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Sedip & Ntec

The document describes the Secondary Education Development and Improvement Project (SEDIP) in the Philippines. SEDIP aimed to improve equitable access to secondary education in impoverished areas through three objectives: improving education quality and relevance, increasing secondary education participation and completion rates, and supporting decentralization of education management. Curricular reforms centered around improving teaching and learning, increasing access, and facilitating decentralized management. Initial results showed gains from SEDIP best practices that were replicated in other areas. The document also provides details about the curriculum of Bachelor of Elementary Education and Bachelor of Secondary Education degree programs.

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552 views32 pages

Sedip & Ntec

The document describes the Secondary Education Development and Improvement Project (SEDIP) in the Philippines. SEDIP aimed to improve equitable access to secondary education in impoverished areas through three objectives: improving education quality and relevance, increasing secondary education participation and completion rates, and supporting decentralization of education management. Curricular reforms centered around improving teaching and learning, increasing access, and facilitating decentralized management. Initial results showed gains from SEDIP best practices that were replicated in other areas. The document also provides details about the curriculum of Bachelor of Elementary Education and Bachelor of Secondary Education degree programs.

Uploaded by

Braiden Zach
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SEDIP

 is a curricular innovation which


dovetailed the Third Elementary
Education Project or TEEP.

Purpose:
To improve equitable access to secondary
education in poverty affected areas. More
specifically, the objectives included:

 -To improve the quality and relevance of


secondary education in project provinces;
 -To increase the rates of participation in and
completion of secondary education in the
undeserved areas;
 -To support the decentralization process towards
the transfer of greater management
responsibilities and decision-making authority to
the schools and offices at the provincial levels.
Curricular reforms in SEDIP revolved
around :

(a) Improving Teaching and Learning


(b) Improving Access to Secondary
Education and
(c) Facilitating Decentralized
Secondary Education Management.

These three important components


are within the parameters of
curriculum development.
In improving teaching and learning,
curriculum innovations centered on:
 The development of skills and competencies of school
heads in school planning and management and
instructional support for teachers.
 Improving teachers’ subject knowledge and teaching
skills
 Improving the availability of learning materials by
providing textbooks, teaching manuals and other
instructional materials.
 Improving learning environment through the
construction and/or rehabilitation of school facilities
and procurement of furniture and equipment for
classrooms, laboratories and other school facilities.
2.Access to education
provided schooling alternatives to students
who are unable to attend school regularly
and opened new school with the
assistance and collaboration of local
government units with the provision of
facilities, equipment, training of teachers
and school heads.
3. Decentralizing secondary education
management
is an innovation which strengthened the planning
and management capacity;
supported the monitoring and evaluation capacity,
developed policy research management and analysis
capacity,
improved the educational management information
system,
developed local and school based in-service training
and
supported the new textbook procurement and
delivery system.
The SEDIP innovation started in 2000 and ended in
2006.

Initial results:
showed gains, and best practices have been
replicated in other divisions which were not
participants in the project.
 Bachelor of
Elementary Education
(BEEd)
 Bachelor of Secondary
Education (BSEd)
 Demonstrate andhigher
Have the basic and Practice the
literacy.
professional
Communication, and ethicalcritical thinking
numeracy,
skills needed for higher
requirements of the teaching learning.
 Have deep and principled understanding of
profession.
the learning processes and the role of the
 Facilitate the learning
teacher in facilitating these of diverse
processes in
their students.
types of learners, in diverse types
 Have a deep and principled understanding
of learning environments using a
of how educational processes relate to the
wide
largerrange of teaching
historical, knowledge
social, cultural and political
and skills.
processes.
 Have a meaningful and comprehensive
knowledge of the subject matter they will
teach.
 Apply a wide range of teaching process
skills (including curriculum development,
lesson planning, materials development,
educational assessment, and teaching
approaches)
 Have direct experience in the field/teaching
(as observations, teaching assistance and
practice teaching)
 Demonstrate and Practice the
professional and ethical
requirements of the teaching
profession.
 Facilitate the learning of diverse
types of learners, in diverse types
of learning environments using a
wide range of teaching knowledge
and skills.
 Reflect on the relationships among the
teaching process skills and learning in
the students, the nature of the content
and broader social forces
encumbering the schools and
educational processes in order to
improve their teaching knowledge,
skills and practices.
 Be creative and innovative in
thinking of alternative teaching
approaches, take informed risks in
trying out these innovative
approaches in improving student
learning.
 Be willing and capable to continue
learning in order to better fulfill
their mission as teachers.
The
Curriculum
of the
BEEd and
the BSEd
Practicing
Professional
Teacher:
- Foundational general education knowledge
and skills.
- Theoretical knowledge about teaching and
learning.
- Methodological skills
- Experiential knowledge and skills and
professional ethical values and subject
matter knowledge appropriate to the level of
teaching of pre-school, elementary and
secondary levels.
GENERAL EDUCATION
BEEd and BSEd : Sixty three (63) units.
PROFESSIOAL EDUCATION COURSES
BEEd : Fifty four (54) units.
BSEd : Fifty one (51) units.
SPECIALIZATION OR CONTENT COURSES
BEEd : Fifty seven (57) units.
BSEd : Sixty (60) units.

Both degree courses requires: One hundred seventy four


(174)u units.
THANK YOU
FOR
LISTENING!

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