NATIONAL POLICY FOR

EDUCATION

_____________________________
BBE_4303

ECONOMIC DEVELOPMENT

1D
Cansino, Danna
Maclang, Kate
Malijan, Jessica
Ocay, III Jovenar
Sebastian, Sherwin
Sioson, Shayla
Vallejos, Rafael
 NATIONAL POLICY FOR EDUCATION AS REAL VEHICLE FOR ECONOMIC REFORM

1. “Teach Less, Learn More” Policy

The government of Singapore adopted a learning strategy called ‘Teach Less, Learn More’ to focus
on the quality of education, and not quantity. Parents are actively one of the primary stakeholders of
students’ education. 70% of parents sign students up for extra classes. Teacher-student ratios are
sufficient to ensure quality in the individual learning experience. Local bookstores dedicate ½ the stock
of books to the educational and academic genre.

In Singapore, students of ages six to eight are not assessed on examinations and are motivated to
inculcate self-learning. The Ministry of Education is continually on a mission to reduce stress and the
traditional focus on marks. Singapore ranks third globally in time spent on homework. Mid-year exams
were removed from certain boards to free up time and space in schools. Students are encouraged to
meet the challenges of an increasingly complex world by becoming lifelong learners.

When academic pressure was reported as being a major risk factor for stress and other
psychological problems, the government stopped listing top-scores. The Ministry of Education has
decried announcing ranks of students to discourage unhealthy competition among students. Report
books do not show the students’ position in the class.

Some other things to consider in this academic ecosystem are the cost of education, the rigid
curriculums, and the low tolerance for low performances that bring down averages. But these policies
have only enriched job prospects, quality of life and education, and bettered earning and living
standards.

2. Linked Learning

Linked Learning is an approach to education that transforms the traditional high school experience
for all students—particularly students of color and students from low-income families—by bringing
together strong academics, career-based classroom learning, integrated student supports, and real-
world workplace experience to prepare them for both college and a career.

Linked Learning creates meaningful learning experiences through industry-themed pathways in

In rural areas, Linked Education opportunities provide students with information and simulations to
real-life experiences that they would not otherwise have the chance to try-out in their K-12 education.

“I’ve seen students, try-out career simulations in physical therapy, criminal forensics, and surgical
nursing; opening up their college and career considerations long before a decision needs to be made.
What a wonderful change in education!” -Chris Cope

https://all4ed.org/take-action/action-academy/linked-learning-101-frequently-asked-questions/
 3. Student Financial Assistance Program

Canada’s student financial assistance program includes Canada Student Grants and Canada Student
Loans (CSL). Student grants provide up-front non-repayable grants for tertiary education to students
from socio-economically disadvantaged backgrounds. In 2011/12, about 336 000 students received
federal grants. Students can also be eligible for federal loans. In 2011/12, about 447 000 full-time
students received loans. With financial support from the federal government, they can administer their
own student financial assistance programs. This would greatly benefit students suffering from financial
difficulties to continue learning while still maintaining quality education.

http://www.esdc.gc.ca/en/student_loans/cslp/index.page

4. Vocational Education and Training (VET Program)

The aim is to assist students who did not complete primary education to enroll in upper secondary
education or obtain the knowledge necessary to enter the labor market. The program includes complex
pedagogical activities, with learning assistance, social and cultural support, and skills and personality
development.

This targets early school leavers from primary school who are over age 16 or those not admitted to
any secondary school after completion of primary education. It intends to fill the gaps in primary school
by helping students to continue and finish primary school and to enroll in vocational education, as well
as offering individual, differentiated development programs to strengthen self-confidence and
motivation.

The VET Bridge Program also provides help to continue and finish primary school, but it introduces
students to VET at the same time. It stresses the importance of providing educational foundations and
further developing students’ competencies and motivation for lifelong learning. The VET Bridge Program
aims to provide students with the opportunity to either enter the labor market with a partial
qualification or continue their VET training in secondary school.

https://www.gooduniversitiesguide.com.au/study-information/study-options/vet-courses

5. Grant-type Scholarship System

In order to support and enable students who, despite having the motivation and ability, may be
forced to abandon their education due to financial difficulties, Japan established its first grant-type
scholarship system in 2017, through the Japan Student Services Organization.

These scholarships target university students from households that are exempt from residence
taxes and students who need welfare care. In the same year, the Japanese government also increased
interest-free scholarship loans, which are now provided to all applicants who satisfy the loan criteria. In
addition, Japan eliminated all academic requirements for students from low-income households and is
providing interest-free scholarship loans to all students who need them.

Grants are usually awarded to:

 Non-profit organizations: Grants are made in social services, health, education, early
childhood and youth services, arts and culture, housing and neighborhood development
 Veterans: Governments issue grants for the training veterans to serve in the new economy.
 Colleges and Universities: Grants are awarded to enhance research programs and other
academic facilities.

https://www.oecd.org/education/reformsfinder.htm

LOCAL POLICY

University of the East for real vehicle of economic reform

ISSUE: UE`S STUDENTS’ POWERLESS VOICES AND CONCERNS

In UE we observe the active voicing out of the Student Councils to the administration regarding
the concerns and opinions of its students. There will be the conductions of surveys regarding programs
and systems’ changes of UE, seminars, orientations where students can tell their suggestions to what
the administration is doing and planning for a particular event such as the implementation of this Online
Summer Class.

What’s the problem is though the students are persistent in voicing out their concerns, try to
answers those surveys and evaluations with all honesty, still it leaves them powerless. The decision is
still in the hands of the admin. They will try to listen to their students but what happens most of the
time is they just listen but not really taking the entire consideration from the results of the surveys,
evaluation and such. Some evidences are the results of the surveys conducted for the online summer
class readiness and reasonable reasons to increase of tuition fee; the results clearly suggest that almost
all of the students are not yet ready with the online class and think that there’s no justifiable reason to
increase the tuition fee. These results are not considered proving that Student Council is most of the
time is just a mere platform to connect the students to the admin but not to really build a relationship.

This issue would cover most of all other issues, since students are actively participating and
relaying their concerns with the Central Student Council just like the increasing cost of education in UE,
exclusion of unprivileged in some implementations of program, the quality of education itself that they
receive and more.

WHAT CAN BE DONE?

Research indicates that students who believe they have a voice in school are seven times more
likely to be academically motivated than students who do not believe they have a voice (Quaglia
Institute for School Voice and Aspirations, 2016). “Student voice is more than listening to them at a
meeting or two during the year. Student voice is more than eliciting their opinions on an occasional
survey. Student voice is more than listening to students at an occasional focus group. Student voice is
more than allowing a student representative to be present at a leadership meeting. Student voice is
more than having a student council. It is about listening to them and then giving them power.” – said by
Michael Kim in his article entitled ‘Student Voice: Don’t Just Listen to Students; Give Them Power’ year
2018.

In fact, Montgomery County Maryland School District voted to actually have a student member
elected by their peers who can vote on board decisions increasing their number of enrolees every year.
Amazing right? This is real student voice and student leadership.

We agree with what this article said that meaningful student involvement is the engaging of
students as partners in every facet of school change for the purpose of strengthening their commitment
to education, community and democracy. Development of education must be both sides, the school and
its students. Building a real connection and relationship between the two will create a healthy living and
studying . Once the students enjoy to study in their school, a great chance will be there to make them
strive for the better when they are still studying and when they already work in their respective choices
of industries in the society. They will be educationally healthy and a lot of opportunities will be given to
them, thus one of the main factors of Economic Development and Economic Growth.

Giving them power doesn’t necessarily means to give the decision into their hands but just to
take part, to vote, to participate, because they are one of the real people who can really tell what does
UE need for improvement.

Not just UE but as well as the other schools and universities need to share leadership and power
with students. They need to empower our students to be leaders in our schools. They have a lot to learn
from the students. If schools say that they are for students and their learning then they need to trust
students, listen to their voices, and give them power. In this way, students can take real ownership of
their learning, classes, and their schools by being part of every decision that is made about them.

Supporting sources: https://medium.com/hope-street-group/student-voice-dont-just-listen-to-students-