accident. Hence, in your situation, it is clear that the administrators of the school and the

teacher-in-charge are accountable for the injury suffered by your child, since they failed to observe all the required

diligence of a good father of a family to prevent damage.

. Start with a vision

What should your vision for improvement look like? This will be different for every school or district, but you’ll
need to establish a common definition that will guide your improvement efforts. In other words, what are you
looking to achieve—and how will you define success?

2. Conduct a needs assessment

To get from point A to point B, you have to know not only where you’re going, but also where you’re starting from.
That requires an honest assessment of your current practices and results.

Begin with a comprehensive needs assessment that accurately gauges your strengths, weaknesses, and areas for
improvement. Tools that can help you assess your needs include student achievement data, classroom walkthrough
information, and surveys of students, parents, teachers, and administrators.

Don’t be afraid to confront hard realities. Sound decision making relies on having a clear picture of the facts. In
his bestselling book series: Good to Great, Great by Choice, and Built to Last, Jim Collins and his research team
studied the core success principles of the greatest high-growth companies in the country. They found these
organizations infused their entire planning process with “the brutal facts of reality.” As Collins put it, when you
“start with an honest and diligent effort to determine the truth of the situation, the right decisions often become self-
evident.”

3. Identify goals and objectives

Once you have a clear sense of where you are now, you can begin mapping out a strategy for progressing to where
you want to be. Your plan should include concise, measurable, and achievable goals and objectives that will lead
you on the path to success.

For example, suppose your needs assessment determines that some students are struggling because they are bored,
frustrated, or overwhelmed with the pace of instruction. You also discover that many students are failing to see the
relevance of what they are learning.

To address these problems, you might establish the following goals: (1) implement more personalized learning to
meet every student at an appropriate level of instruction; (2) connect what students are learning to authentic, real-
world tasks; and (3) use a variety of formative assessment strategies to verify students’ understanding before
advancing to a new topic.

Limiting your objectives can yield better results, faster. Because time and resources are always limited, the best
course of action is to focus on the most important goals, the ones that are going to make the largest impact. This
point has been echoed by numerous researchers.

“The common pattern in schools is for leaders to implement multiple new initiatives in an attempt to address a broad
range of problems. In trying to solve everything at once, nothing gets the attention it really needs, and ultimately
nothing gets solved,” wrote Trent Kaufman, Emily Grimm, and Allison Miller in their book Collaborative School
Improvement.

4. Outline specific action steps

One of the most common roadblocks that repeatedly prevents districts from achieving success is that their plan is not
actionable.

A strong vision and a list of goals and objectives is not enough. You also need to outline what you will do to achieve
those goals. Without specific action steps to guide your progress, your plan will falter.

Successful school districts map out strategies for every employee, making sure each person understands his or her
role in fulfilling the plan.

5. Involve all stakeholders in the process

Research shows that strategies developed collaboratively become more widely supported and adopted—and that the
most effective leaders know how to listen to their constituents.

According to Collins, the most successful organizations “create a culture wherein people have a tremendous
opportunity to be heard.” He observes that great leadership “means having the humility to grasp the fact that you do
not yet understand enough to have the answers—and then to ask questions that will lead to the best possible
insights.”

Develop a process that involves all stakeholders—teachers, administrators, students, parents, and community leaders
—in establishing a vision, setting goals, and outlining action steps. Solicit feedback throughout the process, and
listen to what your stakeholders have to say.

To learn more about crafting an effective strategic plan, as well as the other key elements of success, download the
free white paper, “Four Keys to Successful School Improvement.”

APPLICATION OF COMPETING BASED CURRICULUM

Competition may be one of the most contentious and misunderstood topics in education. Should our
students compete? What about collaboration? Doesn't competition create winners and losers? Its hard to
know what to believe when it comes to competitions in education because there is so much
misinformation and seemingly conflicting research studies on the topic.

We wanted to cut through the confusion and get down to the research-backed impact. In this post we only
address a few of the positive benefits that students can receive. We do recognize that there are potential
detriments from competitions. We'll address these in a future post and explore how to avoid them. It is
also important to understand that not every competition will provide all of these benefits, and not every
competition will be structured to maximize benefits. Through the expanding use of ICS's best-practices in
competition design, more and more programs are beginning to understand how to structure the rules and
processes of the competition to maximize Net Collaborative Impact.

In future posts we'll explore each of the benefits listed below in more detail and review some of the actual
research studies that help us understand how they work. For now, we're going to give a brief overview of
a few selected personal benefits to the participants. This is not a comprehensive list, nor is it a full
examination of the research. It is a selection of benefits pulled from the research literature that we
deemed highly potent for our students. So, without further adieu, we give you the 10 top personal benefits
of Educational Competitions:

1. Improving Teamwork and Collaboration

One of the most common concerns and misconceptions regarding educational competitions is the
"Competition vs. Collaboration" debate. We mistakenly think that competition is the antonym to
collaboration (see more on this in our post Redefining Competition in Education); however, when we
break it down, well-structured, consciously designed competitions actually foster collaboration and team
work. Most team-based educational competitions require students to take on challenging tasks that
require good communication, collaboration, and teamwork. The fact that they are striving to achieve such
a challenging task together, makes them work harder at understanding their specific skills, and how to
work well with one another. The fact that they know other teams are aiming to achieve the same goals,
goes a long way in motivating the teams to become more cohesive, and better collaborators.

2. Enhancing Social and Emotional Learning.

Social and Emotional Learning (SEL) is a complex area of development for students and the educators
trying to help them. There are so many factors at play here it is sometimes difficult to determine what will
have an impact, and if the same interventions will have the same impacts on all students. As with all
methodologies used  to help students gain social and emotional skills, competitions can have a wide
range of impacts on different students. However, we know best-practices in competition design to help
students maximize their benefits from competitions. Through competitions students can gain better
understanding of how to deal with conflicting opinions and ideas. They can learn how to collaborate with
widely differing personalities. They can learn to manage subjectivity in their lives. And they can learn to
better gauge and evaluate risks. There are variances in how students react to competitions that also
impacts how they will realize these benefits. Gender variances exist as do socio-economic variances and
age variances. Knowing these facts allows us as coaches, competition organizers, and educators to direct
our support to help each student individually maximize these benefits from competitions.

3. Developing Academic Heroes.

One critical piece to increasing a student's academic self-identity is in having heroes and idols that they
can look up to. Students in K-12 grades are especially malleable to the influence of older peers and those
they perceive as being "socially superior" to themselves. To help students increase their respect for
academics and interest in learning, it is important that they have heroes in these fields that they can look
up to. Competitions are the strongest way to do this. We can learn from athletics on this where we have
very specific evaluation criteria on which our youth can easily see who is an expert in the field and who is
not. We know that Lebron James is an expert at basketball because of his ridiculously high numbers of
shots, rebounds, blocks, and ultimately wins. Without the competition to showcase his skills, would our
students still be able to recognize him as a hero they aspire to? Taking a similar structure into academics
will help our students place value on educational criteria in ways that they currently cannot.
4. Increasing Intrinsic Motivation.

This is another contentious one when it comes to people's perceptions of competitions. Its often said that
by creating external incentives, we end up decreasing intrinsic motivation of students because we
highlight the value of the task as only being valuable because of an external reward. This was famously
highlighted in this brilliant RSA Animate video. What has happened in the world of competition design
since the research underlying that video was conducted is that we've learned how to do incentives right.
Simply trying to incentivize a task that requires even a little mental effort with a monetary reward is not a
good motivator. However, we know that creating a challenging, purposeful process behind the task IS a
good motivator! Competitions have learned this and are relying more and more on highlighting the
process and purpose driven challenges behind the competition to drive student motivation. Rarely do we
see competitions simply highlight the large awards at the end as the reason to participate. ICS's best-
practices in competition design help coaches and competition managers understand how to implement
these changes so that their students develop and maintain intrinsic motivation for the challenges they're
faced with.

5. Enhancing Beneficial Peer Comparisons.

Students are constantly comparing themselves to their peers. This is a fact of life that we cannot stop.
Comparison is built into human nature. It is a natural way of evaluating how we're doing on the things that
matter to us. What we can change are the items on which we compare ourselves. For K-12 students,
comparisons are mostly made around items of social status; how likable we are, how many friends we
have, how much respect others give us. What we hope to do is to help students see academics as a
favorable area in which to compare themselves. To do this we need to place real-world value on
academic tasks. We can again take a lesson from Athletics. By placing concrete values on academic
tasks similar to how sports competitions assign value to physical attributes, we can begin to increase the
beneficial comparisons students make about their academic performances. We don't mean to say that
students should value themselves based on their performance in academic competitions, but just that
they should be able to place a certain level of respect and appreciation on the academic prowess of
students with these skills. When well-designed, competitions can help students move towards these
beneficial peer comparisons and place them in a similar high regard along with other social status
comparisons.

6. Strengthening Academic Self-Concept.

This is again a very contentious area for academic competitions. Many will say that competitions create
winners and losers, where the losers are then taught that they are not good enough to perform in
academics and have their academic self-concept crushed. However, research in social psychology has
advanced the field of competition design by leaps and bounds in the last decades. We now know how to
mitigate the negative impacts of not-winning a competition and highlight the participation. In basic zero-
sum-game competitions, it may happen that students who repeatedly lose end up having lower self-
concept in the challenge topics. However, competition design has become much more complex than this.
We can take our lesson here from... I hate to say it... but from Reality TV. Look at what many of the
performance based competitions on TV do when a team is kicked off. They celebrate their participation.
They highlight their effort that it took to get them there, and showcase how the team enjoyed every minute
of the challenge. This is just one mechanism in competition design to ensure that even the "not-winners"
end up benefiting from their participation. Simply because you don't win the end goal, doesn't mean that
you are a worthless good-for-nothing student. Imagine if Basketball was held to this same misconception.
We'd have no basketball players left! Everyone would quit and go home to become an academic! Losing
in a competition does not have to diminish the participant's self-concept. In fact, research has shown that
it can actually enhance self-concept more than winning in some cases!

7. Facilitating Growth Mindsets.

In 2006, Dr. Carol Dweck published her now famous book, "Mindset." This laid out the benefits of having
a growth mindset in learning and in life. Dweck noted that by having a growth mindset, we constantly look
for ways to improve ourselves, and this leads to increased opportunity in our careers and personal lives.
Learning to have a growth mindset is not something that is taught in school. We can gain this skill by
conducting small iterations and repeatedly exploring improvement in the tasks we take on. Competitions
set a framework for practicing and facilitating a growth mindset for our students. They give benchmarks
upon which we can base our improvements, and put value on the challenge of improving.

8. Building Mental Toughness.

Persistence, resiliency, and grit are all components of Mental Toughness. These valuable real-world skills
come in handy across every area of our careers and lives. We must know how to bend and not break
under pressure. We must learn how to handle stressful, competitive situations. Educational competitions
in a K-12 setting provide students with safe scenarios in which they can practice these skills. Students
faced with tough challenges can learn how to pick themselves up and try again when they fail. They can
learn through their participation that failing to achieve the best marks is not the end of the journey, but just
a stepping stone, and an amazing learning experience. Limiting students from participating in competitive
environments during their K-12 education can be a huge detriment to their future careers. Companies
look for employees who are able to handle the stress of competitive situations they will be faced with.
Educational Competitions ensure that students will not be put in these situations for the first time when
they jump into their jobs.

9. Developing Agency.

The "Yes man" is so last century. Companies in the high-tech industries driving our economy today look
for employees who can think. People who can analyze situations and determine a course of action
without being told what to do. Unfortunately, our traditional lecture and test model of schooling leaves no
opportunity for students to practice these skills. Competitions on the other hand often require them. In
many models of educational competitions, students are required to think on their feet, analyze results of
their processes, and make improvements, or determine a new course of action. Through the process of
these competitions students take on the responsibilities. Much is on the coach to follow best-practices in
guiding the students through this process so that they aren't being overbearing and making decisions for
the team or leaving the team not knowing how to move forward. When the coach is well trained, students
find themselves forced to learn how to get themselves going and over time develop strong agency and
self-motivation.

10. Improving Risk Analysis.

In traditional schooling, there is little opportunity to teach students skills in risk analysis. More and more
schools are beginning to understand the importance of this and other 21st century skills; however, few are
successfully executing high quality programs where students are required to analyze risks in real-world
situations and determine a course of action. Many types of educational competitions provide a safe
environment for them to do so. In tournaments, Engineering Design Competitions, and Open Solution
Challenges there are many ways in which students are tasked to evaluate risk. Through these programs
we can help students become better prepared for the 21st century workforce by having well developed
risk-analysis skills.

 These are just a few of the broad spectrum of benefits that students can achieve through educational
competitions. Many go hand in hand with each other, but none are guaranteed. It is critical that our
educators, coaches, parents, and competition organizers understand the best-practices in executing
competition design in ways to ensure these benefits are realized. We have not address all of the benefits
to students in this post, nor have we begun to explore the social and community benefits that can be
gained through educational competitions. We will address each of these benefits in more detail along with
additional community-based benefits in future posts. We will also explore the potential detriments that
may result from competitions and examine how to avoid them in future posts.

We hope this is an interesting beginning to the conversation of how educational competitions can be
positively impact education. For ICS this is a continuous process to refine best-practices in challenge-
based-learning, we always welcome thoughts and comments from our community.

HOW CAN OBE BE AN EFFICIENT AND EFFECTIVE LEADER IN SCHOOL

Great leadership is the key to success in any school. The best schools will have an effective school leader or
group of leaders. Leadership not only sets the stage for long-term achievement, but it ensures that there
will be sustainability long after they're gone. In a school setting, a leader must be multifaceted as they deal
with other administrators, teachers, support staff, students, and parents on a daily basis. This is not an
easy job, but many administrators are experts at leading the various subgroups. They can effectively work
with and support every person at the school.

How does a school administrator become an effective school leader? There is not a single answer to this
question but a blend of qualities and characteristics that yield an effective leader. An administrator's
actions over the course of time also help them to become a true school leader.
Lead by Example
A leader understands that others are continuously watching what they are doing and how they respond to
certain situations. They arrive early and stay late. A leader remains calm in times where there may be
chaos. A leader volunteers to help and assist in areas where they are needed. They carry themselves inside
and outside of the school with professionalism and dignity. They do their best to make informed decisions
that will benefit their school. They can admit when a mistake is made.
Have a Shared Vision

A leader has a continuous vision for improvement that guides how they operate. They are never satisfied
and always believe they can do more. They are passionate about what they do. They are able to get those
around them to buy into their vision and to become as enthusiastic about it as they are. A leader is not
afraid to expand or to scale back their vision when appropriate. They actively seek input from those
around them. A leader has both a short-term vision to meet immediate needs, and a long-term vision to
meet future needs.

Be Well Respected
A leader understands that respect is something that is earned naturally over time. They do not force
others around them to respect them. Instead, they earn others respect by giving respect. Leaders give
others around them the opportunities to be their best. Highly respected leaders may not always be agreed
with, but people almost always listen to them.
Be a Problem Solver

School administrators face unique situations every day. This ensures that the job is never boring. A leader
is an efficient problem solver. They are able to find effective solutions that benefit all parties involved.
They are not afraid to think outside the box. They understand that each situation is unique and that there
is not a cookie-cutter approach to how to do things. A leader finds a way to make things happen when no
one believes that it can be done.

An Effective School Leader Is Selfless

A leader puts others first. They make humble decisions that may not necessarily benefit themselves, but
instead is the best decision for the majority. These decisions may instead make their job increasingly
difficult. A leader sacrifices personal time to help where and when they are needed. They are not worried
about how they look as long as it is benefiting their school or school community.

Be an Exceptional Listener
A leader has an open door policy. They do not dismiss anyone that feels that they need to talk to them.
They listen to others fervently and wholeheartedly. They make them feel that they are important. They
work with all parties to create a solution and keep them informed throughout the process. A leader
understands that others around them have potentially brilliant ideas. They continuously solicit input and
feedback from them. When someone else has a valuable idea, a leader gives them credit.
Adapt to Change

A leader understands that situations change and are not afraid to change with them. They quickly assess
any situation and adapt appropriately. They are not afraid to change their approach when something is
not working. They will make subtle adjustments or scrap a plan entirely and start from scratch. A leader
uses the resources they have available and makes them work in any situation.

Understand Individual Strengths and Weaknesses

A leader understands that it is the individual parts in a machine that keeps the entire machine running.
They know which of those parts are fine-tuned, which are in need of a little repair, and which could
potentially need to be replaced. A leader knows each teacher’s individual strengths and weaknesses. They
show them how to use their strengths to make an impact on and create personal development plans to
improve their weaknesses. A leader also evaluates the entire faculty as a whole and provides professional
development and training in areas where improvement is needed.
Makes Those Around You Better
A leader works hard to make every teacher better. They encourage them to grow continuously and
improve. They challenge their teachers, create goals, and provide ongoing support for them. They
schedule meaningful professional development and training for their staff. A leader creates an
atmosphere where distractions are minimized. They encourage their teachers to be positive, fun, and
spontaneous.
Admit When You Make a Mistake

A leader strives for perfection with the understanding that they are not perfect. They know that they are
going to make mistakes. When they do make a mistake, they own up to that mistake. A leader works hard
to rectify any issues that arise as a result of a mistake. The most important thing that a leader learns from
their mistake is that is it should not be repeated.

Hold Others Accountable

A leader does not allow others to get away with mediocrity. They hold them accountable for their actions
and reprimand them when necessary. Everyone including students have specific jobs to do at school. A
leader will ensure that everyone understands what is expected of them while they are at school.
They create specific policies that address each situation and enforce them when they are broken.
An Effective School Leader Makes Difficult Decisions
Leaders are always under the microscope. They are praised for their school’s successes and scrutinized for
their failures. A leader will make difficult decisions that can lead to scrutiny. They understand that not
every decision is the same and even cases with similarities may need to be handled differently.
They evaluate each student discipline case individually and listen to all sides. A leader works hard to help
a teacher improve, but when the teacher refuses to cooperate, they terminate them. They make hundreds
of decisions each day. A leader evaluates each one thoroughly and makes the decision they believe will be
the most beneficial for the entire school.
Advantages of distance learning
Top 7 Advantages Of Online Learning 
1. It's convenient.
This is obviously the greatest benefit of online learning; as long as you own a computer and
have an internet connection, it doesn’t matter in which part of the world you are. Learners can
access information from anywhere, anytime. Furthermore, distance is no longer a barrier to
learning, whether academic or professional. Especially for corporate training, the ability to
reach an unlimited number of employees quickly and regardless of their location has greatly
benefited organizations all around the globe.
2. It's flexible.
It is simple, really; learning becomes easier when aligned with one’s learning needs and
preferences. Online learning allows learners to study at their own pace, whether they are
students, busy adults, or employees. Assignment due dates aside, your audience is given the
freedom to personally build their own learning schedule and choose where and when to
learn. Speaking of “where”, mobile learning offers your audience the ability to keep up with
their learning wherever they are, at home, on a bus, in the park, as long as they have a mobile
device with them.
3. It's cost effective.
Especially regarding corporate training, the cost effectiveness of online learning is quite
impressive; no more travel and accommodation expenses for trainers and employees,
reusable online content, budget cuts on training materials. Especially if your company has an
online training budget, online learning is the ideal training option for you.
4. It can be tailored to different needs.
Different people learn in different ways, and online learning does everything in its power to
ensure that all learning needs are met. Instructional Designers and eLearning
professionals create online courses that address almost all learning behaviors and
accommodate all learning preferences. With online learning it doesn’t matter whether your
learners are visual, acoustic, or kinesthetic; there is a very wide variety of learning methods
and tools that can be used to support learning while meeting all needs.
5. It's immediate.
Not only learners are able to begin their online learning immediately, but they are also able to
see immediate results; whether self-paced or instructor-led, online learning provides a variety
of ways to offer constructive feedback to the audience. Furthermore, online learning allows
for immediate access to additional online resources, which is always a bonus.
6. It's unrestricted.
With online learning location is no longer a barrier; neither are culture and
nationality. Translating and customizing your online courses to address different cultures in
various languages makes possible for your eLearning content to travel all around the world
and reach the widest possible audience. This is particularly effective for your online training
program, as you can use the same training material for your globally distributed workforce
and ensure that all of your employees are aligned with your company’s brand, values, and
vision.
 Adapt your eLearning Content to your Learners' Culture with the Right Vendor

Find, choose and compare the top eLearning Companies for Cultural Adaption of Content!

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7. Immediate updates.
Today’s online learning is better than yesterday’s; and online learning of tomorrow will be
better than today’s. Multimedia, gamification, interactivity, constantly improved technology in
general, provide a wide variety of applications and tools that not only update online learning,
but also they make it more effective. The best part? You know that once you update your
eLearning course, your audience will have immediate access to the updated version as soon
as they click a mouse button.

Top 5 Possible Limitations Of Online Learning

If eLearning, however, is not based on solid instructional design theories and models it may lead to the
following limitations:

1. It may be a "solo" act.

It is true that, although online learning might be convenient and flexible, it is also a solo act. It
will not be easy for all of your learners to feel comfortable when participating in online
discussions and engaging more actively with their online instructors or their virtual
classmates. Furthermore, some people absolutely need personal contact with their educators
or trainers in order to learn successfully. Constructive feedback can be very effective, but if
not given properly or in time, it might also be limited. In addition, some types of learning
problems may be difficult to be addressed online, and some questions can be lost in a sea of
requests and inquiries. This sometimes makes learners feel they lack support and reassurance.
2. It may be impersonal.
No matter how hard we try to fully transfer human communication to online platforms, no
matter how natural it seems to form relationships behind computer screens, a virtual
environment is just not human. Nothing can replace human contact.
3. Too much time spent in front of a computer screen may be harmful.
Being constantly online is the new reality, but the truth is that using a computer or a tablet all
the time can cause poor vision, strain injuries, and other physical problems. Consider sending
guidelines about right sitting posture, desk height, etc. along with your eLearning course; it
might be very useful to your audience.
4. It requires self-discipline.
If your eLearning audience lacks self-discipline, it is unlikely that they will be motivated to self
study. Traditional learning and training have the benefit of easily tracking both progress and
falling behind; this works for many learners as well, as some people prefer their progress to
be closely monitored in order to perform.
5. Possible lack of control.
No matter how carefully you design your eLearning course, there is no guarantee that your
messages will get across. You offer your learners control over their eLearning experience and
this is great, but are they going to use it effectively? There is always the risk of your learners
just going through the material without paying any attention.
If your eLearning content is not built to make the most of the medium it will easily become disengaging.
Furthermore, unless you know exactly what you’re doing with new technologies, it is very likely that you
overwhelm or distract your audience. Creating effective online learning courses requires knowledge, time,
experience, talent, commitment, great communication skills, and a true passion for learning. Have you got
all that? If the answer is yes, then be sure that the advantages of your online training, outweigh its
limitations.
Now that you know all the advantages and possible limitations of online learning, you may be interested
in learning the pros and cons of blended learning. Read the article Blended Learning Advantages And
Disadvantages In Corporate Training to take a closer look at the advantages and disadvantages of
blended training

Importance of School Facilities in Education

When choosing a school for their children, parents should consider the facilities provided by

each school in order to select the best school for their children’s development. The facilities

of a school impact overall learning process as well as the mental and physical growth of the

students. These also affect the academic performance of the student to some extent. So,

parents must consider the school’s facilities.

Basically, facilities offered by a school affect the health, behavior, engagement, learning, and

growth of the students. The physical and emotional health of students and teachers also

depends on the facilities they are getting in school. So, every school should be equipped with

proper facilities for the students and teachers, such that an environment conducive to

learning is created.

Five basic facilities that every school should provide to the students are:

Acoustics And Noise

A classroom should be a quiet place where the students can have mental satisfaction, peace

and are able to concentrate without any outer distractions. Noisy classrooms have negative

effects on the learning of the students. Students get distracted and can never perform

satisfactorily in a noisy environment.

Ventilation And Air Quality

In schools, maintaining proper ventilation in each classroom is imperative. Students suffering

from respiratory conditions find it hard to stay in the classrooms for long. On top of that,

inadequate ventilation can cause discomfort to the student thereby hindering the learning

process. The students are unable to focus in such classroom.

Bacteria, viruses and many other pathogens breed at places where there is improper air

passage. Thus, it impacts the health of the students. So, in order to provide top-notch quality

of education to the students, it is equally important to provide healthy environment with

proper ventilation.
Lighting

According to a study, students that receive maximum exposure to natural daylight in the

classroom, grab the classroom learnings in a much better way. Natural light boosts the

morale of the students as well as teachers thereby resulting in good quality of education. So,

schools should have access to natural light and use less amount of artificial light.

Temperature Control

The temperature at which students learn affects their engagement levels and the overall

outcome. If students feel too hot or too cold in the classrooms, it results in low concentration.

Proper temperature management is crucial in order to enable the students to focus on

classroom learnings without worrying about weather conditions.

Space And Size Of Classrooms

Overcrowded classrooms lead to minimum student engagement and improper learning.

Teachers also find it uncomfortable to handle a class that is overcrowded. They usually fail to

focus on every student when classrooms are overcrowded. So, the number of students in the

classroom should be moderate. The classrooms should be spacious in order to provide

adequate space for the students to study and for the teachers to give demonstrations.

Clearly, school facilities play a significant role in students’ development. Being one of  the top

boarding schools in India, MIT Vishwashanti Gurukul understands parents’ concern and

students’ requirements. That is why it offers all the requisite facilities to the students. The

school follows IB which is based on value education. It has a unique learning pedagogy and

well-equipped classroom. The student to teacher ratio is 1:20, which ensures that every

student receives individual attention from the teachers. This makes it one of  the best

international schools in India. So, without a second thought, you should choose MIT

Vishwashanti Gurukul for your children.

OTHER SOURCES OF FUNDS FOR PUBLIC SCHOOLS

I. Sources of Government Income for Education

 In the Philippines there is no specific education tax; there is no law assigning part of whole of an
income for school purposes except for the Special Education Fund (where an additional one percent tax
on real property is added for this purpose, as per Presidential Decree No. 464)
 The amount given for education depends upon the good will and graces of the municipal
councils, provincial board and Congress of the Philippines.
 Non-payment of teachers’ salaries arises in some instances.
 Causes of which are poverty of the municipality/province or in a few cases - political bickering.
 The National Government comes to the rescue and usually grants special nation aid to the needy
entities.
  General Sources of Government Income for Education:
1. Taxes imposed by law (e.g. real property tax and import and export taxes).
2. Tuition Fees
3. Matriculation Fees
4. Rental for lease of school sites and sales of school products
5. Land grants and donations (UP derives income from land given by the National
government)
6. Voluntary contributions (usually from parents of pupils)
7. Special Fees (usually from college students; income from entrance exams,
registration, library and other special fees)

Job Analysis - Job Description and Job Specification

Job analysis is primary tool in personnel management. In this method, a personnel manager tries to
gather, synthesize and implement the information available regarding the workforce in the concern.
A personnel manager has to undertake job analysis so as to put right man on right job.

There are two outcomes of job analysis :

1. Job description
2. Job specification

The information collected under job analysis is :

1. Nature of jobs required in a concern.

2. Nature/ size of organizational structure.
3. Type of people required to fit that structure.
4. The relationship of the job with other jobs in the concern.
5. Kind of qualifications and academic background required for jobs.
6. Provision of physical condition to support the activities of the concern. For example-
separate cabins for managers, special cabins for the supervisors, healthy condition for
workers, adequate store room for store keeper.

Advantages of Job Analysis

1. Job analysis helps the personnel manager at the time of recruitment and selection of right
man on right job.
2. It helps him to understand extent and scope of training required in that field.
3. It helps in evaluating the job in which the worth of the job has to be evaluated.
4. In those instances where smooth work force is required in concern.
5. When he has to avoid overlapping of authority- responsibility relationship so that distortion
in chain of command doesn’t exist.
6. It also helps to chalk out the compensation plans for the employees.
7. It also helps the personnel manager to undertake performance appraisal effectively in a
concern.

A personnel manger carries analysis in two ways :

a. Job description
 b. Job specification

1. JOB DESCRIPTION is an organized factual statement of job contents in the form of duties
and responsibilities of a specific job. The preparation of job description is very important
before a vacancy is advertised. It tells in brief the nature and type of job. This type of
document is descriptive in nature and it constitutes all those facts which are related to a job
such as :
1. Title/ Designation of job and location in the concern.
2. The nature of duties and operations to be performed in that job.
3. The nature of authority- responsibility relationships.
4. Necessary qualifications that are required for job.
5. Relationship of that job with other jobs in a concern.
6. The provision of physical and working condition or the work environment required in
performance of that job.

Advantages of Job Description

7. It helps the supervisors in assigning work to the subordinates so that he can guide
and monitor their performances.
8. It helps in recruitment and selection procedures.
9. It assists in manpower planning.
10. It is also helpful in performance appraisal.
11. It is helpful in job evaluation in order to decide about rate of remuneration for a
specific job.
12. It also helps in chalking out training and development programmes.
2. JOB SPECIFICATION is a statement which tells us minimum acceptable human qualities
which helps to perform a job. Job specification translates the job description into human
qualifications so that a job can be performed in a better manner. Job specification helps in
hiring an appropriate person for an appropriate position. The contents are :
1. Job title and designation
2. Educational qualifications for that title
3. Physical and other related attributes
4. Physique and mental health
5. Special attributes and abilities
6. Maturity and dependability
7. Relationship of that job with other jobs in a concern.

Advantages of Job Specification

8. It is helpful in preliminary screening in the selection procedure.

9. It helps in giving due justification to each job.
10. It also helps in designing training and development programmes.
11. It helps the supervisors for counseling and monitoring performance of employees.
12. It helps in job evaluation.
13. It helps the management to take decisions regarding promotion, transfers and giving
extra benefits to the employees.

From the above advantages, we can justify the importance of job analysis and it’s related products.
Both job description as well as job specification are important for personnel manager in personnel
management function. Therefore, job analysis is considered to be the primary tool of personnel
management.

his is an interesting question to consider. The Department of Education (DepEd) and the Commision on
Higher Education (CHED) has existed for several years and most probably employs experts and advisers in
the field of education. As a result, they should know what to do, correct?

Let us look at some of the most common suggested “solutions” to the existing problems with the current
educational system.
 1. More Buildings and More Books.
National television and other forms of media has consistently pointed out this solution. Inspiring stories of
poor children walking barefoot towards their school, which is broken, is a constant hit. I agree with the
suggestion that more buildings should be built, however, we should also take into account
that accessibility is a major issue. Bridges and pathways should be improved, especially in the rural areas.

On the issue of books. While books are important, it has been brought to attention that some of those
used in primary and secondary levels are outdated  and factually wrong.  DepEd should implement some
sort of system to ensure that these books are appropriate. However, I believe that they should focus more
on the use of computers in order to have computer literate graduates. Access to the internet would allow
them to read from a variety of sources.

2. Increase salary of teachers and professors.

Yes! I, wholeheartedly, agree with this suggestion. Teachers do not end their work with the last class, they
continue to work into the night, preparing lesson plans. Furthermore, they usually supply their own
materials.

Now that we have discussed some of the common solutions, I want to focus on one that is not usually
discussed.

Schools and Universities should be deeply connected with the industry.

There still exists a wide discrepancy between the job market and the graduates that we have. Guidance
counselors should also be trained to properly give the practical advice. You may choose your passion, but
let's be realistic. Many freshmen choose their course based on peer pressure and their interests. This leads
to job saturation and constant shifting of courses.

Schools should understand what the industry really needs. By developing deep connections with these
companies, universities will be able to prepare students for life after graduation. The needs of the industry
a decade ago, is different from now.

I also believe that professionals should be also allowed to teach, even part-time only. Experience can be
shared and advice can be given directly to students.

Now, I agree that colleges are trying to meet that. But what about elementary and high schools?

K-12 is both a blessing and a curse. It aims to prepare graduates of high school to work in the field but
senior high school lacks a connection with the market. Work Immersion is an optional subject with even
the well-known schools not implementing them.

Companies that have hired the recent graduates note that they lack professionalism and work ethic. An
improved curriculum is needed immediately.

In summary, I suggest that the government focus on these points:

 Infrastructure
 Better Salary and Training for Teachers
 Developing a deep connection with the industry
 Adapting the curriculum to fit the needs of the market
The educational system is improving. But I hope they develop exponentially, not at a steady rate. The
future of these million or so students depend on them.

he Philippines has started to make headway in education thanks to policies that aim to expand access
and improve quality. The need for human capital development has been the main impetus behind such
educational reforms, as detailed in the current administration’s Philippine Development Plan (PDP) 2017-
22. Despite notable gains, work remains, especially in terms of academic performance, the number of
educational facilities and participation rates. To address these issues, the government has significantly
increased education expenditure over the years, initiated structural changes in basic and higher
education, and intensified partnerships with the private sector and industry.

System Structure

The education system consists of the three components: basic education, higher education, and technical
and vocational education and training (TVET). Basic education, which is directed by the Department of
Education (DepEd), has undergone a major overhaul in recent years, with two laws extending compulsory
schooling from 10 years to 13 years. The Kindergarten Act of 2012 introduced free pre-school and also
added a mandatory year to the elementary curriculum, while the Enhanced Basic Education Act of 2013
(EBEA), also known as the K-12 law, made attending secondary school mandatory and extended the
curriculum by two years.

Public and private higher education is managed by the Commission of Higher Education (CHED), whose
remit includes undergraduate and postgraduate programmes. Meanwhile, the Technical Education and
Skills Development Authority (TESDA) oversees the management of TVET provision, which is classified
according to three categories: company-based; community-based (within communities); and institution-
based (within TESDA’s partner institutions).

The Philippines is one of the few countries where private higher education institutions outnumber state
schools and enrol a greater number of students. Of the 3.59m undergraduate students enrolled in higher
education institutions (HEIs) in the 2016/17 academic year, 1.95m, or 55%, were enrolled in private
schools. Leading private universities, such as the University of Santo Tomas, were established hundreds
of years before their public sector counterparts – although Filipinos were not allowed to attend until the
19th century – while the University of the Philippines, the archipelago’s leading state university, was set
up in 1908, when the country was under US control. There were 1943 HEIs in operation in the 2016/17
academic year, according to data from CHED, of which 88%, or 1710, were private. The remaining 12%
are public, with 112 state universities and colleges (SUCs) and 107 local colleges and universities (LCUs).
Similarly, almost 90% The university landscape is starting to change, however, which is leading to some
challenges. “There are three major issues affecting the education sector,” Winston Conrad B Padojinog,
president of the University of Asia and the Pacific, told OBG. “First, free tuition has prompted a shift in
enrolment from private to public institutions. Second, the entrance of major corporations into the
education sector has made it more challenging for less-commercial universities to operate. Lastly,
digitalisation has brought about substantial additional costs in both the acquisition of technology and the
retraining of staff.”

Accreditation

While private schools play a major role in the education system, it is compulsory for all institutions in the
Philippines to be accredited by the government. The DepEd is responsible for monitoring basic education
outcomes such as enrolment, completion and drop-out rates, while individual schools are in charge of
internal quality assurance.
Accreditation for TVET programmes is conducted through TESDA, which assesses institutions based on
strategy, products, services and performance, among other topics, and has four levels of accreditation:
bronze (commitment), silver (mastery), gold (proficiency) and platinum (excellence). CHED regulates the
curriculum, programme offerings, tuition fees and learning resources of HEIs, and then confers a centre-
of-excellence status to HEIs that meet the highest standards of quality in education and research, and
the centre-of-development status for those considered to have strong potential. There are also private
accreditation bodies, although as of 2017, only 28% of HEIs had sought private accreditation.

Sector Targets

The Global Competitiveness Report 2017-18 published by the World Economic Forum (WEF) ranks 137
countries on national competitiveness based on a group of factors that determine the level of
productivity, including the quality of the education system. The Philippines placed 66th in the quality of
primary education category under the health and primary education pillar. To compare, this was behind
fellow ASEAN members Singapore (3rd), Malaysia (23rd), Brunei (27th) and Indonesia (47th), but ahead
of Laos (88th), Thailand (89th), Vietnam (93rd) and Cambodia (112nd). In terms of the higher education
and training pillar, which includes secondary and post-secondary schooling, the country is ranked 55th,
behind only Singapore (1st) and Malaysia (45th), and ahead of Thailand (57th), Indonesia (64th), Brunei
(67th), Laos (105th) and Cambodia (124th).

Regarding research and development (R&D) indicators, the Philippines placed 65th overall, which
represented no change on its 2016-17 standing but a notable drop from its 2015-16 ranking of 48th. To
compare, in 2017-18 Singapore ranked ninth, followed by Malaysia at 22nd, Thailand (50th), Vietnam
(71st), Laos (81st) and Cambodia (110th). Extensive efforts are under way to improve the country’s
expenditure patterns, capacity for innovation, and the level of collaboration between industry and
academia. The government has recognised the need to improve the R&D environment, with a number of
initiatives implemented to this end (see analysis).

Combating Challenges

Ongoing challenges have contributed to the mid-level rankings of the education sector, but the
government’s efforts to boost spending, ensure enrolment and improve its global standing have not been
without some success. The Philippines has worked to make sure a greater number of children are
attending school to positive effect. Between 2008 and 2015, the net enrolment rate rose from 88% to
95% in primary school, from 60% to 66% in secondary education and from 29% to 36% in tertiary
education. A number of policies and programmes have significantly decreased the number of out-of-
school children, as well as addressed shortages in terms of classrooms and learning resources. As a
result, the youth literacy rate in the 15-24-year-old demographic reached 98.1% in 2013, according to
the latest data from the World Bank.

In addition, in 2000 the Philippines was one of 164 countries to sign on to the global Education For All
(EFA) movement led by UNESCO to provide basic educational outcomes for every child and adult. While
UNESCO reported that the country missed a number of targets in 2015, citing gaps in student
completion, underdeveloped school infrastructure and overstretched technological resources, the
organisation named the Philippines as one of those most likely to achieve its EFA targets in the coming
years.

Philippine Development Plan

President Rodrigo Duterte reaffirmed his commitment to improving learning via his administration’s
medium-term development plan, PDP 2017-22, which specifies a number of programmes and strategies
the government intends to implement in the next five years to meet its objectives, including the reduction
of inequality through universal access to learning opportunities.

At the primary and secondary levels, the government has intensified its efforts to expand alternative
learning systems to provide skills-based learning opportunities to out-of-school youths, strengthen early
childhood care and development programmes, pursue full implementation of the K-12 system, continue
curricular reforms and make efforts to enhance the quality of teachers. Changes have also been
implemented at the post-secondary and TVET levels. These include emphasising the need to expand
collaboration between academic institutions, government and industry; expanding access to SUCs, LCUs
and vocational training centres; attracting reputed professors and researchers; and promoting excellence
in higher education institutions.

Budget

To better implement the goals of the PDP 2017-22, sizeable increases in education spending were
allocated in 2017 and 2018. The DepEd received a 31% increase in financing, bringing its budget to
P543.2bn ($10.7bn) out of the P567.5bn ($11.2bn) allocated to the education sector overall in 2017, with
the remaining going to CHED and TESDA. These funds were allocated for the hiring of 53,831 new
teachers, the construction of 47,000 new classrooms and the implementation of free tuition reforms at
SUCs.

In 2018 the DepEd received P553.31bn ($10.9bn), with CHED getting P49.43bn ($976.5m) and TESDA
P7.46bn ($147.4m), bringing the total to P610.2bn ($12.1bn). According to the Department of Budget
and Management, the money will be used to maintain and repair educational infrastructure, hire new
teachers and staff, and develop resource materials. State colleges and universities will also receive
P62.12bn ($1.2bn) to support free higher education.

Spending on Education

Looking ahead, the country’s rapid population growth is expected to place considerable pressure on
educational infrastructure. As of the beginning of 2018, the population of the Philippines totalled 106.5m
people, according to figures from the UN, and the Philippine Statistics Authority (PSA) forecasts it will hit
roughly 141m by 2045. The increase in population has implications for the amount of government
spending that will be needed to ensure PDP 2017-22 education goals are met. The most recent data from
the UN Development Programme shows that in 2012 the country was spending the equivalent of 2.7% of
its GDP on education, below the 6% recommended by UNESCO and the 4.9% global average. That figure
has risen over the past few years to around 3.6% in 2017, according to figures from the PSA, but the
Philippines continues to spend far less on education as a proportion of GDP by global standards.

Republic Act

With the augmented budget, new policies to improve educational outcomes are emerging as are the
number of support programmes. One of the most significant pieces of legislation passed in 2017 was the
Republic Act No. 10931 of 2017, also known as the Universal Access to Quality Tertiary Education Act. It
initially started out as a bill that covered free tuition at SUCs, but has now been expanded into a law that
provides tuition and other school fees to all students, including those enrolled in private HEIs, CHED-
recognised LCUs, and all duly registered TVET programmes. Under the law, full tuition subsidies will be
provided for students at 112 SUCs and 78 LCUs nationwide starting in the 2018/19 academic year.

Despite the overwhelming popular support for the bill, some lawmakers expressed concern about its
potential impact on public finances, as the economic team of President Duterte estimates that the new
regulation will cost approximately P100bn ($2bn) per year. The bill was nonetheless approved in the
legislature, as some of budget intended for other departments was appropriated. CHED set aside P40bn
($790.2m) for the programme’s first year.

Extended Curriculum

The Philippines implemented the EBEA in 2016, roughly three years after the bill was signed, which saw
the addition of two years of senior high school to the mandatory structure beginning with the 2016/17
academic year. Prior to its implementation, the Philippines was the only country in Asia, and only one in
three countries worldwide, with a 10-year basic education cycle. Much of the opposition to the initiative –
which triggered five separate petitions to the Supreme Court – centred on whether the country’s
teachers, schools and administration were in a position to implement the reform. President Duterte
expressed scepticism about the programme before he was elected but changed his mind in May 2016
after a delegation from the DepEd told him that the change was necessary to prevent Filipino students
from falling behind their neighbours.
In August 2016, 1.5m Filipino children attended 11th grade for the first time, with senior high school
students choosing between four tracks: academic, technical-vocational, sports or the arts. Based on
enrolment data from the DepEd, 60%, or 914,436, of incoming 11th graders enlisted in the academic
track, 39.2%, or 594,027, pursued technical and vocational track studies, and less than 1%, or 8847
students, enrolled in the art or sports programmes.

To date, the results of the K-12 implementation have been encouraging. In 2016 senior high school
enrolment exceeded expectations, and the DepEd has already started to engage in partnerships with
HEIs and industry stakeholders to ensure that graduating students are better equipped for further studies
or employment. “The K-12 reform will ensure that Filipino graduates can be competitive and take
advantage of international job and education opportunities,” Dionisio M Miranda, president of the
University of San Carlos, told OBG. “The overhaul of the education system was a necessary correction
that will ensure the Philippines produces qualified human resources attuned to the skills of the future.”

Despite its successes, the programme has not been without its challenges. The basic education system
still suffers from classroom shortages, especially in public senior high schools. To deal with this problem,
students at such schools have the option of enrolling in private schools with the help of financial
vouchers. According to DepEd, some 50,000 vouchers were awarded in the 2016/17 academic year to
partially cover students’ tuition fees. There are also issues regarding curriculum development. “As a result
of the K-12 reform, incoming students are better trained and better screened. However, in the final two
grades of high school some students were enrolled in tracks that do not fit with the university courses
that they will finally choose to take and therefore the universities have to pick up the slack in these
areas,” Wilfred Tiu, president of Trinity University of Asia, told OBG.

Despite these issues, K-12 implementation is still advancing on schedule, with the first batch of students
set to graduate from year 12 in 2018.

Going Global

The Philippines has boosted its efforts towards internationalisation in the sector by seeking out
educational partnerships with foreign HEIs. Several universities have already shifted their academic
calendars to synchronise with their partners from around the world, while CHED has entered into
agreements with a number of countries.

In 2017 the Canadian government in collaboration with Scotiabank launched the Study Direct Stream
Programme to streamline visa processes for full-time Filipino students attending universities in Canada.
Also in 2017 CHED signed a memorandum of cooperation with the New Zealand Qualifications Authority
during the 31st ASEAN Summit aimed at improving the education system in the Philippines, while giving
local students the opportunity to pursue education in New Zealand. Efforts will hopefully see more local
universities competing and ranking globally. While no Philippine universities in the Times Higher
Education’s Asia top-100 list in 2018, four schools made the global top-1000 in the 2017 Quacquarelli
Symonds World University Rankings. At 367th, the University of the Philippines scored the highest,
followed by Ateneo de Manila University, which placed in the 501-550 bracket, and De La Salle University
and the University of Santo Tomas both scoring in the 701+ bracket. “There is big potential for the
Philippines to be competitive in transnational education. The country has the advantage of an English-
speaking population with high human capital,” Antonio P Esteban, executive director of the Australian
International School, told OBG.

Innovation

Spending on R&D as a percentage of GDP has continued to remain under 1% in the Philippines. Based on
the most recent World Bank data, the Philippines’ ratio of R&D expenditure to GDP was around 0.14% in
2013, much lower than the global average of

The government’s Inclusive Innovation Industrial Strategy, known locally as i3S, is also helping to
promote innovation by strengthening collaborations between industry and academia, introducing R&D
incentives and designing new training programmes.

Efforts to reach the private sector have been intensified as well, as DoST launched the Collaborative
Research and Development to Leverage Philippine Economy (CRADLE) programme in May 2017. The
CRADLE scheme will enhance collaboration between the academic community and industry by funding
research at universities based on the needs of the business community. In cooperation with the
University of Southeastern Philippines and HIJO Resources Corporation, for example, the programme has
already seen development of a pest and disease identification app for mobile phones to combat
agricultural disease.

Automation

Embracing private sector technologies as part of efforts to improve education operations is also catching
on in the primary and secondary school systems. For example, Philippine tech companies such as Wela
School System and Cloudswyft have digitised traditional teaching and assessment methods in an effort to
upgrade the skills of both teachers and students. Wela School System introduced two innovations: a
cloud-based platform that automates academic reports, and radio frequency identification technology
with a corresponding mobile application that tracks students’ attendance and performance. Meanwhile,
Cloudswyft offers students a lab-training platform where they can learn about software applications
through exercises and monitoring functions.

Outlook

Despite some persisting issues, the future of the education sector in the Philippines looks promising. If
the sector continues to be prioritised in national spending plans, one can expect to see more programmes
from the government aimed at improving the quality of provision and infrastructure. K-12 reform should
yield graduates who are better prepared for employment, higher education or entrepreneurship.
Meanwhile, free tuition in colleges and universities should boost enrolment and increase the number of
tertiary education students. It remains to be seen if academic programmes and teaching methods in
public HEIs with evolve sufficiently to meet the rapidly changing demands of the national and
international economy. Ultimately, the aim is to close the gap between the skills of graduates and the
needs of industry, ensuring that the country will produce a more productive workforce and more
entrepreneurial graduates with innovative ideas to drive development forward.

CIVIL SERVICE GUIDELINES

5.34.4 POLICY STATEMENTS The following are the policies on Recruitment/Selection/Placement:

5.34.4.1 The NSC qualification standards of positions approved by the Civil Service Commission shall be
followed in evaluating the fitness of a candidate for a position. 5.34.4.2 All candidates shall go through
the selection process/ instrument of assessment. 5.34.4.3 Shortlisted candidates who are qualified are
subject for deliberation/evaluation of the Personnel Selection Board (PSB). 5.34.4.4 Processes
enumerated under the CSC approved Merit Selection Plan and System (MSP) and System Ranking
Position (SRP) of the National Security Council shall be followed and implemented.

PERFORMANCE

The Strategic Performance Management System (SPMS) is a mechanism that links employee
performance with organizational performance to enhance the performance orientation of the
compensation system. It ensures that the employee achieves the objectives set by the organization
and the organization, on the other hand, achieves the objectives that it has set as its strategic plan.

The SPMS Process

The SPMS follows a four-stage cycle, consisting of the following:

1. Performance planning and commitment

During this stage, success indicators are determined. Success indicators are performance level
yardsticks consisting of performance measures and performance targets. These shall serve as
bases in the office’s and individual employee’s preparation of their performance contract and rating
form.

2. Performance monitoring and coaching

The performance of the office and every individual shall be regularly monitored at various levels.
Monitoring and evaluation mechanisms ensure that timely and appropriate steps can be taken to
keep a program on track, and that its objectives or goals are met in the most effective manner.

Managers and supervisors act as coaches and mentors to provide an enabling

environment/intervention to improve team performance, and to manage and develop individual
potentials.

3. Performance review and evaluation

This phase aims to assess both office’s and individual employee’s performance level based on
performance targets and measures as approved in the office and individual performance
commitment contracts.

Part of the individual employee’s evaluation is the competency assessment vis-à-vis the competency
requirements of the job. The assessment shall focus on the strengths, competency-related
performance gaps and the opportunities to address these gaps, career paths, and alternatives.

4. Performance rewarding and development planning

The results of the performance evaluation/assessment shall serve as inputs for the agency’s HR
Plan, which includes identification and provision of developmental interventions, and conferment of
rewards and incentives.

GENERAL GUIDELINES for PROMOTION

1. Whenever a position in the first or second level becomes vacant, employees who
occupy positions next-in-rank shall be considered for promotion to the vacancy.

2. All candidates to be considered for promotion shall possess the appropriate Civil
Service Eligibility, educational attainment, years of experience and training required of
the position, in accordance with the Qualifications Standards.

3. Specifically, selection for promotion shall start from employees holding next-in-rank
positions, who are most competent and qualified, in the unit where the vacancy exists.

4. In the absence of a next-in-rank candidate from within who meets the prescribed
qualifications required of the position, selection may be made either vertically or
laterally. Vertical selection is selection from those below the employees occupying next-
in-rank positions within the unit where the vacancy exists. Lateral selection is selection
from qualified employees in other primary units either within the office or outside the
office, if there are no qualified candidates from within the unit where the vacancy exists.

5. Lack of confidence shall not be accepted as a valid reason for disqualifying an

employee from promotion.

6. The mere filing of an administrative charge shall not constitute a disqualification from
promotion. When an employee who is slated for promotion has a pending administrative
case, the position to which he shall have been promoted shall not be filled until after the
case shall have been finally decided. However, when the exigencies of the service
require immediate filling of the position, it may be filled by temporary appointment only.
If he is found guilty, he shall be disqualified from promotion for a period based on the
penalty imposed as prescribed by the Commission.
A pending administrative case shall be construed as follows:

1. When the disciplining authority has already filed a formal charge; or

2. In case a complaint is filed by a private person, a prima facie case is already found to

exist by disciplining authority.

RETIREMENT

Relevant to the request is Section 12, Rule XIII, Revised Omnibus Rules on Appointments and Other
Personnel Actions, which states, as follows: “Sec. 12. No person who has reached the compulsory
retirement age of 65 years can be appointed to any position in the government . “The Commission
however may, in meritorious cases, extend the services of one who has reached compulsory retirement
age of 65 years for a period of six (6) months. Such extension shall be at the PRO version Are you a
developer? Try out the HTML to PDF API pdfcrowd.com maximum period of one (1) year for those who
will complete the fifteen (15) years of service required under the GSIS law. Request for extension shall
be made by the head of office and shall be filed with the Commission prior to the date of the
official/employee’s compulsory retirement. “Services rendered during the period of extension, for those
who shall complete the 15 years of service required under the GSIS law, shall be credited as part of the
government service. Otherwise, the same shall not be credited as government service for purposes of
retirement. “Officials and employees on service extension shall be entitled to salaries, allowances, and
other remunerations, that are normally considered part and parcel of an employee’s compensation
package. Their entitlement to such salaries, allowances, and other remunerations shall be subject to
existing regulations on the grant thereof. Such extension of service shall not entitle the employee to
leave credits.”