The Teacher in

the Local and in

the Global
Setting
• What are the different types of teacher deployment?
• What are the critical principles to use during early post-war
reconstruction phase?
• Why were science high school established?
• What are the special privileges that special science high
school teachers enjoy?
• What are the flagship skills do technical vocational school
teach?
• Based on the SEAMEO INNOTECH survey, what were its
suggestions regarding the teachers in technical-vocational
high schools?
• What are the qualifications to be a tech-voc trainer?
• Why do you think international school continue to flourish
across the country? If it is advantageous on the part of
teachers, would it be advantageous on the part of the
government? Why?
• What issues and challenges that international schools
teachers may encounter?
• What teacher qualities do sectarian schools look for its
teacher?
Deployment of Teachers
 Teachers play an important
role in shaping the nation.
They are the most important
force to attain the Philippine
educational goals.

(Shibeshi, 2009)
Teacher deployment may be a deployment by a central authority or
deployment by a market system.

• Deployment by central authority enables a balanced distribution of

teacher needs across the country. The government distributes the need for
teachers equally, depending on the need.
• Deployment by a market system allows the teachers to choose the school
to advertise their needs, while the teachers apply. Meaning, the teachers
deploy themselves by applying for teaching jobs.
In the Philippine context, the deployment
by a market system is adopted. Teachers
may apply to private or public schools,
science high schools, technical-vocational
schools, international schools, or sectarian
schools. However, In the exigency of
service, some public schools teachers are
not just assigned in the rural areas, but to
war-torn areas as well.
War-torn Areas
1. Pre-conflict Preparedness

• One expert commented that “vulnerability analysis and preparedness planning” should be carried out more
comprehensively before conflicts emerge to help countries attempt to reach EFA objectives after crises emerge.
• Pigozzi connects the dire need to improve preparedness capacities in agencies to education as a human right: “
inherent in a commitment to the right to education is the willingness to plan and ensure that this right can be
accessed during emergency situation (1999, p.6).
• She then suggest that educators can access early warning systems information to help them prepare contingency
plans, and recommends, equally, those emergency early warning systems “could be further strengthen through the
inclusion of educational indicators.
• Other recommended steps are safeguarding school and teacher training curricula, identifying alternative learning
material sources, and ensuring that a full set of textbooks is ‘safe’.
2. Education During Wars
• No one wins in every war.
• Schools during war greatly affected and
resulted to disruptions, or worse the
shutdown of the entire education system.
• Some schools are also closed during wars
for fear that teachers and students are at
risk to be casualties of wars.
• These conflicts caused trauma among
students and teachers for they are often
victims of these human inflicted
catastrophe.
3. Education During the Early
Post-War reconstruction Phase
• One emergency education expert described
a number of principles common to early
reconstruction plans: rebuilding schools,
structures, attracting teachers back to the
profession, retraining teachers, revising the
curriculum to address concerns such as
“conflict resolution, human rights, and AIDS
and drug prevention,” vocational education
for ex-combatants, and decentralizing the
education system, which the expert
considered critical to “stabilizing the
situation and introducing an element for
democracy, peace, and building civil
society.”
Philippine Science High
School
Philippine Science
High School
- In 1963, the Philippine Science High School
was established through Republic Act No.
3661.
- In 1977, Republic Act 8496 also known as
“Philippine Science High School (PSHS)
System Act” was passed by congress to
establish the Philippine Science High
School System.
- R.A. 8496 defines Philippines Science High
Schools as secondary schools offering
scholarships to deserving students who
shall be admitted and trained under
curriculum specially designed to prepare
them for careers in science and
technology.
 The minimum qualifications for Special Science
Teacher 1 position are the following:
1. Education. Bachelor’s in education or in a
specialized field in Science, Mathematics or in
any of the related subjects, supplemented by
18 units in Professional Education subjects.
2. Experience. No Experienced required.
3. Training. No training required.
4. Eligibility. No eligibility required (exempted
under R.A. 3661).
Secondary/Elementary School
Qualities of Science Teachers to be effective and
Special Science Teacher
Teacher efficient:
SST I SG 13 TI SG 11 1. Knowledge of science content
SST II SG 16 T II SG 12
SST III SG 19 T III SG 13 2. Pedagogical skills
SST IV SG 22 Master Teacher I SG 18 3. Understanding of the diversity of learners
SST V SG 24 Master Teacher II SG 19
4. Better awareness of the science curriculum.
Master Teacher III-
SST VI SG 26 IV SG 20-21
Technical-Vocational Schools
Technical-Vocational
Schools
- Based on Southeast Asian Minister of Education,
Organization, Innovation and Technology (SEAMEO
INNOTECH, 2014), secondary education is tasked to
prepare the students for college or in the field of
work by training them for life skills. Thus, with the
implementation of Kto12 curriculum, the technical-
vocational education is given emphasis.
- In technical-vocational schools, it is expected that
teachers possess the necessary skills and train
students to be entrepreneur, skilled workers or
professionals of their chosen field. In every year
level In Technical-Vocational Schools, there are at
least 10 hours allotted in the curriculum to teach
students knowledge and skills for employment.
The following are the suggestions of SEAMEO
INNOTECH (2014) on the system wide program for
technical-vocational high schools:

1. Establish and develop criteria for identifying flagship technical-

vocational high schools.
2. Phase out substandard technical-vocational high schools and
consider converting them into general high schools instead.
3. Make TVE more relevant
4. Invest in capacity building and TVHS teacher and administrator
training
5. Allow or create s TVHS Special Fund Scheme.
6. Balance the teacher supply with the number of TVE students
7. Utilize technical-vocational high schools mature technologies to
generate income
8. Develop scheme to upgrade TVE equipment and machinery.
9. Further strengthen the existing TVE curriculum
10.Establish a link between the DepEd’s TVE program and TESDA’s
certification system
11.Develop strategic partnership with the community-based industries
for facility and faculty sharing
12.Periodically conduct further studies to review technical-vocational
high schools progress
13.Review the existing TVE specialization areas
Technical Vocational Education Training

Technical Education and Skills Development Authority

(TESDA) was created through Republic Act 7796 which aims
to:
a. Promote and strengthen the quality of technical
education and skills development programs to attain
international competitiveness.
b. Focus technical education and skills development on
meeting the changing demand for quality middle-level
manpower,
c. Encourage critical and creative thinking by
disseminating the scientific and technical knowledge
base of middle-level manpower development programs,
d. Recognize and encourage the complementary roles of
public and private institutions in technical education
and skills development and training systems,
e. And inculcate desirable values through the
development of moral character with emphasis on work
ethic, self-discipline, self-reliance and nationalism.
International Schools
 International Schools across
the country

In the Philippines, some teachers choose

to teach in International Schools because
these offer better salaries compared to
other private schools. Most learners in
International Schools are foreign children or
children who come form opulent families.
 International Schools across
the country
1. Beacon school
2. Brent International School – Baguio
3. Brent International Schools – Manila (Pasig
Campus)
4. Brent International School – Manila (South
Campus)
5. Brent International School – Subic
6. British School Manila
7. Cebu International School
8. German School Manila (Deutsche Schule
Manila)
9. Esteban International School
10.European International School
11.Faith Academy
 International Schools across
the country
12. French School Manila (L>Ecole Francaise
de Manila)
13. Harvest Christian School International
14. Indang British School
15. International British Academy
16. International School Manila
17. Mahatma Gandhi International School
18. Manila Japanese School
19. Reedley International School
20. Singapore International School – Manila
21. Southville International School
22. Thames International Business School
 The following are some
challenges:

1. Culture shock – Filipino teachers might not

understand the behavior, values and
attitudes that the foreign students they
deal with.
2. Unfamiliarity of the leadership styles –
The curriculum in international schools
has a slight difference with the curriculum
of private schools.
Sectarian Schools
 Sectarian school

• A teacher who is planning to apply for a

Christian-related school must be ready not
only physically and mentally, but also
spiritually.
• In applying for Christian school, one must
learn how to integrate in his/her faith or
religion in his/her education, experiences,
philosophy, and personal beliefs.
• Teacher who intend to become part of a
Christian or religious schools must have
the will power and the passion to embrace
the Christian beliefs and put God at the
center.
BIG LAUNCH