Work Conference

Steps in a Work Conference: 1. Opening session a. Keynote address and inspirational speeches b. Organization of the conference i. Election of leaders and conference staff members ii. Organization of the conference 2. Group work presentation and discussion of problems 3. Consolidation of group reports leading to formulation of the entire conference report 4. Closing session a. Evaluation of the work conference b. Disposition of the results of the work conference c. Planning for the future Discussion Groups Group discussion is an important means of improvising in-services growth of the school personnel, particularly in relation to curriculum work. Purposes of Discussion Groups 1. To select key problems and to define and limit the problems so that they may be profitably explored within the framework of the conference. 2. To explore the selected problems through sharing of ideas and information and to develop new insights into the problems 3. To arrive at some decisions about the problems and to prepare a report to the planning committee of the conference. 4. To increase the understanding and skill of the participants in the use of the techniques of group discussion 5. To get acquainted with members of cooperating groups 6. To discover new and helpful resources materials Responsibilities of Each Group Member 1. 2. 3. 4. 5. 6. Participants in the selection of problems and ways of working in the group. Contributes ideas and suggestions related to the problem Makes short statements, not speeches; talks to the point; keeps the discussion moving Does not monopolize; does not wangle over verbal differences or small points Requests clarification, facts, and information when necessary Assumes whatever responsibilities are needed to help the group come to valuable and practicable solution

Responsibilities of the Leader 1. Helps the group get acquainted 2. Helps the group get under way in the selection of basic problems 3. Helps the group move through practical problem-solving steps in working toward solutions to the problems 4. Assumes the responsibility for keeping everyone participating 5. Helps members find ways of satisfying their individual needs-self-expression, prestige, personal achievement, social contacts, group recognition, etc. 6. Plans the time carefully so that all points receive due consideration 7. Tactfully discourages anyone who would talk to much 8. Summarizes (a) when a major point is finished, before going on to another, (b) when the discussion has been long drawn out or confused, (c) shortly before the close of the period. Responsibilities of the Recorder 1. Keeps a running account of the main problems, issues, ideas, facts, and decisions as they develop in the discussion. 2. Summarizes points discussed and reports to the group from time to time as the leader suggests. 3. Prepares the final report in collaboration with selected members of the group. 4. Presents the report of the group to the general planning committee. Curriculum Change in the Philippines The Philippines is in a period of change, progress, and growth. Change, too, in the modern world is more frequent and progress more dynamic. Growth is unparalleled, and it certainly will not stop in the foreseeable future. Automation and technological improvements have become almost a way of life-tape-controlled machines, automatic handling and processing, and mechanical packaging. Demands for increased production and lower costs have resulted in a mushrooming of methods improvement activity. Introduction of new method and equipment is frequently followed by new standards of costs, quality, and performance. Computers have brought new ways of processing and analysing data, setting standards, measuring performance, allocating materials, controlling inventories, dispatching finished products, making decisions, production control and personnel are constantly seeking ways to upgrade efficiency and are constantly making changes. Changing concepts of management have resulted in new approaches to handling people. 2 main aspects of the education of the Filipinos

1. General education focuses on the development of the total personality of the individual and his preparations for effective living and participation in a democratic society. 2. Vocation education is concerned with the development of certain skills needed in certain activities for earning a living. According to Francisco Benitez, the evidences of education in the Filipinos are the power to do, to support himself and contribute to the wealth of our people, acquaintance with the worlds progress, especially with that of his race, people and community, together with love of our best ideals and traditions; and refined manners and moral conduct, as well as power of growth. Dr. Sixto Roxas and the Diokno Committee Report advocate vocational education. They believe that the training of more skilled manpower through a revitalized program of vocational education is the only salvation of Philippine economy. Dr. Roxas observes the preponderance of education, commerce and liberal arts graduates, on the one hand, and the comparatively small number of graduates of the first-named fields are women, many of whom will not be available for employment in later years, and the too heavy a concentration on the higher types of skills and not enough on the middle manpower skills, that layer in between scientists and professionals at top level and the broad base of semi-skilled workers, which includes laboratory technicians, engineering assistants, medical technologists, etc., and much of the peoples existing skills is under-untilized or badly distributed among occupations and among regions. Harbison and Myers, made a study of the relation of education and economic growth. According to this study, countries with higher levels of education are economically more developed that those where the level of education is comparatively lower. Philippines was not included in this study, because, after a study of the Philippines statistics on the level of education and the G.N.P. or economic productivity Harbison and Myers found out, to their great surprise, that the relation of these factors in the Philippines is the reverse of the findings in the other countries. They discover that while the level of education or the ratio of student population in the Philippines is high second to that of the United States and should easily classify the Philippines as advanced the G.N.P. is low and classifies the Philippines as an underdeveloped country. Some believed that there should be a balanced and coordinated program of general education which provides an adequate background in the liberal arts to insure more effective training of the youth in democratic citizenship, and vocational education which provides the youth with technical skills and competencies needed in our developing industries and in keeping abreast of modern technological progress on the other. 1. How can we revise school programs so that students learn more about our culture rather than about foreign rulers who, until recently, controlled our country? 2. How can the curriculum be changed so that our schools produce manpower that would enable us to fashion our national, economic, political and social lives best and meet the needs of a modern world?

3. How can it be taught? (this includes both teaching methodology and teaching materials and equipment) 4. What should be taught? (This would entail inspection of the objectives of the curriculum) 5. How well are the students reaching their goals? (Evaluation, appraisal or assessment) Curriculum developers have to walk a tightrope between change and stability. The question is, How much changeHow much stability? What is the right mixture? Unmanaged change becomes chaos. Unmanaged stability becomes stagnation. Curriculum development, if it is going to go any place, has to be like the four wheels of an automobile its parts all have to get together. The staff, the administration, the students, the teachers, and so forth, all must move in the same general direction at the same speed. You cannot go anywhere if one wheel has the brake on. Curriculum developers must use experience. Experience is a tool. It has very little value by itself. Its real value depends on the skill and intelligence of the person who is holding it. What can he do with it? A curriculum developer can use his as a spring-board to leap into the future. Or he can use it as a rear-view mirror to focus his attention to the past. If he uses it as a rear-view mirror, it is about as valuable as a parachute that opens on the second bounce. The combined experience of curriculum school administrators, teachers, students, parents, and others can be a tremendous asset or a tremendous liability depending on what they do with it. It can be a potential to pioneer the future or it can be a prison that confines it to the past.