Combining Education and Work; Experiences in Asia and Oceania: Philippines.

Institution	Phillipines National Commission for UNESCO.; Department of Foreign Affairs, Manila (Philippines).
Titel	Combining Education and Work; Experiences in Asia and Oceania: Philippines.
Quelle	(1978), (38 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Affective Objectives; Agricultural Education; Business Education; Career Education; Curriculum Development; Developing Nations; Economic Development; Education Work Relationship; Educational Change; Elementary Secondary Education; Government School Relationship; Home Economics; Labor Force Development; Out of School Youth; Postsecondary Education; Relevance (Education); Rural Development; Skill Development; Technical Education; Trade and Industrial Education; Unemployment; Vocational Education; Work Experience Programs; Philippines + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Agriculture; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Wirtschaftserziehung; Wirtschaftspädagogik; Arbeitslehre; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Bildungsreform; Hauswirtschaft; Hauswirtschaftslehre; Arbeitskräftebestand; Post-secondary education; Tertiäre Bildung; Relevance; Relevanz; Rural environment; Ländliches Milieu; Kompetenzentwicklung; Qualifikationsentwicklung; Technikunterricht; Gewerblich-industrielle Ausbildung; Arbeitslosigkeit; Berufsbildung; Philippinen
Abstract	Since the launching of the New Society in 1972, educational focus in the Philippines has been on manpower development and the creation of employable graduates, thus tying education to economic and national development. Despite an 83% literacy rate, low productivity and employment were cause for a revised elementary/secondary curriculum which begins occupational awareness and pre-vocational training in first grade. In high school there is adequate vocational training for graduating students to obtain initial gainful employment or continue in postsecondary technical institutions. Secondary students also specialize in practical arts geared to home economics, agriculture, industrial arts, business, or fisheries. Part of the curriculum, the Youth Civic Action Program, exposes students at all levels to the socio-economic realities of the country through work-experience projects in health, development, improvement, and food production. To help meet food production needs, the government has initiated the Supervised Farming Program of agricultural work experience which constitutes the core curriculum in thirteen experimental high schools (which teach agribusiness skills for scientific farming), six barrio development schools (which improve quality of life in some of the 33,000 barrios), and seventy postsecondary agricultural/technical schools (which train middle level manpower). (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC