DepEd requires all offices to justify trainings, workshops

September 12, 2010 11:35 pm 

MANILA, Sept. 12 — In line with Malacanang’s austerity measures, Department of Education (DepEd) Secretary Armin Luistro recently instructed all offices of the department throughout the country to justify their planned trainings, seminars, workshops, conferences, and other capacity-building activities.

Luistro’s order was contained in DepEd Order No. 100, Series of 2010, wherein he asked all concerned offices to submit their prepared information to the Executive Team headed by the Office of the Undersecretary for Programs and Projects Yolanda Quijano.

“Effective immediately, we should seriously watch our department’s spending. We should only allocate funds for worthwhile endeavors as we are also currently reviewing the budget to rationalize expenses,” Luistro said.

The directive covers all forms of training activities, seminars, workshops, conferences, and other capacity-building programs organized by DepEd Central and Field Offices and those co-organized with non-DepEd institutions.

It also covers those activities for both teaching and non-teaching staff scheduled to be implemented starting Sept. 15 to December 2010, including those already with approved authority to conduct.

“The review will somehow reduce training expenditures and prioritize important ones in terms of needs and effectiveness in addressing the Key Policies, Thrusts and Directions enumerated in DepEd Order 25, Series of 2010, and in meeting the Millennium Development Goals (MDGs) and Education for All (EFA) targets within five years,” added Luistro.

The DepEd chief said all offices should submit a list of all programmed trainings, seminars, workshops, conferences, and other capacity-building activities set for the above-mentioned dates.

The Executive Team will then determine the need and effectiveness of each activity and will establish its support or contribution towards the attainment of goals and objectives of EFA, MDG, Medium-Term Philippine Development Plan (MTPDP), and Organizational Performance Indicator Framework (OPIF).

All proposals are required to contain justifications and supporting documents, objectives and outputs, number of target participants and level of competencies for the targets, and expense details of the project or program.

“The current administration is taking a positive stance. As President Aquino puts education a top priority in the next six years, DepEd is set to scale up basic education performance to ensure that all school-aged children are in school by 2015. We are doing our mighty best to deliver what is expected of us given the perennial lack of resources that continues to hobble the Department,” he added.

The order also covers those organized by non-DepEd institutions wherein attendance is on official business and payment of registration fees and transportation allowances are charged against government funds. These activities are likewise subjected to the review of the Executive Team and are also required to submit all necessary documents. Attendance on official business means that all expenses are covered by government funds.

Quijano’s team is in the process of reviewing all the proposals as instructed by Luistro.

Luistro stressed that to avoid any conflicts in the implementation of their programs, “only activities subjected to the review and are approved by the Executive Team will be implemented.”

The thrusts listed in DepEd Order 25 are to: Sustain school-based management and initiate school-wide performance assessment; expand the targeted coverage of quality-assured early childhood education programs; increase school participation, completion and achievement at the elementary and secondary levels using all delivery modalities available, including strengthening of alternative delivery modes; and expand the coverage of cost-effective literacy programs for youth and adults.

Also included are: to help teachers practice quality teaching through the adoption of the National Competency-Based Teacher Standards in pre-service education, hiring, deployment, training and promotion of teachers; to increase the quality of effort in curriculum development and instruction at all levels and clarify the continuum of competencies expected of basic education graduates in the Philippines; to establish and implement a new system for funding basic education including the adoption of the new formula that rationalizes the grant of maintenance and other operating expenses to DepEd offices and schools; to establish and implement the Quality Management System as a means to, among others, making the entire basic education system measurable and its officials fully accountable for results; to harness public-private partnerships in improving the provision of basic education services; and to tighten system of governance by, among others, improving financial management operations and harness ICT to fast-track the attainment of DepEd’s governance objectives.

Luistro added that, “All in-service training for teachers must focus on making them become effective in teaching these competencies.”

The DepEd has been allocated P207.4 billion funding for 2011, an increase from this year’s P172 billion though about 80 percent of the amount goes to personnel salaries and services. (PNA) scs/HCT

Comments

One Response to “DepEd requires all offices to justify trainings, workshops”

  1. Gloria Teng on September 19th, 2010 11:11 pm

    From: Lyric Center for Expressive Arts
    96 Greenmeadows Ave., Quezon City
    Tel. no.: (02) 634-3951 / (02) 546-4285

    The Lyric School of Expressive Arts is a center for individuals eager to learn how to paint and appreciate art and for children and people with special needs who will learn to express themselves through expressive arts and music appreciation. The first of its kind in the Philippines, the center addresses the unique differences and needs of individuals through focused one-on-one interventions designed to help each individual to achieve a higher level of personal self sufficiency, confidence and success in his/her respective school or community than would otherwise be accomplished in a typical classroom education. Lessons are individually planned and are held in a wholesome and welcoming setting that can be electronically monitored through close circuit camera.

    Students with special needs, in particular, are likely to benefit from the additional education that can be derived from expressive arts and the targeted approach used to address the different kinds and levels of giftedness and learning abilities. Students whose special needs reduce their ability to learn independently or in a classroom will benefit from the use of specialized teaching techniques and different art expression curriculum. Gifted education is handled separately.

    OUR PROPOSAL

    The management and teaching faculty of the Center, would like to promote and propagate the use of our specialized teaching techniques and are pleased to invite the private and public teachers and facilitators to a series of workshops designed to benefit through teacher training, the special needs beneficiaries and special education units, youth groups, day care centers, and senior citizens. At the end of the workshop teachers and facilitators who go through the workshop will be able to offer a new kind of activity to their students that will enrich the student’s perceptions, enhance his/her creative potentials in self-expression and develop his/her ability to perceive things freshly in its totality. This new technique will delve deeply into the part of the person’s mind too often obscured by the details of daily life and will aid the student to see underlying patterns and possibilities to create new solutions to problems through increased awareness of the mind and its workings and greater confidence in decision making.

    The workshop being proposed will be structured as a 2-day training the trainers workshop and trainers will learn visual handling of information and creative problem solving to enhance their way of teaching so that students will gain artistic and creative skills through a sensible and realistic approach. They:

    • Will learn to see deeply and profoundly.
    • Will gain a kind of confidence in one’s creative abilities that for many non-artists, cannot be gained any other way; to unblock thereby increase their confidence to explore other kinds of art.
    • Will learn to shift to a new mode of thinking, a mode of vast potential for insightful creative problem.

    THE GOALS OF THE CENTER

    • to enrich the development of children and teens, especially the special child
    • to equip leaders, executives, professionals and decision-makers with a way to effectively reduce burn-out and stress in order to achieve work-life balance
    • to provide young and old, strong and weak individuals with a fun and instructive way of coping with personal stress, anxiety and depression and a way to achieve health and healing
    • to guide people as they embark in a journey of self-expression and self-discovery through the exploration of largely untapped art skills, creativity and imagery
    • to enhance the individual’s confidence in shifting to a new mode of thinking, decision-making and problem solving
    • to develop the creative talents of the art student and to cultivate an appreciation of creative arts in people of all ages
    • to propagate the use of expressive art as a healing and instructive method of self-expression and discovery and creative problem solving through training the trainer sessions and performance coaching instructions