RA 9710 (MAGNA CARTA OF WOMEN): ITS IMPLICATION TO THE EXISTING RULES AND POLICIES OF THE PHILIPPINE NORMAL UNIVERSITY LOPEZ, QUEZON

RESEARCH ABSTRACT

Research Title:            REPUBLIC ACT NO. 9710 (MAGNA CARTA OF WOMEN): ITS IMPLICATION TO THE EXISTING RULES AND POLICIES OF THE PHILIPPINE NORMAL UNIVERSITY LOPEZ, QUEZON

Researchers:                Joe Anthony L. Basco

Arjay  C. Encinada

Emelia S. Martinez

Marla N. Ortiz

Aivy Aljhean C. Paraiso

Crisna Maria O. Pardilla

Janine D. Precioso

Degree Conferred:      Bachelor in Elementary Education

Institution:                    Philippine Normal University

Statement of the Problem

The research study sought to draw out the implication of R.A. 9710 otherwise known as Magna Carta of Women to the existing rules and policies of Philippine Normal University Lopez, Quezon.

1. What are the implementing rules and regulation of R.A. 9710 that covers the state universities and colleges (SUCs) and higher educational institutions (HEIs)?

2. What are the foci of the existing rules and policies of Philippine Normal University concerning Academics, Admissions, and Key Transaction as stipulated in the;

a.       Student Handbook;

b.      Faculty Manual, and;

c.       Administrative Manual?

3. What are the rules and policies of PNU that go with R.A. 9710 as perceived by;

a.       Administration, Faculty and Personnel, and;

b.      Students?

4.  What are the rules and policies of PNU that do not go with R.A. 9710 as perceived by;

a.       Administration, Faculty and Personnel, and;

b.      Students?

5. What is the implication of R.A. 9710 to the existing rules and policies of the Philippine Normal University?

Assumptions

1. The researchers postulate that the implementing rules and regulations of the Magna Carta of Women that concern SUCs and HEIs are;

a.       gender-sensitive curriculum;

b.      equal access to education;

c.       elimination of violence against women (VAW);

d.      equal access to sports;

e.       right to health;

f.       food security and productive resources;

g.      recognition and preservation of cultural identity and integrity;

h.      peace and development education

i.        protection of culture and tradition; and

j.        gender mainstreaming.

2. The researchers assume that the existing rules and policies of PNU focus on the following:

A.    Student Handbook

a.       Admission and Registration

b.      Policies on Transferees

c.       Enrolment Procedure

d.      Academic Policies

B.     Faculty Manual

a.       Academic Processes

b.      Professional Services

c.       Benefits, Incentives, Privileges and Awards

d.      Administrative Procedures

C.     Administrative Manual

a.       Policies, System and Procedures on Key Administrative Transactions

1.1  Human Resources Management Office Transaction

1.2  Financial Management

1.3  Property and Supply Management

1.4  Communication and Record Management

1.5  Physical Plant and Campus Development

1.6  Health Management

Hypotheses

1. The existing rules and policies of the Philippine Normal University strongly observe the educational provisions of Republic Act No. 9710 otherwise known as the Magna Carta of Women.

2. The R.A. 9710 otherwise known as the Magna Carta of Women has no implication to the existing rules and policies of the Philippine Normal University Lopez, Quezon Campus.

Research Methodology

The main objective of the study is to find out if RA 9210 has an implication to the existing rules and policies of Philippine Normal University. For this reason, the descriptive-normative type of research was used in conducting the study.

The major internal stakeholders of the Philippine Normal University Lopez, Quezon are the respondents of the research study. These major internal stakeholders refer to the university officials, faculty and personnel, and students. To this end, they were grouped into two namely (A) the university officials, faculty and non-teaching personnel and (B) the students presently enrolled. The number of student respondents was settled on using non-proportional quota sampling.

The researchers made use of three instruments including the documentary analysis, interview, and survey questionnaire. Data acquired from the documentary analysis and interview was used by the researchers in constructing the survey questionnaire. It undergone consultation and validations with the authorities and research masters namely; master grammarian, master statistician, and master researcher.

            Both the student and faculty respondent used the same questionnaire using the Likert scale. The weighted mean of each of the fifty one items was computed through the Microsoft Excel. It was then analyzed and interpreted.

Summary of Findings

1. The provisions in the Magna Carta of Women that concern SUCs and HEIs are gender-sensitive curriculum, right to equal access to education, elimination of violence against women (VAW), equal access to sports, right to health, food security and productive resources, recognition and preservation of cultural identity and integrity, peace and development education, protection of culture and tradition, and gender mainstreaming.

2. Meanwhile, the existing rules and policies of the Philippine Normal University focus on the following admission and registration, policies on transferees, enrolment procedure and academic policies as stipulated in the Student Handbook. On the other hand, academic processes; professional services; benefits, incentives, privileges and awards; and administrative procedures are the centre of the Faculty Manual. Lastly, the Administrative Manual underscores policies, system and procedures on key administrative transactions like human resources management office transaction, financial management, property and supply management, communication and record management, physical plant and campus development, and health management.

3. The findings reveal the existing rules and policies of the Philippine Normal University are in line with the educational provisions in the Magna Carta of Women. This comes entrenched since the statements gained an overall average of 3.111275 and is interpreted as “Moderately Observe.” 

4. None of the existing rules and policies of the Philippine Normal University were concluded to be “Not Observed” as to the observations of the major internal stakeholders is concerned.

5. Findings show that the hypotheses of the researchers come to be rejected as the overall average has settled on 3.111725 and was interpreted as “Moderately Observed.” Thus, the R.A. 9710 otherwise known as the Magna Carta of Women has an implication to the existing rules and policies.

Conclusions

            Out of the findings that the researchers have acquired, the following conclusions were formed:

1. The provisions in the Magna Carta of Women that concern SUCs and HEIs promote gender equality among women in all access to education.

2. The existing rules and policies of the Philippine Normal University focus on academic processes, admission and registration, and relevant key transactions of the Institution.

3. The existing rules and policies of the Philippine Normal University are in line with the educational provisions in the Magna Carta of Women.

4.  None of the existing rules and policies of the Philippine Normal University are not in accordance to the provision in the Magna Carta of Women.

5. The existing rules and policies of the Philippines Normal University moderately observe the educational provisions in the Magna Carta of Women.

Recommendations

1. The Administration may make certain steps for the full implementation of the educational provisions enshrined in the Magna Carta of Women.

2. The Administration may ensure the correct interpretation of the existing rules and policies.

3. The Administration may guarantee to the student the full enjoyment of the educational provisions in the Magna Carta of Women.

4.  The Administration may strengthen the rules and policies of the Institution that go with the Magna Carta of Women.

5.  The Administration may take appropriate steps to strongly observe the educational provisions in the Magna Carta of Women in all of the Institutions rules and policies.

For the future student-researcher, the following studies were recommended for further investigation:

Curriculum Review: Basis for Strengthening Gender Mainstreaming in Philippine Normal University, Quezon Campus

Development and Validation of a Proposed Sex-Disaggregated Database for Philippine Normal University, Quezon Campus

Perceived Significance of a Gender and Development Code for the Philippine Normal University

PNOY’s Ten Point Agenda in Basic Education

1. 12-year Basic Education Cycle (K+12)
Our President is planning to expand the basic education cycle, from a 10-year cycle to a globally-comparable 12 years, for our public school children. At present, we are the only country in Asia that has a 10-year cycle for basic education. Those who can afford basic education get into the best universities and the best jobs after graduation.

2. Universal preschooling for all
All public school children will have preschool as their introduction to formal schooling by 2016, and he will make this available to all children regardless of income. With regards to pre-schooling, I think this program was implemented already by previous administration. We had already our Day Care Centers managed by Day Care Worker. This program is under the Department of Social Welfare and Development (DSWD) with the Municipal Nutrition Action Officer (MNAO) as the head of the Day Care Workers.

3. Madaris education (Madrasah) as a sub-system within the education system
President Noynoy Aquino wants full basic education for all Muslim Filipino children. According to him, this is to give proper respect to their culture while providing a sound curriculum in English, Filipino, Science, and Math. Madaris education, with subjects in Arabic language and Islamic Values Education, can be integrated in our public school curriculum as additional subjects.

4. Technical vocational education as an alternative stream in senior high school. 
He will reintroduce technical-vocational education in our public high schools to better link schooling to local industry needs and employment. We need to provide an educational alternative to better prepare the students for the world of work.

5. “Every child a reader” by Grade 1
By the end of the next administration, every child must be a reader by Grade 1. At the core of our children’s non-learning problems is the inability to read properly. By the end of the next administration (SY 2015-16), every child passing pre-school must be a reader by Grade 1. I think this is the responsibility of the parents to teach their children how to read while at home. Modesty aside, our parents taught us how to read when we were still young even if they were just both an elementary graduate.

6. Science and Math proficiency
Our President is also planning to rebuild the science and math infrastructure in schools so that we can produce more scientists, engineers, technicians, technologists and teachers in our universities so that this country can be more globally compatible in industry and manufacturing. To build a culture for science and math, he is also planning to promote science and math clubs and fairs. In our school, we have Student Technologist and Entrepreneur of the Philippines (STEP) Competition and Mathematics Week Celbration.

7. Assistance to private schools as essential partners in basic education
The President is planning to expand government assistance to private education. A strong private school system will strengthen our public schools by providing parents an alternative and not adding to the overcrowding. One concrete example is the Fund for Assistance to Private Education (FAPE). They have this program Educational Service Contract (ESC). A student in a private school can apply as ESC Scholar provided that he or she is deserving to become a scholar. In other words, his/her academic records are good. I think, no grade below 80% is one of their requirements. Modesty aside, I was once an ESC scholar before when I was still in high school (ehem!). By the way, another requirement is the Income Tax Return (ITR) of the parents.

8. Medium of instruction rationalized
President Aquino wanted the Philippines to become a trilingual nation: Learn English well and connect to the world. Learn Filipino well and connect to our country. He said: “Retain your dialect and connect with your heritage.” I think this will be realized.

9. Quality textbooks
Our President also will not tolerate poor textbook quality in our schools. Textbooks will be judged by three criteria: quality, better quality, and more quality. Poor quality textbooks have no place in our schools according to him. I have noticed that some of our textbooks have wrong information. There was a time that I read a book and it says: “Clouds are blue.” Where in this world that you can find clouds with blue color? There are also some words that are misspelled. This will be the job of the National Book Review Board. They must see to it that all books have three criteria: quality, better quality, and more quality.

10. Covenant with the local governments to build more schools
President Noynoy Aquino is planning to build more schools in areas where there are no public or private schools in partnership with local governments, as well address our persistent classroom and teacher shortages. We need more schools with smaller populations so that teachers, students and parents can form a real learning community. This time, there is now a Local School Board (LSB) with the District Supervisor as the Chairman and the Municipal Mayor as the Co-Chairman or vice versa. In our school, we have 5 teachers who are still LSB Funded.

Four-Pronged Approach

Looking for a lesson plan using four-pronged approach? Try the links below.=)
http://www.jeanettepatindol.com/uploads/3/5/3/0/353097/the_four-pronged_approach.pdf
http://celinadeleon.wordpress.com/2006/04/07/lesson-plan-in-english-i-four-pronged-approach/
http://www.jeanettepatindol.com/for-teachers-other-resources.html

Lesson Planning Procedure

Time -- we only have so much of it. The effective teacher cannot create a single extra second of the day -- any more than anyone can. But the effective teacher certainly controls the way time is used. Effective teachers systematically and carefully plan for productive use of instructional time.One of the primary roles that you will perform as a teacher is that of designer and implementor of instruction. Teachers at every level prepare plans that aid in the organization and delivery of their daily lessons. These plans vary widely in the style and degree of specificity. Some instructors prefer to construct elaborate detailed and impeccably typed outlines; others rely on the briefest of notes handwritten on scratch pads or on the backs of discarded envelopes. Regardless of the format, all teachers need to make wise decisions about the strategies and methods they will employ to help students move systematically toward learner goals. Teachers need more than a vague, or even a precise, notion of educational goals and objectives to be able to sequence these objectives or to be proficient in the skills and knowledge of a particular discipline. The effective teacher also needs to develop a plan to provide direction toward the attainment of the selected objectives. The more organized a teacher is, the more effective the teaching, and thus the learning, is. Writing daily lesson plans is a large part of being organized. Several lesson plan outlines will be presented. You as a teacher will probably begin by choosing a desirable outline and sticking fairly close to it. Planning and classroom delivery innovations usually come once you are in the classroom with your own set of learners, have developed your own instructional resources, and have experimented with various strategies. Although fundamental lesson planning elements tend to remain unchanged, their basic formula is always modified to suit the individual teacher's lesson preparation or style of presentation. The lesson plan is a dreaded part of instruction that most teachers detest. It nevertheless provides a guide for managing the learning environment and is essential if a substitute teacher is to be effective and efficient. Three stages of lesson planning follow: Stage 1: Pre-Lesson Preparation Goals Content Student entry level Stage 2: Lesson Planning and Implementation Unit title Instructional goals Objectives Rationale Content Instructional procedures Evaluation procedures Materials Stage 3: Post-Lesson Activities Lesson evaluation and revision Lesson planning involves much more than making arbitrary decisions about "what I'm going to teach today." Many activities precede the process of designing and implementing a lesson plan. Similarly, the job of systematic lesson planning is not complete until after the instructor has assessed both the learner's attainment of the anticipated outcomes and effectiveness of the lesson in leading learners to these outcomes. One final word. Even teachers who develop highly structured and detailed plans rarely adhere to them in lock-step fashion. Such rigidity would probably hinder, rather than help, the teaching-learning process. The elements of your lesson plan should be thought of as guiding principles to be applied as aids, but not blueprints, to systematic instruction. Precise preparation must allow for flexible delivery. During actual classroom interaction, the instructor needs to make adaptations and to add artistry to each lesson plan and classroom delivery.

Teaching Tips

Here is a link that offers teaching tips for in & pre service teachers. I hope you'll find it of great importance too.
http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/teachtip.htm

Lesson Plan in Science VI

Philippine Normal University

 The National Center for Teacher Education

Lopez, Quezon

Detailed Lesson Plan in Science VI

(Process Approach)

I.              Objectives

At the end of the lesson, the pupils are expected to:

1.    Explain how energy is transferred from one body to another.

2.    Analyze the methods of energy transfer that occurred on given situations.

3.    Work with the group cooperatively.

II.            Subject Matter

a.    Topic: Energy Transfer

b.    Science Concept: Energy is transferred through heat. There are three ways in which heat is transferred namely; conduction, convention, & radiation.

c.    Science Processes: observing, communicating, inferring

d.    Materials: beaker, tripod, wire gauze, alcohol lamp, spoon, sawdust

Value: Cooperation

III.           Procedure

Teacher’s Activity                                                     Pupils’ Activity

A.   Preliminary Activities

1.    Prayer/Greetings Please stand for our opening prayer. Good morning, class! 2.    Science News Let us update ourselves with the latest information in the world of science through our science reporter for today. Very well said! 3.    Review/Checking of Assignment Let us recall our past lesson. Somebody to give a sentence that summarizes our lesson yesterday. Yes, ______. Exactly! What are these forms of energy? Will give one, _____? Very good! Please exchange your notebooks with your seatmate. As part of your assignment, will you give examples for each form? 4.    Vocabulary Development On the board are words with missing letters. I want you to fill in the blanks with the missing letters to form the word. The meaning of the words will aid you in answering. Do you have questions? Let’s proceed. _ r _ _ s _ _ _ - movement from one        place to another w _ _ e _ - an energy-bearing disturbances in a medium co _ d _ c_ _ _n – movement through        substances by direct contact _ o_v_ _t _ _n – movement in liquid r_ _ia_ _ _ _ – movement in waves       through space Very well! 5.    Motivation Who among you have seen their mother cooking in the kitchen? Is there a time that your mother forgot a metal utensil on the frying pan while cooking? What did you notice? B.Lesson Proper 1.    Guided Inquiry a.    Showing of Materials Take a look at my table, class. What can you see? That’s right! Can you still identify these materials one by one? Starting from my right. (The teacher will present the materials one by one.) That’s good! b.    Raising of the Problems Class, I want you to look with the situation that I gave you, what do you want to learn this morning about these materials? That’s a very nice question! 2.    Guided Exploration a.    Group Orientation For us to find the answer, we shall have an experiment. And if we have activities like experiments, what are the standards we should observe? What do you think is the beauty if the group works cooperatively? Very good! Listen now for the instructions: ü  You will be divided into three groups. Each group shall receive an envelope containing the writing materials and the activity cards. ü  Assign a secretary and a leader among yourselves. The leader shall proceed here after my “go” signal to get your materials for each group. ü  Execute the activity as instructed by the activity cards. ü  After 20 minutes, all groups must be done with their activity and shall post their observations on the board for our group reporting. ü  I would like to remind the groups to use the cloth pad when handling hot objects and put the hot containers on padded surface. Do you have questions or clarifications regarding or activity? b.    Group Work If that’s the case, let’s proceed. Leaders, you may now get your materials. Activity Card Materials: beaker, tripod, wire gauze, alcohol lamp, spoon, sawdust A.    1. Put a spoon in a beaker with hot water. 2. Touch the handle of the spoon after a few minutes 3. Describe what you feel and write your observations. B.    1. Do the set up shown in Figure 1.1 2. Fill the beaker with 100 mL. of tap water. 3. Put a little amount of sawdust when the water             reached the boiling point. 4. Observe the movement of the sawdust in boiling             water. 5. Describe the movement and direction of the sawdust.             - How does it move?             - Why does it move in a particular way? C.   1. Bring your hands near the lighted alcohol lamp. Be careful not to touch the heat source. 2. Describe what you feel and write your observations. Your time is up, class. Please keep the materials that you used and be ready for the group reporting. c.    Group Reporting Starting with Group 1, please tell the rest of the class about your observations. (Group 2-3 shall follow) Excellent observation, class! 3.    Guided Discovery a.    Discussion and Analysis Now, I want you to look at the three set up and look for the similarities among them. Exactly! How about the ways how the heat was transferred. What are the media wherein the heat was transferred from one body to another? Correct! How about in set up B? Yes, _______. Very good! Lastly, what medium do we have in set up C? Exactly! Now, let’s classify them. What form of matter is the spoon? water? space around the flame? Precisely correct! b.    Abstraction With reference to the medium through which the heat was transferred, how can energy be transferred from one body to another? Intelligent answer! Kindly repeat his/her answer. If we talk about the transfer of energy through a substance/solid by direct contact, we call this method as ________. Very good! If it refers to the transfer of energy by the movement of liquid, it is said to be __________. Awesome! How about the last one? If energy transfers in waves through space, it is what we call ________. Brilliant! Classifying these three, what do we have now? Very well! c.    Generalization How do we define conduction? What about convection? What can you say about radiation? Very well! How do we call these three concepts on the board? Exceptionally brilliant! Please write these 4.    Application I prepared a game for you to strengthen your understanding on our lesson this morning. This game is entitled, “Heat me up!” I will give each of you three flaglets of different colors; red, blue, & yellow. I will read different occurrences of energy. After reading, I will give you five seconds to think and analyze what method of energy transfer occurred in the situation. After five seconds, I will say “Heat me up!” them you’ll show your answers by raising; ·         red flaglet for conduction ·         blue flaglet for convection ·         yellow flaglet for radiation Your first answer should be your final answer because you are not allowed to switch/change your answer. Did I make myself clear, class? Alright. Let’s start.

Amen. Good morning, Sir! Good morning, classmates! (The reporter shall proceed.) Energy is taken from different sources and has different forms. Chemical energy Mechanical energy Sound energy Electrical energy Radiant energy Nuclear energy (The pupils will give their examples.) None/ Yes, Sir. Yes/None, Sir. Sir, the metal utensil feels hot to when I touched it. Sir, there are scientific apparatus and some materials on the table. Beaker Tripod Wire gauze Alcohol lamp Spoon Sawdust Why the metal utensil does feel hot when somebody forgot it unattended on a frying pan while cooking? Follow the instructions Refrain from unnecessary talking. Observe the precautionary measures. Work cooperatively. The work gets done easier and in less time. None/Yes, Sir. A.   When we touched the spoon on the hot water, we observe that the spoon gets hot after a few minutes. The heat from the hot water caused by the particles of the spoon to move faster. The energy of the hot water particles are transferred to the spoon. B.   When the water is boiling, the sawdust moves in a circular clockwise direction. The liquid closest to the bottom is warmed by heat conducted through the bottom of the beaker. It expands and its density decreases. The hot water as a result rises to the top and the same cooler fluid decreases towards the bottom, thus setting up a circular motion. C.   We feel warm/hot in our hands when we brought our hands near the fir coming from the alcohol lamp. Sir. I have observed that the heat flows from a hot body to a cool body. Heat is transferred from one body to another. In set up A, heat was transferred through the spoon. Sir, heat transfers and flows on the water itself. Heat was transferred through the space around the flame. Spoon is a solid. Water is a liquid. The space around the flame contains gas. Energy can be transferred through solid by direct contact, by movement in liquid, and in waves through space. (The pupil repeats the answer.) Sir, that method is called conduction. It is said to be convection, Sir. Sir, that method is called radiation. These are the three methods of energy transfer. Conduction is the transfer of energy through a substance/solid by direct contact. Convection refers to the transfer of energy by the movement of liquid. Radiation is the transfer of energy in waves through space. These are the three methods of energy transfer. Yes/No, Sir!

1.    After cutting a wood, the blade of a carpenter’s saw feels hot. 2.    A runner perspired after a 2-hour jog due to the sun’s heat. 3.    Katherine touched the top part of the television set and finds it hot after watching her favorite show for an hour or two. 4.    Ariel boiled macaroni pasta in a boiler with 3-4 cups of water. He observed the circular movement of the pasta and the water vapor the come out of the boiler. 5.    Jeffrey finds it hot to sit beside a bonfire during our camp fire activities.

5. Evaluation A. Name the method of energy transfer in the following situation. _____________1.Electrical energy that flows through a light bulb is changed to light  and heat. _____________2. When I place my hand over a glowing charcoal, it feels hot. _____________3. The lighted bulb of a table lamp beside me makes me feel hot. ­­­­­­­­­­­_____________4. I have observed that the ocean current has a circulating  movement. _____________5. The flat iron can transfer its heat to the clothes being pressed. B. From the groups, each member will evaluate their group mates’ participation during the activity using a checklist.

IV.          Assignment

Observe at home. List down at least five (5) examples of energy transfer and identify the method of energy transfer.

Prepared by:

Joe Anthony L. Basco

BEEd IV - A