The people are aware of their health. Thus, health education has become a necessity today. Certification enables professionals health education, design and evaluation of health activities to improve the health and well-being of their clients can, and teach others to implement in their field of study. They respect the standards of competence of the Commission on Accreditation of Health Education established a Specialist Certificate in Health Education (CHES) has become and pass a CHE. Qualifications certificates and physical fitness education and health are often sought by professionals for the development of continuing education.  Education for health play an important role in providing health education for people at different levels, especially children and the children. Health education to help understand all the activities necessary for good health. Health education on a variety of issues of health and well-being such as self awareness, conflict resolution, resilience, self awareness, yoga and alternative medicine. Training in primary health care needs of the basic insurance. Get help from educational resources to health from exposure to successful primary health education. You can systematize an exhibition for the training of primary health care. You can use the CD, brochures, video games provide insight into the habit of eating well, diet, weight control, and many others. You can also use video games for the health education activities for children. The health of the children focus on education to the children provides skills in the recognition of salt and high in saturated fats, food preparation, resist pressure to eat these foods to increase aerobic activity and provide peer support and family while trying to to change.  Health education nutrition helps everyone if they have children, young people are parents, teachers and community leaders in health and numerous practice listeners. The main goal of promoting nutrition education in health children and their families to make healthy decisions. Nutrition education of health helps to promote healthy lifestyle practices to life in fun, interactive games, food and health education for children, young people and the community. The classroom is another way to ensure the formation of healthy nutrition. Nutrition health education class in their efforts to students about the importance of eating a variety of educating of healthy foods, the function of the digestive system, how to measure parts as part of the labeling of foods and the different food groups, and other identifying more.
There are many professions in health care, require or prefer applicants with a certificate of health education or a diploma in health sciences. can increase the health education certificate or diploma in health sciences clearly the salary provided any professional health care. With good health education certificates, professionals can work in schools, colleges, businesses, government agencies, community health centers, hospitals, clinics and other health facilities. People who may have a certificate of health education for a career in a variety of elements, such as health organizer, teacher, director of health, patient education, prevention specialist, nutrition consultant, trainer, and many others.

Education in early childhood not only the right type, experience a small child, but also teachers and parents guide to the children the best start and continue. Preschool programs and the various disciplines offer a natural approach to enforcement of a structured special education is early and appropriate.  The commitment of teachers and families work together to exploit the formation of a bright future introduction to their full potential and be lifelong learners and thinkers. The environment also contributes to a position of moral superiority.  The basic system of Jewish education is based on mishamayim Hillel Torah. The three main concepts of the program of Hillel Torah, Avodah and prayer and Hassadim Gimilut or charity.  to convey an important goal of the education system, a thorough study and understanding of the lessons a day, according to an analysis of the Torah. These include the pleasure of productive basic concepts such as pride in humility, spirituality, materialism, speaking lashon hara against, and that all students can identify and standards.
At the same time shows how the Torah, Hillel is a practical guide for the different stages of life. Period of childhood, the people support their role as son, brother, father, spouse, and the role of the school the student, teacher and administrator. The same applies to business interactions. Hillel students will learn to know the Torah to appreciate in its entirety. Hebrew language also plays a key role in the experience of Hillel. Besides being used as an important tool for the study of written and oral Torah also teaches the subject of communication with the Jews in Israel and those who in various communities around the world. Hebrew is a showcase that students make the contemporary Israeli culture, society and the Zionist community.
Under the code of Jewish law, Hillel teaches individual and group dynamics of prayer. Since Judaism stresses the need for men with DG Communication, Hillel teaches students to enjoy DG needed to their needs and offer thanks to justice.  It is nice that parents their children, who is confident and introduce high morality and values to life. You also get a good self-esteem, good spirit, well-developed senses and attention, artistic and able to socialize, read, write and communicate ideas. Is it not a good way for the global expansion of a child?

The future is bright, too, for teachers at all levels. President Barack Obama has pledged to revitalize early childhood education and to “recruit, prepare, and retain” good teachers. The Administration plans to quadruple national funding for the Early Head Start program.

Getting into the Classroom
Some prospective teachers choose to work with young children, others hope to teach in college, and many dream of working with a school district, developing curriculum and fostering teacher excellence.

For those who enter the public school system, kindergarten, elementary, and secondary school teachers should be in especially high demand in rural districts and inner cities, according to the Bureau of Labor Statistics (BLS). Median 2007 annual earnings were $23,130 for preschool teachers, $43,030 for elementary teachers and $49,420 for secondary school teachers. You can take classes online to progress towards a bachelor’s degree–the typical educational minimum requirement, in addition to a post-graduate credential.

Another area that expects to see job growth is special education. The job outlook for special education teachers should be positive, with the BLS predicting a dire need to replace teachers heading for retirement. Districts may require a bachelor’s degree with a specialization in learning disabilities. The median 2007 wages for special education teachers were $48,350 at the elementary level, $49,640 in secondary education.

Beyond secondary schools, educators are needed to teach at community colleges, trade schools, and universities. The BLS predicts 382,000 new college teaching jobs during the 2006-2016 decade. Some community colleges and trade schools require teachers to hold a master’s degree, while most universities require a PhD.

Opportunities beyond the Classroom
If you’re already a teacher, you may want to pursue online post-graduate training in education to become an administrator. Principals and assistant principals should have favorable job prospects, the BLS reports. And districts where enrollments are growing rapidly–in the West and South–administrators should also be in demand.

Traditionally, you need at least a master’s degree for many of these jobs, while district administrators, college administrators, and deans are typically required to hold a PhD. The 2007 median wage was $80,580 for elementary and secondary school administrators. Top earners took home more than $117,740.  The college and post-secondary administrator’s median wage was $105,320, with top administrators earning $145,600.

You may also want to consider working in adult school or continuing education as a teacher or administrator. At the elementary or secondary school level, you may get your start working as a teacher’s assistant while training online for full certifications. Many people supplement their income by working as substitute teachers.

In the business sector, companies are always looking for qualified trainers and educators. Combine your online teacher education with a technical background and teach computer skills to company personnel, or work in sales, teaching employees how to be more effective.

Soon, teachers and educators across Latin America and Spain will be attending the Fifth Ibero-American Conference of Teachers, Educators and Researchers ((Quinto Encuentro IberoAmericano de Colectivas y Redes de Maestros que Hacen Investigacion e Innovacion Desde Su Escuela y Comunidad). One of their objectives is to make teachers and educators authors of and protagonists for the emancipation of the educational process. The hope is that teachers can expand their influence beyond the limits of their school rooms; that they can mobilize and organize to the extent that a pedagogy of emancipation can spread beyond school walls and influence the socio-educational and political realms.

Participating in this year’s event will be representatives from Argentina, Spain, Colombia, Mexico, Venezuela, and Brasil. Representatives and teachers from Bolivia, Chile, Cuba, Ecuador and Nicaragua are also expected to attend and participate. The Venezuelan chapter will host the event this year. Its National Coordinator is Professor Mirna Sojo Sojo. She will be assisted by Maritza Lopez, Arturo Perez and a host of other dedicated and forward thinking educators.

While discussing the conference with Professor Sojo and when perusing the informational materials that have been distributed, the theme of emancipating the educational process is a recurring one. But emancipating it from what, some might ask? Could the answer be status quo governments? Many in the United States are convinced that the educational process is not geared toward developing people but controlling them and preparing them to perform tasks that serve the interests of government and big business. Apparently this train of thought is prevalent in other countries as well. Could it be that progressive educators in the United States can look to educators in South America for a measure of guidance?

The aims of the conference include deepening the interchange of experiences among teachers from the participating countries, strengthening the learning experience and teaching techniques, recognizing the teaching experiences that promote forms of organization, articulating proposals that perpetuate the production and sharing of knowledge between teachers and communities, recognizing the educational experiences that spring from the communities and empowering the conference’s mobilization movement within the participating countries.

The central themes that will be covered during the conference are various but interrelated. They include:

(1) Exploration of what goes into making a teacher or educator. Taken into consideration are the teacher’s personal, practical and preparatory experiences, and how they influence his or her ability to relate to and interact with those who are being taught;

(2) Exploration of practical and innovative teaching methods. The construction and development of curricula take front stage during this segment;

(3) Exploration of political projects that focus on what actions teachers can take to emancipate the formal educational process. How can teachers harness their power so that formal education is made more responsive to the needs of individuals within a community as opposed to the needs of governments and corporations? What can teachers do to facilitate the incorporation of multiculturalism, ethnic experiences, multiple languages and other such factors that tend to be neglected or trivialized by status quo educators and administrators;

(4) Exploration of emerging educational techniques and experiences; and

(5) Exploration of scientific and occupational initiatives.

The conference, which is held every two years, will begin on July 13, 2008 and continue until July 20. The organizers have separated Venezuela into fifty expeditionary school district routes. For the first four days, each participant will stay in one of these districts. Each district will accommodate between 15 and 25 participants, who will be able to meet with teachers and members of the community, interchange ideas and objectives and discover how to make community objectives a more integral part of the education process. Participants from other countries will thereby have the opportunity to actually experience what teachers and community members experience and emancipate the educational process by augmenting the role and relevance of community priorities. Attendees will spend the final three days in or near Caracas, attending workshops and meetings that bring most of the participants together.

In the words of Professor Sojo, “As a consequence of this conference, we want to produce a document that makes a strong case for an educational alternative free of neoliberal and capitalist influences. A high quality, free education that is beneficial to our communities can be provided.”

The Fifth Ibero-American Conference of Teachers and Researchers is open to participation by non Spanish speaking educators, and translators are in place to accommodate them. For more information google keyword redcires.

Bachelor’s degree is also popularly known as the undergraduate course. The students enroll for a suitable undergraduate program of their own choice. After completing the course successfully, the student is awarded with the bachelor’s degree certificate. A student can take up a major subject along with few other related subjects to complete the undergraduate course.

Bachelor degrees education is also known as Baccalaureate degree. Bachelor’s degree is taken up after finishing high school level education from any recognized and accredited schools or charter schools. Most of the colleges, bachelor degree schools and universities offer courses in arts, humanities and science. Moreover, there are colleges, which offer undergraduate courses specifically in commerce and business. These three streams consist of all the academic subjects, which are taken up for an undergraduate course.

Apart from the academic courses, online bachelors degree programs are also offered in the fields of music, fine arts, professional and technical courses. Degrees in business, management, fine arts, pharmacy, law and engineering are offered as undergraduate courses. Almost all the students who have completed their school education can pursue undergraduate courses. However, for specialized studies, magnet schools background helps in the process of selection. This degree is very relevant for everyone, who wishes to pursue higher studies or other professional courses to prepare for a specific career from the beginning.

A bachelor degree program is also offered for the students, who are doing a major or honors in Education. A bachelor degree in this subject is meant for those who want to be a teacher in future. Thus, these can also be called as teacher education programs. Hence, a degree in education will suffice to make a teacher for primary and secondary level schools. A good bachelor degree teacher is what every school needs today.

Since the advent of Internet, various colleges and universities have started to offer bachelor degree education online. While in these cases, the whole course is offered by the colleges and universities online, the students do not need to attend regular classes.

Besides online bachelor degrees offered by the colleges and universities, distance learning programs are also available in most of these countries and many of them offer an accredited online bachelor degree . The colleges, which offer distance bachelor degree education, have the same courses as the regular ones as well as the certificates as the distance learning bachelor’s degree graduate. However, there are colleges and universities, which award a regular degree even for a student of bachelor degree education distance.

The undergraduate courses and duration for various subjects may differ from one country to another. Countries like USA, Canada, Australia and Britain have their own courses in undergraduate programs, but the relevance of a graduate degree is respected and valued in the same way in all the countries. So even if you are applying at a foreign university for post-graduate programs, a bachelor degree from your home country will help you a lot. Many developing and under developed countries have taken various measures to educate the mass population and they have taken up measures to promote advanced higher education policy.

Certified education is one of the most important stepping stones in one’s life. So to achieve a better position in work and to secure a brighter future, one needs to pursue most diligently a bachelor degree education.

“Teachers help students soar and make their hopes and dreams come true,” said Reg Weaver, president of the National Education Association. “And when parents are involved in their children’s education, they will go farther – and the schools they attend are better.”

NEA, which represents 2.8 million teachers, education support professionals and other educators, offers five easy ways for parents to get more involved in education year-round:

1. Check in with teachers on a regular basis. Be proactive and don’t wait for a problem or challenge to arise before taking action.

2. Get to know the guidance counselors and other school employees. Education support professionals generally know all of the students in the school, and their relationship with your children will continue as they move from one grade to the next.

3. Attend school events. Open houses, parent-teacher conferences, dances or other school activities provide good opportunities for parents to connect with teachers and school employees.

4. Volunteer at the school. Make time in your schedule to help out with school plays, act as a classroom helper or chaperone field trips.

5. Keep the lines of communication open. Whether they are your children’s classmates, friends or neighbors, get to know others – especially parents who have children attending the same school. Form support groups to work on problems and issues of mutual interest.

“The home is an extension of the learning that takes place inside the classroom,” Weaver said. “When parents get involved in their child’s education, everyone wins.”

Hon. Jesli Lapus, Secretary of Department of Educatin

The government’s vision for non-formal education is revitalized and epitomized through an Executive Order No. 358 S. 2004, rnaming and reinventing of the Bureau of Nonformal Education to Bureau of Alternative Learning System (BALS) whose vision is to view the Philippines as a nation where all the citizens, especially the marginalized individual or group of learners who could not equitably gain access to formal education because of unwanted conditions, be given equal access to quality education by taking an alternative learning system that will enable them to become productive workforce and members of the land. As its mandates, ALS is propelled by its functions to:

Address the learning needs of the marginalized groups of the population including the deprived , depressed, and underserved citizens;
Coordinate with various agencies for skills development to enhance and ensure continuing employability, efficiency, productivity, and competitiveness in the labor market;
Ensure the expansion of access to educational opportunities for citizens of different interests, capabilities demographic characteristics and socio-economic origins and status; and
Promote certification and accreditation of alternative learning programs both formal and informal in nature of basic education.

This mini case study focuses on the role of the ALS programs catered by the Lopez East District ALS coordinator and its local instructional managers to address the present needs and to delineate briefly their clienteles’ way of life in the settlement or community in Brgy. Villa Espina, Lopez, Quezon. The Aetas in Lopez, Quezon can not be overlooked for they are already adapting to the changes in their surrounding. Furthermore, being members of the disadvantage group of people, giving them the opportunity to equal access to education is a priority concern of the government being carried over by its local counterpart.

While some nongovernmental organizations also take part in aiding educational facilities and health and sanitation service, this mini-case study highlighted only the application of ALS in the promotion of literacy among the Aetas of Lopez, Quezon, describing the attitude or responses of the clienteles in Aeta community toward the realization of educational efforts starting February 2008 to the present.

This case study includes the initiatives and actions of the ALS coordinator and her instructional managers’ common experience with their clienteles and the attitude or behavior of the Aeta clienteles toward its programs. It also includes ethnographic account of how the usual ALS class goes on. The student-researchers were able to validate such remarks and notes in direct observations and interview they conducted at the Aeta clienteles and its immediate community.

Majority of the data used in this report were drawn from interview and observations from the school site and reports of the Lopez East District Alternative Learning System Office. On the other hand, this mini-case study had also limitations. The researchers initially recommend that another follow or related study on the subjects be conducted concerning on the cultural impact of this learning in an alternative way.

ALTERNATIVE LEARNING SYSTEM OF LOPEZ EAST DISTRICT AND THE AETA CLIENTELES IN BRGY. VILLA ESPINA

The Alternative Learning System Coordinator of Lopez East District who is in-charged of delivering the programs of BALS to the Aeta community is Mrs. Angelina J. Oblina. On her team are two Instructional Managers (IM) and an Aeta coordinator. The two instructional managers are the key teachers and implementers who directly get involved and supervised and promote ALS program to the Aeta Community. Mrs. Mabel A. Oblina and Wilma Capistrano are the IMs, who are paid by the local government with a monthly honorarium of P 4, 500.00 pesos each. The Aeta coordinator is Andy Villa Franco, local villager who maintains direct contact to the Aeta community clienteles in the absence of the IMs or the ALS coordinator.

From non-formal to ALS, it formally opened last February 2008. Through local ALS Coordinator’s initiatives of hiring local funded instructional managers and her unquestionably commitment to its program implementation, ALS instruction to the Aeta community begun. Since its target clienteles are the Aeta community, encouragement and recruitment to this displaced minority was the biggest toll at the onset.

Formerly, on her report, Mrs. Oblina was able to delineate some of its beginning noting the following points.

Tribal groups, specifically Aetas are the deprived, depressed and undeserved population. Their settlement can be found in a far-flung area. Uncivilized and illiterate, only few attended formal schooling because they do not understand the benefit that education could give to a person. On September 1, 1994, Non-Formal Education (NFE) brought the school for the Aetas, through “Magbasa Kita Project” a basic literacy program of the department. I was assigned to handle the class or community of Aeta as “para-teacher” at the same time “ate” not ma’am or teacher by the Aetas. Back then, I introduced the phono-syllabic lessons. The school was made up of nipa that existed in Villa Espina. The enrollees of these classes are of no age limit.

Dealing with Aetas as one of the NFE/ALS clienteles is not an easy task for me. So, I mobilized our local system. It is indeed very challenging on our part. We had a hard time encouraging and motivating them so that they will come to school. Convincing them to come to school even included drinking liquor with them. Furthermore, we use variety of ways and approaches to be able to win their interest. The school set-up lasted for some years yet their ways of living have not changed despite all the efforts exerted by their other mentors. Some still carried the old practices and do not even own a house where they can live permanently and comfortably.

Construction of two-room building sponsored by the ABS-CBN “Tree of Hope Program” built last year (2007) became one of the motivating factors that led the Aetas to take ALS program. ALS program formally started from February to April 2008. Fortunately, out of more or less 50 households, Fifty-four Aetas were its first batch of students. The group was divided into two separate classes. The first group consisted of young Aetas for 6 to 13 years old under the tutelage of Mrs. Wilma A. Oblina. This group is at the beginning level of instructional. The other class, under Mrs. Wilma Capistrano comprised of the teenagers to adult consisting of 13 years old to as old as forty-four. This group could be considered as emergent learners progressing from the very basic level. During this grace period, meetings were done three times a week. Instruction during those times focused mainly to basic literacy focus, which is more on reading of the alphabet (phono-syllabic lessons), writing (specifically writing their names) and clienteles’ adjustment to alternative schooling.

Alternative Learning System programs continued starting this beginning school year, June 2008. There was an increased enrolment. From fifty-four (54) Aetas who enrolled last February, it escalated to seventy-four (74) this June. Out of this 74, majority of which is female, 65% and male, 35%. Ten of which are parents and mostly are young ones. “However, maintaining 100% attendance is the biggest problem,” the instructional managers noted. On the average, 50-60 % of the total enrolment comes to school regularly. Consequently, the food for school program requested by the ALS District Coordinator which the Local Government Unit (LGU) addressed the problem of abseeteism among the Aetas. However sustaining the program is another concern. Meetings this time are from Monday to Friday not unlike the previous one, which is only three times.

The coordinator and instructional managers would recount that the usual or typical day would go like this…

The Aeta-clienteles would come to school in the morning. Not all students would come early. Others were still be coming from Brgy. Pisipis and other neighboring barangays. Some wore uniform others in their ragged cloths. A flag ceremony used to be held at the start of the week. Then, the Aetas did housekeeping and other pre-routinary activities. Basic alphabet to word reading, writing, and arithmetic activities were provided for three hours. We would read aloud the alphabet, minimal pair words, read short passages, and ask them to read aloud and write. Most of them get bored easily for they had different types of learning. Most of them had usually short span of attention so we had quick breaks from time to time.

Preparing the meal of the day was the most important for them. Since some of them had not taken breakfast or suffer the day before. After the early morning routinary activities, we would be preparing the meal of the day where everybody will be part. Food is the best reward and encouragement we could offer them. Because of food nourishment, they come to school. There was even an incident that Aeta would come very late to school just in time for lunch. After a while or a siesta, Afternoon session would be allotted to free and varied activities. Film viewing occupied the most times, because of the Television set and educational package, we have recently received from a donation all the way from Hawaii. Televiewing became a part of the afternoon session. When the day was over, we teachers could not help but be challenged different adjustments met so as our Aeta clienteles.

We find teaching and learning with them demanding yet very stimulating because of some reasons:

· Some unsanitary practices of some of the Aeta clienteles are lessened. We introduced teaching of basic sanitary hygiene. However, for customary reason few would not heed our advice for it already became their system since they were born. Consequently, we got use to some of their unsanitary practices but we always address them as much as possible teaching the parent clienteles the right ways though most of them do not care much to their children for customary reason.

· Abseetism is also common problem since the approach is new for them at the start. Looking at them from a day-to-day perspective, most of them skip school because some work in farms by harvesting young anahaw leaves or working with their specific “Amos”, and for very apparent reason, if there are times that we don’t have food or meal of the day to offer them, we would rather have an empty room than to have clienteles with empty stomachs.

· Aetas clienteles interact with the ALS program differently. Students learning style and mental capacity vary different from one another. Some learn smoothly. Others need constant review. At the beginning level, it is common to see Aeta-clienteles to misspell their names what is even the worse is that they sometimes forget their surname or they change their names.

· Few of their practices are still prevalent but mostly are dead or forgotten. One Aeta client even shares that they could no longer remember any tribal rites taught to them by the elders. Still, some of them wander and work from the community to nearby barangays. They don’t permanently stay in one place, except of course for those who have learned to fit in to the local villagers. What is quite pressing for us in relation to their ways is that an early marriage is common thing. An Aeta could already find and live with his/her partner at the age of 12. In addition, they could easily switch or change partner as the pair pleases. Another noticeable activity they often engage with is drinking. Moreover, in certain occasion, a villager could get along with most of the Aeta over bottles of liquor or any alcoholic drink and if Aetas drink alcohol, it ends to a drinking spree. This manner somehow affects their attitude to learning. An adult Aeta clientele could compromise going to school just to a bottle of liquor.

Battling these all sort of things every day, we as their teachers or “Ate” as they call us, could freely tell that we influence their lives toward the basic literacy and even more. Most of them have already accustomed to the ways of the civilized people. Emerging clienteles whom we have been teaching hard can already read and write basic Filipino words, can calculate numbers so that they well not be cheated by their “Amos” for their fair share of farm works, can practices basic sanitary hygiene from brushing of teeth to basic housekeeping, and for some who have fitted in to the latest technology can send short messaging service (SMS) via cellphone. The Aetas in Brgy. Villa Espina are becoming like civilized people because of us, other local villager’s intervention, and the influences of the latest technology-stricken world.

With the programs being offered by the District, seeing ALS greater impact for the future of the Aeta community, has a long way to go, of which the District Coordinator and the researchers unanimously agreed upon adding that a lot of concerns or priorities still must and should be acted promptly.

OTHER CONCERNS

“Education to be meaningful must be rooted in the community life and experience of the people; because learning takes place in this context as well as in the way they understand the stages of their cycle.”

BALS framework

To ensure the expansion of access of educational opportunities and capability building, the BALS national office has been training its ALS district coordinators starting the opening year. One seminar on ALS Trends & Updates for Full Time District ALS Coordinators impacted much the approaches of Mrs. Oblina and her team of local counterparts. Myriad of realization was absorbed by contemplating and living up with the BALS framework. It does require change from their usual approaches.

Meanwhile, on a division level training, the local ALS people and some of the Aeta representatives attended just recently this month (August 2008). They were exposed to training framework for the Indigenous People (IP) and Indigenous People Core Curriculum (IPCC). With the help, expertise of local indigenous people and in coordination with the National Commission on Indigenous People (NCIP) Summer Institutes of Linguistic (SIL) and other IP concerned agencies: the Bureau was able to develop an Indigenous Peoples (IP) Core Curriculum. The competencies identified by the ALS curriculum are now realized through a modular system of education that will guide the coordinator, Instructional Managers and the Aeta clienteles to mode and education the clienteles will receive.

Citing this remarkable interventions or realization, the following concerns and points are noted by experts for the culturally sensitive and integrative delivery of instruction to the IP, specifically the Aeta clienteles:

The development process not only ensured a culture-sensitive core curriculum but also maximized local participation in all aspects of decision making and actions relevant to the finalization of the IP Core Curriculum.

Expert on IPCC remarked that without necessarily emphasizing an overkill tone, the highly western-entrenched current educational system has contributed to the further marginalization and exploitation of IPs. The said system has been producing graduates who are trained to become employees and not as entrepreneurs who can become employers.

The Right-Based Approach (RBA) to education verbalizes these facts. Its strengths sustainable development and the exercise of self-determination in as much as education is supposed to be an “enabling” (for recognition and empowerment), an “ensuring” (for protection) and an “enhancing” (for development and promotion) tool for indigenous Peoples, their ancestral domains and their cultural integrity.

Adding the important issues mentioned, on the literature of a news article of Ina Hernando-Malipot, available at http://www.mb.com.ph/issues/2008/08/18/YTCP20080818132815.html, she stressed the study done by Dr. Jill Bevan-Brown, associate professor at Massey University in New Zealand during the 5th International Conference on Teacher Education (ICTED) marking that the children with special needs from ethnic minority groups can have additional disadvantage.

In her talk entitled, “Culturally Appropriate Provisions for Children with Special Needs from Ethnic Minority Groups: A Story of Two Maori Initiatives,” Dr. Brown mentioned that for children with special needs from ethnic minority groups, having access to special education provisions is not a problem. In fact, in various special education categories, they are over-represented. “However, receiving an education that is culturally-appropriate and effective is major issue.”

“Thus, we have developed two initiatives that aim to improve this situation – the teachers conducting a cultural self-review of their early childhood center or school as part of their SpEd qualification; and the involvement of government agencies, teachers and parents of the children,” Dr. Brown revealed.

Dr. Brown finally said that in gaining education, children with special needs have additional challenges compared to their non-disabled peers. “Similarly, children with special needs from ethnic minority groups face challenges their disabled peers from majority cultures do not face, these children have been dealt ‘double whammy’.”

The literature clearly appeals that change or innovation must be made to fit to the educational needs of the Aeta community in Brgy. Villa Espina, Lopez, Quezon. Since the ALS in this community is newly born, greater measures adaptive to their or Aeta clienteles’ culture which is being compromised should and must be acted upon not only by the ALS people, but also by the LGU, the NCIP, and most of all by people who are in control of major local resources.

IMPLEMENTATION REQUIREMENTS

The following questions have become starting points to ponder. Is the ALS in Villa Espina “enabling” its Aeta clienteles (for recognition and empowerment)? “Ensuring” (for protection)? And “enhancing” (for development and promotion) tool for indigenous Peoples, their ancestral domains and their cultural integrity?

Mrs. Oblina is hopeful that the modules on functional literacy that they have been waiting to be delivered by the national office would be received at the soonest possible time to empower the process of instruction and therefore the Aeta clienteles. The Local Government Unit through the Municipal Mayor, Hon.Isaias Ubana, has been planning an initiative that would give the Aeta community a place of home and refuge where their inherit and latent cultural ways and norms will be restored and revived. The Municipal Mayor himself has just disclosed this local initiative to the ALS coordinator. This mode of action if achieve would ensure protection. However, issues about ancestral domain surfaces. This is not the first time, municipal heads before the incumbent mayor had been appealed by the Aeta community though their local chieftain for support of their ancestral land recovery. Unfortunately, the petition for land recovery fell to deaf ears or should the researchers say “no clear response at the moment”.

With the trainings and supports given by the national and local government units side by side with the non-governmental sectors, the ALS Lopez East District and the researchers envision that the ALS for the Aeta community in Lopez, Quezon on its long-term target goals will continue to realize and realize those following plans of:

· Offering of food for school program be sustained and as time progress be replaced by a sustainable livelihood programs which the Aeta clienteles can be trained of and apparently leading to their independence from aids to self-sufficient and working individual or group of the community;

· Liberating the members of the Aeta community from ignorance to functionally literate people. A functionally literate person is defined as one who can communicate effectively, solve problems scientifically, creatively and think critically, use resources sustainable and be productive, develop himself/herself and his/her sense of community and expand his/her world view;

· Accessing to accreditation and competency tests is given to the ALS Aeta graduates. If the clientele is successful in the competency exam, going or transferring to the higher formal education if he or she desires, will be straightforward for them;

· Having properly paid, equipped, and trained instructional managers. Nationalization of the locally compensated IMs will empower them further to work not only as a teacher but as highly committed social workers for the betterment of the clienteles; and

· Educating them not only for literacy but also for restoration of their cultural ways as Indigenous People (IP) who have their cultural integrity and ancestral domains creating their own cultural identity as part and parcel of the Lopez, Quezon community and of the Filipino people.

To achieve all of these, which some are still in plans, need hand-in-hand actions emanating both from the government and from the Aeta community. If this will be realized, equitable access to education is now at hand to those who need and aspire for it. Apparently, tt comes from alternative ways, if non-governmental sectors even take part to this movement like the ABSCBN school building project for the Aeta, and other philanthropic individual who are all genuine in their interests, the social cultural revival and education empowerment for the Aetas will surely be accomplished.

References and Further Readings:

Ina Hernando-Malipot news article available at http://www.mb.com.ph/issues/2008/08/18/YTCP20080818132815.html

Executive Order No. 358 S. 2004 available at http://www.ops.gov.ph/records/eo_no356.htm

The Indigenous Peoples Core Curriculum by Department of Education, Bureau of Alternative Learning System (BALS) Handouts 2006

Lopez East District Alternative Learning System Initial School Reports SY 2008-2009

Acknowledgements are given to the following persons for the interviews, observation and other data gathered of which the researchers are greatly indebted with.

MRS. ANGELINA J. OBLINA, Lopez East District ALS Coordinator

MRS. MARIVEL A. OBLINA, Instructional Manager

MRS. WILMA S. CAPISTRANO, Instructional Manager

THIS MINI CASE STUDY, WHICH THE RESEARCHERS CONSIDERED AS LABOR OF LOVE, IS IMPLICITLY DEDICATED TO THE AETA COMMUNITY OF BRGY. VILA ESPINA, LOPEZ, QUEZON. MAY YOU FLOURISH AND BE NOURISHED BY THE ALTERNATIVE LEARNING SYSTEM OF LOPEZ EAST DISTRICT.

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Distance learning in education services enhances your expertise in specialized teaching techniques such as how to create a successful classroom literacy program, how to better examine and expand student’s varying learning styles and intelligence levels, and how to utilize technology to enhance and facilitate the learning process. A degree in education accompanied by a strong academic background gives you confidence and professional expertise in the field of teaching.

New Opportunities

Distance learning in education services, also offer advanced degree courses in education administration, education supervision etc. Education administration degree courses are available in school finance and budgeting, school law, community relations, etc. Education supervision degree courses are available in human relations, curriculum development, supervision of instruction and curriculum, etc.

Online education courses and distance learning facilities have raised more challenges for education professionals than ever before. It has given an international dimension to education. Countries around the world are trying to promote their educational services through online technology. New careers are offered by distance learning in education services targeted for international exposure. An education product design and development professional stays abreast of new education research and technology and continually designs new education strategies and approaches to retain a competitive edge in an international arena. An international education consultant evaluates a number of education programs and materials and provides accurate and up to date information on international higher education. International credential evaluators evaluate educational credentials from any country in the world into their US equivalents.

Resources for Distance Learning in Education Services

There are plenty of online degree programs available for education services. Many of them are accredited by the National Council for accreditation of teacher Education; and by the Educational Leadership Constituent Council. The web site ELearners is a search engine for accredited online degrees, while the site CollegeandUniversity is a convenient, comprehensive and personalized source of degree programs and related information. Educational Pathways is a paid subscription newsletter covering distance learning and teaching in higher education. GetEducated is an online degree clearinghouse for accredited colleges and universities while ClassesUSA is also a very good higher education portal.

Demand for education professionals is expected to grow substantially by 2012. Education will continue to hold a special place in people’s lives. Private institutions, local and state governments and corporations will continue to offer various education programs.

Types of Financial Aid for Teacher Education

Teacher education or the teacher training programs are very expensive and time consuming. There are cases where the post graduate students apply for the teacher education programs. In such cases, if there is already a financial aid in form of grant, loan then it may not be possible for the students undergoing or planning to undergo teacher training program to get additional financial aid. The cost of the teacher education programs can cost approximately between $ 12000/- to $ 18000/-, depending on whether the student is living with his parents, living on campus, or living off campus. Some of the teacher education sponsorship includes the following

1. Grant- is financial aid that need not be paid back. There are different types available depending on the eligibility of the students. The different grants that are made available to the students doing the teacher education are Pell Grant, State University Grant, and APLE.

2. Scholarship is the gift aid and need not be repaid. Scholarships are offered by several organisations, businesses and community groups that are external to the university. The scholarships are awarded on the basis of academic merit, leadership and talent. Though in some cases the financial need is taken as the criterion.

3. Loan is given in form of student loan and is based on the academic class level and can range upto maximum of $5000.

4. Work-Study program- here part-time employment is provided to the students who need earnings to help meet their educational costs. This program is designed to help students gain valuable work experience. The students who have applied for work-study program get paid once a month for the hours they work and also on the type of work done.

Academic Progress Criteria for Teacher Education Sponsorship

For the students doing the teacher education program, there are some academic progress eligibility that has to be met before seeking out sponsorship in form of financial aid. If they are being sponsored for the fulltime program then they are required to complete 27 units each year. Teacher education program students are required to have a cumulative GPA of 2.0 or more at the end of each academic year.

The sponsorship criteria for the teacher education program are likely to vary from university to university and institution to institution. However, the above mentioned points are some of the common criteria for the teacher education sponsorship.

Curricular Changes in Teacher Education

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India is a developing country. We have thousand years of Tradition and Culture. Different types of people are living in India. In olden days the educational institutions were called as â??Ashramamâ?? and teacher was called as â??Guruâ??. Guru is a respectable person in the society after mother and father. According to our Vedas Guru is a third God. In olden days they were given importance for shravana, Dhyana and Asana. All types of information are there in Vedas. Yoga is a greatest gift of India to the world. Yoga has its origin in the Vedas, texts that were heard by ancient sages in their state of meditation, and hence are known as srutis. The great sage Vyasa organized the Vedas in a systematic manner. Hence he is known as Veda Vyasa.

Now we are living in the technological world. Vast changes are occurring in day to day life of human being. The effect of Television, Telephone, Radio, Computer, Internet and Mobile is very much in our daily life. Even today also teacher is a role model for the students in the society. Teaching profession is a respectable job in the society. But there are enormous changes were occurred in the system of education.

Western culture is increased. Because of globalization we see everything in the form of commercial. But it is not good. Teacher is a nation builder. The development of any country depends upon its educational system. Any type of development is possible through education.

The concept of curriculum can be perceived as a connective link between teacher and student, organized in such a way to achieve goals previously set by the teacher, the learning organization or by the curriculum specialists.

            Curriculum is a means to the education. While education is learning, curriculum signifies situations for learning. While education deals with â??howâ?? and â??whenâ??, Curriculum deals with â??whatâ?? education is a product, curriculum is the plan.

Teacher Education

Teacher education is an integral component of the educational system. It is intimately connected with society and is conditioned by the ethos, culture and character of a nation. The constitutional goals, the directive principles of the state policy, the socio-economic problems and the growth of knowledge, the emerging expectations and the changes operating in education, etc. call for an appropriate response from a futuristic education system and provide the perspective within which teacher education programmes need to be viewed.

When India attained freedom, the then existing educational system was accepted as such because it was thought that an abrupt departure from the same would be disturbing and destabilizing. Thus a predisposition to retain the system acquired preponderance and all that was envisaged by way of changes was its rearrangement. Consequently, education including teacher education largely remained isolated from the needs and aspirations of the people. During the last five decades certain efforts have been made to indigenize the system. The gaps, however, are still wide and visible. The imperatives for building the bridges may be as follows:

- To build a national system of teacher education based on India’s cultural ethos, its unity and diversity synchronizing with change and continuity.

- To facilitate the realization of the constitutional goals and emergence of the new social order.

- To prepare professionally competent teachers to perform their roles effectively as per needs of the society.

- To upgrade the standard of teacher education, enhance the professional and social status of teachers and develop amongst them a sense of commitment.

Scenario of Teacher Education

The need for improved levels of educational participation for overall progress is well recognised. The key role of educational institutions in realising it is reflected in a variety of initiatives taken to transform the nature and function of education — both formal as well as non-formal. Universal accessibility to quality education is considered essential for development. This has necessitated improvement in the system of teacher education so as to prepare quality teachers.

Various Commissions and Committees, Sarvepalli Radhakrishnan Commission (1948), Secondary Education Commission (1953), Kothari Commission (1964-66) etc., are appointed by the Central and the State Governments in recent decades have invariably emphasised the need for quality teacher education suited to the needs of the educational system. The Secondary Education Commission (1953) observed that a major factor responsible for the educational reconstruction at the secondary stage is teachers’ professional training. The Education Commission (1964-66) stressed that ‘in a world based on science and technology it is education that determines the level of prosperity, welfare and security of the people’ and that ‘a sound programme of professional education of teachers is essential for the qualitative improvement of education.’

India has a large system of education. There are nearly 5.98 lakh Primary Schools, 1.76 lakh Elementary Schools and 98 thousand High / Higher Secondary Schools in the country, about 1300 teacher education institutions for elementary teachers and nearly 700 colleges of education / university departments preparing teachers for secondary and higher secondary schools. Out of about 4.52 million teachers in the country nearly 3 million are teaching at the primary/ elementary level. A sizeable number of them are untrained or under-trained. In certain regions, like the North-East, there are even under- qualified teachers. As far as in-service education is concerned the situation is not very encouraging. It is estimated that on an average 40% of the teachers are provided in-service teacher education once over a period of five years. Regarding non-formal education, though a number of models are in vogue in various states in the country, much more needs to be done to prepare teachers and other functionaries for the system.

The National Council for Teacher Education (NCTE) as a non-statutory body (1973-1993) took several steps as regards quality improvement in teacher education. Its major contribution was to prepare Teacher Education Curriculum Framework in 1978. Consequently, teacher education curricula witnessed changes in teacher preparation programmes in various universities and boards in the country. A similar effort was made in 1988.

During the last decade, new thrusts have been posed due to rapid changes in the educational, political, social and economic contexts at the national and international levels. Curriculum reconstruction has also become imperative in the light of some perceptible gaps in teacher education. Teacher education by and large, is conventional in its nature and purpose. The integration of theory and practice and consequent curricular response to the requirements of the school system still remains inadequate. Teachers are prepared in competencies and skills which do not necessarily equip them for becoming professionally effective. Their familiarity with latest educational developments remains insufficient. Organised and stipulatory learning experiences whenever available, rarely contribute to enhancing teachers’ capacities for self-directed life long learning. The system still prepares teachers who do not necessarily become professionally competent and committed at the completion of initial teacher preparation programmes. A large number of teacher training institutions do not practice what they preach. Several of the skills acquired and methodologies learnt are seldom.

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Definitions of curriculum, from Oliva (1997).Â

Curriculum is:

      That which is taught in schools

      A set of subjects.

      Content

      A program of studies.

      A set of materials

      A sequence of courses.

      A set of performance objectives

      A course of study

      Is everything that goes on within the school, including extra-class activities, guidance, and interpersonal relationships.

      Everything that is planned by school personnel.

      A series of experiences undergone by learners in a school.

      That which an individual learner experiences as a result of schooling.

Flexibility of the Curriculum

           In India there are large number of communities living in the hilly area, the plateau area, the dessert area, plain area and costal area all having their own peculiar individuality, environment customs and needs. There fore, the same curriculum canâ??t be forced upon all, irrespective of their needs and environment. It must differ from locality to locality and from society to society.

            â??The destiny of India now being shaped in her class roomsâ?. In the world based on science and technology it is education that determines the level of prosperity, security and welfare of the people (Education Commission 1964-66).

Different types of Curricula

There are eleven types of curricula

1.      Overt, explicit, or written curriculum

2.      Societal curriculum

3.      The hidden or covert curriculum

4.      The null curriculum

5.      Phantom curriculum

6.      Concomitant curriculum

7.      Rhetorical curriculum

8.      Curriculum-in-use

9.      Received curriculum

10.  The internal curriculum

11.  The electronic curriculum

Teacher Education Curriculum at Different Stages â?? NCTE

Teacher Education at the Pre-Primary Stage

 Objectives

·         Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it;

·         Preparing student teachers to use local resources and local contexts. 

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Curriculum Content and Transaction

Teacher education curriculum at this stage need to develop awareness about literacy programmes, community dynamics, national and local customs, fairs and festivals and community mode of social living. It may also develop awareness of forces affecting environment including pollution, appreciation of places of historical and cultural significance and special educational features and developmental tasks contained in policies and programmes.Â

Teacher Education at the Primary Stage

Objectives

·         Developing among student teachers skills for teaching integrated environmental studies, integrated social sciences and integrated science and technology;

·         Enabling student teachers to inculcate among children a desire to know their immediate natural environment, to love and respect it;Â

Implications for Pre-service Teacher Education

 Curriculum Content and Transaction

It is necessary that student teachers be sensitised to the need for reducing curriculum load, organise appropriate learning experiences which are joyful in nature and related to immediate environment of the learner and help them develop and imbibe desirable values.

Teacher education programmes at this stage shall have to provide subject based orientation. Teaching and learning of mathematics would be woven around the environment of the learners so that environmental concerns are properly integrated. The activities would focus on local culture and environment using the local specific contexts and resources. Student teachers shall have to be provided with experiences to help children develop socio-emotional and cultural aspects. A realistic awareness and perspective of the phenomena occurring in the environment will have to be linked with social or scientific events. This may be accomplished by emphasizing observation, classification, comparison and drawing of inferences, conducted within and outside the classroom. 

Teacher Education at the Secondary Stage& Higher Secondary Stage

Objectives

·         Developing among student teachers awareness and sensitivity towards environment concern and promoting skills for meeting environmental challenges;Â

Implications for Pre-service Teacher Education

Academic Stream

In addition, concerns like ecological imbalances, environmental degradation also have to be studied in their socio-cultural-economic context.Â

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Addressing Special Educational Needs of Learners

Education of the Gifted and Talented: Major Thrusts

Objectives

·         Enabling student teachers to develop among the gifted and talented students social responsibility and commitment to the society and the environment; 

In-Service Education of Teachers

Objectives

·         Enabling teachers to be sensitive to gender and environment-related issues.Â

Need of Curriculum Changes in Teacher Education

            India has thousand years of tradition and culture. Educational institutions were called as Ashramam and teacher was called as Guru. A tremendous change was occurred in our daily life. Due to globalization now the educational system is affected totally. Now the educational institutions give importance for technical education. Teacher is a national builder. He has a capacity to change the society. By knowing the importance of technology, communication skills, National Council of Teacher Education (NCTE) introduced a separate subject on technology known as â??Educational Technologyâ?? at both B.Ed and M.Ed levels. Computer Education, Communicative English, Personality Development are also introduced at B.Ed. level. Now we are facing so many problems like terrorism, poverty and high-population. We want such type of curriculum which improves peace, non-violence, positive attitude and values in the society. By inculcating these things in teacher education curriculum, we will get positive change in the society. Our National Education Policy (1986) and other Education Committees and Commissions were also given importance for quality teacher education. But it is our duty that to follow such type of curriculum. By conducting national seminars, workshops and conferences it is important to collect eminent scholars attitude towards importance of curricular change in the present scenario. There are many recommendations about curriculum change, but they are not in practice.

Guidelines/Suggestions

Ã?      The present curriculum format of teacher education at different levels, pre-primary, elementary and secondary education is generally based, apart from others on Foundation Courses, which includes philosophical, sociological and psychological perspectives of education. The intention is that the teacher must have a conceptual understanding of the field of education, its significant concerns which are relevant for political, social and cultural development of the nation so that the teacher is just not responsible only for performing “knick knacks” of the task of teaching but is also imbued with the perspectives of creating individuals who can apply their minds to the diverse situations that obtain in the field of education. It is the Foundation Courses which provide a lot of scope for being recast to lay focus on discussion on the issues listed in the preceding chapters. Apart from others, it can re-look at the existing curriculum and divide it into appropriate cluster of topics which include the core elements of the NPE and the Constitutional concerns related to non-discrimination. Other areas of equal relevance for development of the ideas are the internship in teaching and working with the community.

�      The type of exercises for developing the values related to non-discrimination as given in the chapters on sex/gender, caste/tribe, disability, etc. could become the central themes of co-curricular and extra-curricular activities of the teacher education institutions. It is not the intention to repeat the listing of those activities here in this chapter; a reference can be made to these activities in the appropriate chapters in which they have been listed.

�      It could also be helpful to plan orientation programme on teacher education on this theme. The seminars could familiarize the teacher educators with strategies for operationalizing the teaching-learning dimensions relevant to the theme. An effective way to institutionalize the concept is to incorporate it in the elementary and secondary pre-service teacher education curriculum. This could be supplemented by a suitable co-curricular programme which should aim at offsetting some of the shortcomings in the curricular approach especially in terms of attitude and value development.

�      What is needed is a vigorous advocacy with state educational agencies, teacher education institutions and university departments of education for conscious inclusion of such components in the curricula.

�      In order to overcome the disadvantage of fragmented treatment of the theme, it is suggested that an independent comprehensive unit comprising familiarization with the Constitution of India and its concerns as impinge on education should be incorporated in the elementary and secondary teacher education courses.

�      In India, evaluation system influences the educational process especially the quality of classroom teaching significantly, and as such a separate unit of educational imperatives of Constitution will ensure due importance and weightage to the theme in the classroom teaching.

�      A great deal depends on the ingenuity and dedication of teachers and teacher educators in achieving anything substantial through education. If the concerns are handled with sincerity and purpose, they could definitely bring about the desired transformation in the educational system through teacher education.

Conclusion

Today we are in a technological world where things are happening fast. Parents and teachers would like to be getting results fast. India has kept pace in science and technology with forward nations but we have shown slower pace in our value system even when we have a strong heritage of human values.

An overview of the context and concerns as discussed earlier, teacher’s profile and general and specific objectives would define the boundaries of a curriculum framework. The perceived characteristics of the envisaged curriculum framework would include the following:

- Reflects the Indian heritage, acts as an instrument in the realization of national goals and fulfills aspirations of people.

- Responds to the latest developments in the field of education.

- Establishes integration of theory and practice of education.

- Provides multiple educational experiences to teachers.

- Enables teachers to experiment with new ideas.

- Ensures inseparability of pre-service and in-service education of teachers.

- Sets achievable goals for various stages of teacher education.

According to Swami Vivekananda Teacher gives knowledge and bright future to his students. He always trying to help students and encourages good habits not only in the students but also in the society. Teacher is a backbone for countryâ??s development. The influence of teacher is more in the student life. Any type of social development depends upon its educational system. So it is very important to give prime priority for Teacher Education Curriculum. It is very important to give place to science and technology in Teacher Education Curriculum. Then surely India will become powerful and rich country in the world.

References

1.      Saxena N.R., Mishra B.K., Mohanthy R.K. â??Teacher Educationâ??, Surya Publications, Near Govt. Inter College, Meerut, First Edition, 1998.

2.      http://www.ncte-in.org/

3.      http://www.aponline.gov.in/

4.      http://www.ncert.nic.in/

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