Multilingual Philippines

Pres. Aquino signs Enhanced Basic Education Act

Joe Padre — Wed, 15 May 2013 16:04:05 +0000

“For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and assessment shall be in the regional or native language of the learners. The Department of Education (DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can become the primary languages of instruction at the secondary level.”

Pres. Aquino signing Enhanced Basic Education Act

MANILA, Philippines—President Benigno Aquino on Wednesday morning signed into law the Enhanced Basic Education Act of 2013, mandating kindergarten and adding two years to secondary education to place the country’s curriculum on par with international standards.

The President said Republic Act 10533, widely known as the K to 12 Act, would “lay the foundations for a better future for every Filipino child.”

“Our people’s unwavering support has allowed us to make this vision a reality: to establish a system of education that truly imbues our youth with the skills they need to pursue their dreams,” Aquino told lawmakers, Cabinet officials, diplomats and students in Malacañang.

“By signing this bill into law, we are not just adding two years of additional learning for our students; we are making certain that the coming generations are empowered to strengthen the very fabric of our society, as well as our economy,” he added.

The enhanced basic education program covers at least one year of kindergarten, six years of elementary education and six years of secondary education in both public and private schools.

Secondary education includes four years of junior high school and two years of senior high school education – the additional Grades 11 and 12. (Reported by TJ Burgonio,Philippine Daily Inquirer, May 15th, 2013)

Official Gazette of the Republic of the Philippines

Republic Act No. 10533

S. No. 3286

H. No. 6643

Republic of the Philippines

Congress of the Philippines

Metro Manila

Fifteenth Congress

Third Regular Session

Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand twelve.

[REPUBLIC ACT NO. 10533]

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:

SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013″.

SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people, the country and society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to transform others and one’s self.

For this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens equipped with the essential competencies, skills and values for both life-long learning and employment. In order to achieve this, the State shall:

(a) Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is at par with international standards;

(b) Broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment; and

(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners, schools and communities through the appropriate languages of teaching and learning, including mother tongue as a learning resource.

SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which provides the foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and secondary education as well as alternative learning systems for out-of-school learners and those with special needs.

SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education.

Kindergarten education shall mean one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade I.

Elementary education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age to this level is typically six (6) years old.

Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years of junior high school education and two (2) years of senior high school education. The entrant age to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.

Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the formative years of learners.

For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and assessment shall be in the regional or native language of the learners. The Department of Education (DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can become the primary languages of instruction at the secondary level.

For purposes of this Act, mother language or first Language (LI) refers to language or languages first learned by a child, which he/she identifies with, is identified as a native language user of by others, which he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino sign language existing in a region, area or place.

SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the enhanced basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA).

To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations with other national government agencies and other stakeholders including, but not limited to, the Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the private and public schools associations, the national student organizations, the national teacher organizations, the parents-teachers associations and the chambers of commerce on matters affecting the concerned stakeholders.

The DepED shall adhere to the following standards and principles in developing the enhanced basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative;

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available;

(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units.

SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative committee chaired by the DepED Secretary or his/her duly authorized representative and with members composed of, but not limited to, a representative each from the CHED, the TESDA, the DOLE, the PRC, the Department of Science and Technology (DOST), and a representative from the business chambers such as the Information Technology – Business Process Outsourcing (IT-BPO) industry association. The consultative committee shall oversee the review and evaluation on the implementation of the basic education curriculum and may recommend to the DepED the formulation of necessary refinements in the curriculum.

SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education program meets the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration with relevant partners in government, academe, industry, and nongovernmental organizations, shall conduct teacher education and training programs, as specified:

(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to meet the content and performance standards of the new K to 12 curriculum.

The DepED shall ensure that private education institutions shall be given the opportunity to avail of such training.

(b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to upgrade their skills to the content standards of the new curriculum. Furthermore, the CHED, in coordination with the DepED and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will meet necessary quality standards for new teachers. Duly recognized organizations acting as TEIs, in coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum of these organizations meet the necessary quality standards for trained teachers.

(c) Training of School Leadership. — Superintendents, principals, subject area coordinators and other instructional school leaders shall likewise undergo workshops and training to enhance their skills on their role as academic, administrative and community leaders.

Henceforth, such professional development programs as those stated above shall be initiated and conducted regularly throughout the school year to ensure constant upgrading of teacher skills.

SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education Institution Faculty. — Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the “Philippine Teachers Professionalization Act of 1994″, the DepED and private education institutions shall hire, as may be relevant to the particular subject:

(a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized subjects in the elementary and secondary education. Qualified LET applicants shall also include graduates admitted by foundations duly recognized for their expertise in the education sector and who satisfactorily complete the requirements set by these organizations: Provided, That they pass the LET within five (5) years after their date of hiring: Provided, further, That if such graduates are willing to teach on part-time basis, the provisions of LET shall no longer be required;

(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education: Provided, That these graduates possess the necessary certification issued by the TESDA: Provided, further, That they undergo appropriate in-service training to be administered by the DepED or higher education institutions (HEIs) at the expense of the DepED;

(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have satisfactorily served as a full-time HEI faculty;

(d) The DepED and private education institutions may hire practitioners, with expertise in the specialized learning areas offered by the Basic Education Curriculum, to teach in the secondary level; Provided, That they teach on part-time basis only. For this purpose, the DepED, in coordination with the appropriate government agencies, shall determine the necessary qualification standards in hiring these experts.

SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing the career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the “Guidance and Counselling Act of 2004″, career and employment guidance counsellors, who are not registered and licensed guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level students of the school where they are currently employed; Provided, That they undergo a training program to be developed or accredited by the DepED.

SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No. 8545, or the “Expanded Government Assistance to Students and Teachers in Private Education Act”, shall be extended to qualified students enrolled under the enhanced basic education.

The DepED shall engage the services of private education institutions and non-DepED schools offering senior high school through the programs under Republic Act No. 8545, and other financial arrangements formulated by the DepED and the Department of Budget and Management (DBM) based on the principles of public-private partnership.

SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s program the operationalization of the enhanced basic education program, the initial funding of which shall be charged against the current appropriations of the DepED. Thereafter, the amount necessary for the continued implementation of the enhanced basic education program shall be included in the annual General Appropriations Act.

SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic education cycle to the enhanced basic education (K to 12) cycle. The strategies may cover changes in physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade 10 competencies and the entry requirements of new tertiary curricula, and partnerships between the government and other entities. Modeling for senior high school may be implemented in selected schools to simulate the transition process and provide concrete data for the transition plan.

To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the utilization of the latter’s human and physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8 hereof, shall be given priority in hiring for the duration of the transition period. For this purpose, the transition period shall be provided for in the implementing rules and regulations (IRK).

SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12 Program). — There is hereby created a Joint Oversight Committee to oversee, monitor and evaluate the implementation of this Act.

The Oversight Committee shall be composed of five (5) members each from the Senate and from the House of Representatives, including Chairs of the Committees on Education, Arts and Culture, and Finance of both Houses. The membership of the Committee for every House shall have at least two (2) opposition or minority members.

SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED shall conduct a mandatory review and submit a midterm report to Congress as to the status of implementation of the K to 12 program in terms of closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed.

The DepED shall include among others, in this midterm report, the following key metrics of access to and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs, and sports, music and arts.

SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the per capita spending on education towards the immediate attainment of international benchmarks.

SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this Act, the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate the rules and regulations needed for the implementation of this Act.

SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional, the same shall not affect the validity and effectivity of the other provisions hereof.

SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the “Education Act of 1982″, Republic Act No. 9155 or the “Governance of Basic Education.

Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or modified accordingly.

SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication in the Official Gazette or in two (2) newspapers of general circulation.

Approved,

(Sgd.) FELICIANO BELMONTE JR.
Speaker of the House
of Representatives

(Sgd.) JUAN PONCE ENRILE
President of the Senate

This Act which is a consolidation of Senate Bill No. 3286 and House Bill No. 6643 was finally passed by the Senate and the House of Representatives on January 30, 2013.

(Sgd.) MARILYN BARUA-YAP
Secretary General
House of Representatives

(Sgd.) EDWIN B. BELEN
Acting Senate Secretary

Approved: MAY 15 2013

(Sgd.) BENIGNO S. AQUINO III
President of the Philippines

_____________________________________

Click here for a PDF copy of the original RA 10533 as signed on 15 May 2013.

A Toast to the Cebuano Google Translate Team!

Joe Padre — Thu, 09 May 2013 00:08:44 +0000

Chris Sundita

Today, Christopher Sundita, through our friend Lino Gerona, informed us that Cebuano is now among the languages available at Google Translate. Here’s a toast to our Cebuano Google Translate Team!

Mr Sundita is a Ph.D. student in the Department of Linguistics at Cornell University in Ithaca, New York. He is affiliated with the Cornell Phonetics Lab, the new Cornell Language Documentation Lab, and the Southeast Asia Program.

Well, what better way to put Cebuano Google Translate to its paces than a nice English Mother’s Day (this coming Sunday) poem by Jane Taylor:

My Mother

Who fed me from her gentle breast
And hushed me in her arms to rest,
And on my cheek sweet kisses prest?
My mother.
When sleep forsook my open eye,
Who was it sung sweet lullaby
And rocked me that I should not cry?
My mother.
Who sat and watched my infant head
When sleeping in my cradle bed,
And tears of sweet affection shed?
My mother.
When pain and sickness made me cry,
Who gazed upon my heavy eye
And wept, for fear that I should die?
My mother.
Who ran to help me when I fell
And would some pretty story tell,
Or kiss the part to make it well?
My mother.
Who taught my infant lips to pray,
To love God’s holy word and day,
And walk in wisdom’s pleasant way?
My mother.
And can I ever cease to be
Affectionate and kind to thee
Who wast so very kind to me,-
My mother
Oh no, the thought I cannot bear;
And if God please my life to spare
I hope I shall reward thy care,
My mother.
When thou art feeble, old and gray,
My healthy arm shall be thy stay,
And I will soothe thy pains away,
My mother
Ans when I see thee hang thy head,
‘Twill be my turn to watch thy bed,
And tears of sweet affection shed,-
My mother.

Google Translation in Cebuano:

akong Inahan

Nga nagpakaon kanako gikan sa iyang malumo dughan
Ug hushed kanako sa diha sa iyang mga bukton ngadto sa kapahulayan,
Ug sa ibabaw sa akong aping matam-is nga halok perst?
Ang akong inahan.
Sa diha nga katulogon mitalikod sa akong dayag nga mata,
Nga kini gikanta matam-is nga pinangga
Ug rocked kanako nga ako kinahanglan dili nagatu-aw?
Ang akong inahan.
Kinsa naglingkod ug nagtan-aw sa akong bata ulo
Sa diha nga ang natulog sa akong gabayan higdaanan,
Ug ang mga luha sa mga matam-is nga pagbati-ula sa?
Ang akong inahan.
Sa diha nga ang kasakit ug sakit nga gihimo kanako sa pagtu-aw,
Kinsa gazed sa ibabaw sa akong bug-at nga mata
Ug mihilak, tungod sa kahadlok nga ako kinahanglan mamatay?
Ang akong inahan.
Kinsa midagan aron sa pagtabang kanako sa diha nga ako natumba
Ug ang pipila ka mga pretty nga istorya sa pagsulti,
O halokan ang bahin aron sa paghimo niini pag-ayo?
Ang akong inahan.
Kinsa ang mitudlo sa akong mga ngabil bata sa pag-ampo,
Sa paghigugma sa Dios sa pulong nga balaan ug sa adlaw,
Ug sa paglakaw diha sa kaalam sa maanindot nga paagi?
Ang akong inahan.
Ug mahimo ako sa walay katapusan mohunong nga mahimong
Affectionate ug sa matang kanimo
Kinsa paggamit sa mao nga maayo kaayo kanako, -
Ang akong inahan
Oh nga dili, ang hunahuna ko dili-an;
Ug kon ang Dios makapahimuot sa akong kinabuhi sa mopasaylo
Manghinaut ko nga ako sa magabalus sa imong pag-atiman,
Ang akong inahan.
Sa diha nga ikaw maluya, tigulang na ug gray,
Ang akong himsog nga bukton ang imong pagpuyo,
Ug ako soothe ang imong mga kasakit sa,
Ang akong inahan
ANS sa diha nga ako sa pagtan-aw kanimo nagasukad ang sa imong ulo,
‘Twill ang akong turno sa pagtan-aw sa imong higdaanan,
Ug ang mga luha sa mga matam-is nga pagbati ula sa, -
Ang akong inahan.

Here’s “Bayang Magiliw” (Filipino):

Bayang magiliw
Perlas ng Silanganan,
Alab ng puso,
Sa dibdib mo’y buhay.

Lupang Hinirang,
Duyan ka ng magiting,
Sa manlulupig,
Di ka pasisiil.

Sa dagat at bundok,
Sa simoy at sa langit mong bughaw,
May dilag ang tula
At awit sa paglayang minamahal.

Ang kislap ng watawat mo’y
Tagumpay na nagniningning,
Ang bituin at araw niya
Kailan pa ma’y di magdidilim.

Lupa ng araw, ng luwalhati’t pagsinta,
Buhay ay langit sa piling mo.
Aming ligaya, na pag may mang-aapi
Ang mamatay nang dahil sa iyo.

And here’s Google Translate Cebuano translation:

Hometown-abi-abi
Pearl sa Orient,
Nagdilaab nga kasingkasing,
Sa dughan nga sa imong kinabuhi.

Anthem,
Gabayan sa mga halangdon nga bayani,
Invaders,
Dili sa imong pasisiil.

Ang dagat ug sa mga bukid,
Sa hangin ug sa langit ngadto sa sa azul,
May pagkahalangdon balak
Ug gihigugma pag-awit kalingkawasan.

Ang imong imong bandila
Kalampusan shines
Ang bitoon ug ang iyang mga adlaw
Sa diha nga ang labaw nga dili mongitngit.

Earth nga adlaw, luwalhati’t gugma,
Ang kinabuhi mao ang langit sa taliwala ninyo.
Ang atong hingpit nga kalipay, sa diha nga may madaugdaugon
Nga mamatay tungod kanimo.

Compare the above Cebuano Google Translate version to the translation by Jess Vestil:

Yutang tabunon
Mutya nga masilakon
Putling bahandi
Amo kang gimahal

Mithing gisimba
Yuta’s mga bayani
Sa malupigon
Padagapigan ka

Ang mga bungtod mo ug lapyahan
Ang langit mong bughaw
Nagahulad sa awit, lamdag sa
Kaliwat tang gawas

Silaw sa adlaw ug bitoon
Sa nasudnong bandila
Nagatimaan nga buhion ta
Ang atong pagkausa

Yutang maanyag, duyan ka sa pagmahal
Landong sa langit ang dughan mo;
Pakatam-ison namo kon maulipon ka
Ang kamatayon sa ngalan mo.

And here’s an article in Cebuano written by Jessie Grace U Rubrico, PhD, taken from her website, http://www.languagelinks.org:

Hagit Alang sa mga Bisaya

Ang kultura sa usa ka grupo sa katawhan gipadayag sa ilang pinulongan. Busa daghan kaayog pulong ang mga Eskimo alang sa “snow” kay mao man kini ang ilang kalibotan, samtang kita walay takdo nga ikatugbang niini sa lumad natong pinulongan kay wala may “snow” sa atong palibot.Apan ang mga Pilipino daghan sab ug terminolohiya alang sa “rice” kay mao man ning atong gikaon sa adlaw-adlaw. Duna tay bugas, bugas-mais, humay; lainlaing klase sa bugas –denorado, pilit (lainlaing klase sab sa pilit), ugbp; ang luto na nga bugas – kan-on, bahaw, sinanglag, linugaw; naa pa tay gihulam sa Espanyol nga arroz a la valenciana, arroz caldo, paella, ugbp; naa say mga pagkaon nga gihimo gikan sa bugas –puto, biko, palitaw, bitso-bitso, suman, bibingka, ugbp. Kini usa lamang ka ilustrasyon sa kamahinungdanon sa pinulongan alang sa katunhayan sa usa ka kultura.

Buhi ang lengwahe, mapun-an kini – pananglitan, karong bag-o, naa na sab tay kompyuter, internet, video, digital, video cam, ugbp sa pagpasabot nga miabot na ang teknolohiya sa atong kultura. Samtang nangawala na ang ubang mga pulong nga wala na gamita –busa tingali naglisod kaayo ta sa pasulit nga gipakig-ambit ni Tomas kay wala na nato masugoki kining mga pulonga.

Sa ato pa, ang pinulongan ang salamin sa kultura. Ug kay kita natawo man sulod sa usa ka kultura, makaingon kita nga ang atong sinultihan maoy bentana sa atong pagkamao. Kung ilimod nato ang atong pagkamao, unsa may atong barogan? Mga langyaw nga tinan-awan o opinyon kay mas sikat kini? Mga langyaw nga pinulongan kay sosyal?

Makasusubo nga palandongon nga pipila sa atong mga batan-on karon naghunahuna nga sikat sila kung mag-Iningles kaysa mag-Binisaya. Maayo na lang kay daghan pa kog matagboan nga mga tinun-an dinhi sa Unibersidad sa Pilipinas sa Diliman nga dili maulaw magbinisaya. Gani, nagtuon mag Binisaya ang ilang mga higalang Tagalog kay aron masabtan sila. Apan kadaghanan karon mag-code switch sa Ingles ug Bisaya o Tagalog. Madunggan usab kini sa mga taga-akademya, dili makadiretsog istoryag Binisaya, kay masaktan gayod kinig Iningles. Ngano man kaha? Tungod ba kay ang Iningles na ang dagan sa ilang hunahuna?

Maayo gayod ang makat-on sa Iningles kay makatabang kinig dako kanato sa atong pakigkukabildo sa kalibotan. Daghan usab ug trabaho nga atong makuha. Maayo gayod kini, basta dili lamang nato hikalimtan ang kaugalingon natong pinulongan. Dili gayod nato ikapadayag ang lumad natong kultura pinaagi sa ubang sinultihan.

Kung buot natong ipatunhay ug ipreserbar ang atong pinulongan, kinahanglan gamiton ta kini: itudlo sa atong mga anak, bisan asa kita –sa ubang nasod man o sa Pilipinas (nakaila kog daghang Bisaya sa Manila nga magtinagalog na sa ilang mga panimalay, busa dili na makamaong mobinisaya ang ilang mga anak); magsulat kitag mga balak, mga nobela, mga awit, mga komentaryo, ugbp. sa Binisaya; magpasiugda kitag mga indigay gamit ang Binisaya; mamulong kita sa mga miting gamit ang Binisaya, bisan pag larino kitang mo-Iningles.

Ang dangatan sa atong pinulongan anaa kanatong mga lumad nga naggamit niini. Tinuod nga gipairal sa atong gobierno karon ang Filipino ingon nga nasudnong pinulongan. Apan bisan pa niana, nagtuo ako nga dili mamatay ang Binisaya kung dili ta kini tugtan. Oo, mamatay lamang kini kung kitang mga Bisaya mismo ang moselyo sa lapida niini. Ipakita ta ngadto sa uban nga gimanggad nato ang atong pinulongan ug kita manglimbasog aron kini molambo ug motunhay. Kung dili kita ang maningkamot, kinsa pa man?

Pagkaanindot sa kultura nga atong namat-an! Pagkatahom sa pinulongan nga nahimong tulay niini ngadto sa kalibotan! Dili ta kini pasagdan kay basig kita mismo ang magdala niini ngadto sa pagkapukan. Ang mga Bisaya nga nagpakabana maoy makahatag ug kusog sa atong kultura ug pinulongan. Magpahitakos kita aron makab-ot ta ang atong gidamgo nga pagtamod sa atong isigka-Pilipino ug sa kalibotan.

This is Google’s translation into English:

Hagit For the Visayan

The culture of one group of the people revealed in their language. So were many advanced in meeting the Eskimo for the “snow” with so is it some kalibotan, while earning no takdo that ikatugbang it in native languages with no Natong with “snow” in our palibot.Apan the Philippine abundance sab and terminology considered the “rice” mao ning ever eaten in our day to day. Duna tay rice, rice, corn, palay; lainlaing class-denorado rice, strained (strained lainlaing sab class), ugbp; cooked of rice – eat it, healed, parched, rice porridge; naa tay more gihulam in Spanish of arroz a la Valenciana, arroz caldo, paella, ugbp; naa say that the food made from rice-cake, biko, palitaw, donut, donut, pizza, cake, ugbp. It is but a illustration kamahinungdanon the tongue for the katunhayan in one culture.

Live the language, mapun-an it – Peradventure, chariots bag-o, naa sab tay to computers, internet, video, digital, video cam, ugbp in pagpasabot that miabot the technology of our culture. Lost while the rest of the meeting that nothing gamita, therefore lest naglisod the acid test of goodness ta-gipakig ambit of Tomas’s nothing NATO masugoki these words.

Ie, that the languages glass culture. And with profits within man born in one culture, offend income that our tongues shall bentana of our pagkamao. If you deny us make our pagkamao, what with our barogan? The pilgrims who tinan-awan or opinion with more famous it? The pilgrims of languages with social?

Makasusubo of palandongon of certain of our young men now popularly thought, they have to Iningles than to Binisaya. Just with good abundance more KOG matagboan of disciples here at the University of the Philippines in Diliman not ashamed magbinisaya. Gani, Binisaya to look forward with some Tagalog with aron masabtan higalang them. But now kadaghanan to code switch to English or Tagalog and Visayan. Madunggan it’s also from academics, not makadiretsog istoryag Binisaya, with hurt permanence Iningles tremble. Wherefore carton? Because you with the Iningles the course of their thoughts?

The good permanence on to help ease Iningles with makatabang tremble over us in our pakigkukabildo in kalibotan. Many are working and which we also obtained. Permanence it was good, just not forget that the only NATO Natong own languages. NATO permanence shall be revealed the indigenous culture through the rest Natong speech.

If Natong wilt ipatunhay and ipreserbar not our languages, it must gamiton ta: designate our children, wherever income-nasod rest or in the Philippines (KOG knew many Bisaya in Manila that magtinagalog to their families, therefore it is not that makamaong mobinisaya their children); kitag write the plan, novels, songs, reviews, ugbp. to Binisaya; magpasiugda kitag the indigay with Binisaya; mamulong revenue meetings with Binisaya, even larino to introduce you-Iningles.

The dangatan of our indigenous languages of the kanatong Is there naggamit it. Gipairal true of our government’s now saying that the Filipino national languages. But nevertheless, I am not nagtuo Binisaya die if it was not ta tugtan. Yes, just die if it did introduce Visayan moselyo tombstone it. Show ta gimanggad to the rest of us make our tongues and we will manglimbasog that it may flourish and motunhay. If not earning maningkamot, who else?

Pagkaanindot the culture of our namat-an! Pagkatahom the tongue that it became a bridge to the kalibotan! Ta not it pasagdan with basig earning itself the burden thereof to pagkapukan. The Visayan of nagpakabana shall makahatag and strength of our culture and languages. Magpahitakos income aron makab-ot ta the gidamgo our pagtamod of our isigka of Filipinos and the kalibotan.

If the reader discerns some inaccuracies in the translations above, this is pretty par for the course with any language. At least, at this stage, machine translation, albeit “really wonky” in Chris Sundita’s words, gives us a rough estimate of what is being translated.

Bravo, Google Translate Cebuano!

The Effect of Language on Economic Behavior: Evidence from Savings Rates, Health Behaviors, and Retirement Assets

Joe Padre — Mon, 06 May 2013 21:47:44 +0000

Keith Chen

by Keith Chen
Associate Professor of Economics
Yale School of Management
Comments are welcome at keith.chen@gmail.com

[Quite frankly, I am not sure that Keith Chen's new research suggesting that the language you speak may impact the way you think about your future has anything to do with Ilocanos' being generally naimut, kuripot, skinflints, tightwads, thrifty, etc. Nonetheless, I find it provocatively interesting to test Chen's 'futureless language/higher savings rate' hypothesis across various ethnic language groups in the Philippines. -- Joe Padre]

Abstract: Languages differ widely in the ways they encode time. I test the hypothesis that languages that grammatically associate the future and the present, foster future-oriented behavior. This prediction arises naturally when well-documented effects of language structure are merged with models of intertemporal choice. Empirically, I find that speakers of such languages: save more, retire with more wealth, smoke less, practice safer sex, and are less obese. This holds both across countries and within countries when comparing demographically similar native households. The evidence does not support the most obvious forms of common causation. I discuss implications for theories of intertemporal choice.

CLICK HERE TO READ THE COMPLETE PAPER.

An Open Letter to KWF Commissioner Virgilio S. Almario re Draft of the Filipino Orthography Guide (2013)

Joe Padre — Mon, 29 Apr 2013 18:01:09 +0000

Virgilio S. Almario
Tagapangulo, KWF

Dear Mr. Almario,

I posted the above guide on orthography for Filipino (2013) in Multilingual Philippines in the hope of helping generate some discussion/suggestions/comments on the subject.

As I recall, the 2001 Revision which was subsequently pulled back was rendered in both Filipino and English. I wish you could render the 2013 Gabay Edition in English as well to enable some of us who are non-native Tagalogs and with suspect skills with the Tagalog and/or Filipino language to better understand the Borador and make hopefully more intelligible/useful suggestions/comments thereto.

I remember coming across an earlier piece on siyokoys (Mga Salitang Siyokoy by Paul Morrow) and this quote attributed to you:

Ang bokabularyong siyokoy. Mas malapit sa ating wika ang bigkas sa mga salitang Espanyol. Sa gayon, malimit na isa-Espanyol ng mga akademista ang mga hiram nila sa Ingles. Ngunit dito mas lumilitaw ang kanilang kabobuhan. Dahil hindi bihasa sa Espanyol, nakalilikha sila ng mga salitang siyokoy – hindi Ingles, hindi Espanyol (gaya ng “aspeto”… na hindi aspect ng Ingles at hindi rin aspecto ng Espanyol).

I recommend you step back a bit and re-read the above quote. Now, don’t you think it’s a bit harsh for you to make your pronouncement: “Ngunit dito mas lumilitaw ang kanilang kabobuhan. Dahil hindi bihasa sa Espanyol, nakalilikha sila ng mga salitang siyokoy – hindi Ingles, hindi Espanyol (gaya ng “aspeto”… na hindi aspect ng Ingles at hindi rin aspecto ng Espanyol)”. As I recall, this phenomenon is not unique with the Philippines. In the United States, for instance, I remember former Alaska Governor Sarah Palin’s coining “refudiate” which became the new word of the Year 2010. Language, as we know, does not always evolve in neat, logical ways. The intent is to use language to communicate — and if it succeeds in doing that in any way, who are we to be judgmental, such as calling those unwitting agents of language evolution “bobos” or “hindi bihasa”?

Once you’ve got Borador in English, rest assured I will promptly post it in Multilingual Philippines.

Additionally, please allow us a sufficient period of time to study and review the Gabay Borador — like may be a year — so we may come up with unhasty comments or suggestions. We don’t wish to hang knee-jerk reactions or impulse albeit smart-sounding repartees on such an important matter as orthography in much the same way that we don’t particularly relish a similar excuse about not having enough time as in the high-lighted part in the following portion of a paragraph in the Borador:

“…muling nagdaos ng tatlong araw na pambansang forum sa ortograpiya ang KWF nitóng 11-13 Marso 2013. Sinikap pagtibayin ng forum ang mga tuntuning napagkasunduan na sa serye ng forum NCCA noong 2005-2006, bukod sa hinarap ang ibang problema kaugnay ng pagpapabilis sa pagsasanib ng mga salita mula sa mga katutubong wika ng Filipinas. Sinimulan ding talakayin sa 2013 forum ang mga problema sa panghihiram mulang Ingles ngunit hindi nabigyan ng karampatang pagpapasiya dahil kinapos sa oras…“

I await the English version of “Binagong Gabay sa Ortograpiya ng Wikang Filipino (Edisyong 2013)” and your reply. Thanks.

Joe Padre

Borador: Binagong Gabay sa Ortograpiya ng Wikang Filipino (Edisyong 2013)

Joe Padre — Sun, 28 Apr 2013 20:59:37 +0000

.

BINAGONG GABAY SA ORTOGRAPIYA NG WIKANG FILIPINO
Edisyong 2013

ni Virgilio S. Almario
Tagapangulo, Komisyon sa Wikang Filipino
(Send suggestions and/or comments to vsalmario@gmail.com)

Virgilio S. Almario
Tagapangulo, KWF

PAGSULYAP SA KASAYSAYAN BILANG PANIMULA

Ang gabay sa ortograpiya ng wikang Filipino ay binubuo ng mga tuntunin kung paano sumulat gamit ang wikang Filipino. Hinango ang mga tuntunin sa mga umiiral na kalakaran sa paggamit ng Wikang Pambansa, bukod sa napagkasunduang mga tuntunin, bunga ng mga forum at konsultasyon, hinggil sa mga kontrobersiyal na usapin sa ispeling. Ninanais palaganapin sa gabay na ito ang estandardisadong mga grapema o pasulat na mga simbolo at ang mga tuntunin sa paggamit at pagbigkas ng mga simbolong ito. Itinatanghal din dito ang mga naganap na pagbabago mula sa panahon ng abakadang Tagalog bunga ng bagong alpabeto at bunga na rin ng umuunlad na paggamit sa Wikang Pambansa.

CLICK HERE FOR THE COMPLETE DRAFT.

Mandated General Education Courses (Rizal, taxation, land reform, etc.) should go to Grade 11 or 12

Joe Padre — Thu, 18 Apr 2013 04:07:25 +0000

Nap B. Imperial

Following is the full text of an April 17th comment by Nap B. Imperial, Deputy Executive Director, CHED, to the immediately preceding post, “Enhanced Basic Education Act: Update From Lino Gerona“:

Here are the compelling reasons why other legally-mandated subjects (Rizal, taxation, land reform, etc.) should be downloaded to grade 11 or 12:

1. The typical 4-year college degree program in the Philippines is already too full-packed and should be decongested of subjects that can well be taken up in the Senior High School. Degree programs should concentrate on professional training and should be shorn of remedial or General Education subjects that should not duplicate the G.E. Program in college (making it unnecessarily long) not only to make it less costly but also to enable it to concentrate in professional training as in other K-12 countries where the typical degree program is only of 3-year duration (no G.E. program).

2. If we do not restructure higher education programs to shorter duration, then, from having one of the shortest in the world, we will end up as one of the few educational systems with the longest stretch of formal education, something that families can ill afford.

3. The K-12-dovetailed national G.E. Program which consists of 75 units and takes 2 years or more to complete has been revised and re-oriented in view of K-12. Spread over the envisioned 3 or four years, the 35-unit G.E. Program is designed not to be remedial for most students but to give them a multifaceted (globally-oriented and nationally-rooted) competencies and preparation needed by professionals in the 21st century.

4. Graduates of Senior High School have the option to join the world of work. And many parents, indeed, especially those from poor families, would like to see their children to be immediately job-ready. Will it not be fair and imperative if young Filipinos who do not go to college and decide to work, are already well-imbued with the teachings and ideals of Rizal by teaching them the course in the terminal parts of their basic education. Psychology and age-wise (at age 17 or 18) they can better learn and appreciate and apply Rizal and what he lived and died for.

Enhanced Basic Education Act: Update From Lino Gerona

Joe Padre — Tue, 16 Apr 2013 16:24:40 +0000

Lino Gerona/Manny Faelnar

Early this morning, April 16, 2013, I received this important email update (dated April 16, 2013) from Lino Gerona (a.k.a. Atty. Manuel Faelnar), one of our staunchest supporters of MTB-MLE:

Jose Rizal

Joe,

Nothing to worry about anymore. The clause that would have repealed the mandatory teaching of Rizal courses in College is not in the bill that was sent to the President for his signature. The Rizal courses wil remain in College.

The intention, however, would have been to move the Rizal courses to Grades 11 and 12 under the new K to 12 curriculum, so that only university and professional subjects would have been taught at the College level. But, given the present political and ideological climate, this was not to be.

The President will sign the bill into law but he will probably do so after elections in May.

Lino

This morning I also checked the Philippine Senate website’s Legal History of the consolidated version of SBN-3286 and HBN-6643 (ENHANCED BASIC EDUCATION ACT) and found this update:

4/15/2013 Enrolled copies of the consolidated version of SBN-3286 and HBN-6643, received by the Senate already signed by the Speaker and the Secretary General of the House of Representatives
4/16/2013 Enrolled copies of the consolidated version of SBN-3286 and HBN-6643, sent to the Office of the President of the Philippines through PLLO, for the signature and approval of His Excellency President Benigno S. Aquino III;

The version of SBN-3286 that’s currently posted at the Philippine Senate website is still the old version which intends to repeal RA 1425 (Rizal Law) — and definitely NOT the consolidated version of SBN-3286 and HBN-6643 sent to the Office of the President of the Philippines for the signature and approval of the President. Lino assures us that the “clause that would have repealed the mandatory teaching of Rizal courses in College is not in the bill.” But given the ease with which whoever sneaked that repealing clause in the first place does not offer much comfort. (And as I wrote in the previous post, why is a piece of K to 12 legislation meddling with the teaching of Rizal courses in College? Don’t we have enough problems with K to 12 already?)

And so we keep our fingers crossed and await nervously until after the President affixes his signature of approval on the consolidated version of SBN-3286 and HBN-6643 (ENHANCED BASIC EDUCATION ACT), or if that does not happen, when the legislation is allowed to lapse into law.

Aquino Should NOT Let Enhanced Basic Education Act Repeal Rizal Law

Joe Padre — Mon, 15 Apr 2013 08:52:46 +0000

Jose Rizal

In 1956, Republic Act 1425, otherwise known as the Rizal Law, came into being in spite of stiff opposition from some senators, congressmen, interest groups and the Catholic Church. On December 26, 1994, Fidel V. Ramos, President of the Republic of the Philippines, signed Memorandum 247 directing “the Secretary of Education, Culture and Sports and the Chairman of the Commission on Higher Education to take steps to immediately and fully implement the letter, intent and spirit of Republic Act No. 1425 and to impose, should it be necessary, appropriate disciplinary action against the governing body and/or head of any public or private school, college or university found not complying with said law and the rules, regulations, orders and instructions issued pursuant thereto.”

But, in one fell swoop, the consolidated version of SNB-3286 and HBN-6643 (otherwise known as the Enhance Basic Education Act) passed by both houses of Congress will, if approved by the President or allowed to lapse into law, repeal, among other laws, Republic Act 1425 (the Rizal Law), under its “SEC. 16. Repealing Clause. – Pertinent provisions of Batas Pambansa Bilang 232 or the Education Act of 1982 , Republic Act No. 9155 or the Governance of Basic Education Act of 2011, Republic Act No. 9258, Republic Act No. 7836, Republic Act No. 1425 or the inclusion in the College Curricula, The Life, Works and Writings of Jose Rizal, and all other laws, decrees, executive orders and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or modified accordingly.”

RA 1425 provides in its Sec. 1 that “Courses on the life, works and writings of Jose Rizal, particularly his novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private: Provided, That in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo of their English translation shall be used as basic texts.”

What is odd and downright stupid is that the Enhanced Basic Education Act of 2012 (K to 12) is, to repeat, going to repeal “Republic Act No. 1425 or the inclusion in the College Curricula, The Life, Works and Writings of Jose Rizal, and all other laws, decrees, executive orders and rules and regulations contrary to or inconsistent with the provisions of this Act…” Say what? Repeal that provision of RA 1425 or the “inclusion in the College Curricula, The Life, Works and Writings of Jose Rizal”? And I thought the Enhanced Basic Education Act was intended for K to 12. Then why is the proposed law going to even wander into the domain of the College Curricula?

Now even assuming that our congressmen and senators had a major brain freeze and that they really meant repealing RA 1425 or the inclusion of The Life, Works and Writings of Jose Rizal in the “curricula of all schools, colleges and universities, public or private“, are they now telling us that these same proponents of Enhanced K to 12 are backing down from one of their favorite arguments that the increased number of years for the basic education cycle is to “decongest” what we have in our old 10-year basic education system? Whoa, by “decongestion” they mean not only adding more time to the education cycle, they also mean eliminating an all-too-important course on the life, works and writings of Jose Rizal. Our initial fear that they are going to dumb down the curricula is really not without basis.

RA 1425 (the Rizal Law) is there to remind us that “there is a need for a re-dedication to the ideals of freedom and nationalism for which our heroes lived and died… that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character… (and that) the life, works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused.” What on earth is wrong with our lawmakers that they have to have the Enhanced Basic Education Act repeal those important reminders to keep our national self-respect, uphold our love of country and our countrymen? Now, you, dear reader, understand why I reprinted in the immediately preceding post that thing about the so-called “Korean Essay”. Re-read the essay and then realize that our Enhanced Basic Education Act will soon repeal the all-important Rizal Law. Whatever remains of the same elements, as chronicled in this Wikipedia account, who steadfastly opposed RA 1425 more than half a century ago appear to have reared their ugly heads on Congress in the consideration of the Enhanced Basic Education Act (K to 12) and they may still have their wish.

UNLESS PRESIDENT BENIGNO AQUINO III DELETES “Republic Act No. 1425 or the inclusion in the College Curricula, The Life, Works and Writings of Jose Rizal” FROM SEC. 16 OF THE REPEALING CLAUSE BEFORE AFFIXING HIS SIGNATURE TO THE ENHANCED BASIC EDUCATION ACT AS APPROVED BY BOTH HOUSES OF CONGRESS.

Enhanced K to 12: A Few Misgivings

Joe Padre — Fri, 12 Apr 2013 15:51:27 +0000

After learning through the Senate of the Philippines website that Senate Bill No. 3286, otherwise known as the “ENHANCED BASIC EDUCATION ACT OF 2012″, was passed by both houses of Congress and that on April 4, 2013, enrolled copies of the consolidated version of SBN-3286 and HBN-6643, were sent to the House of Representatives for the signature of the Speaker and the Secretary General, I decided to watch the above video posted at the bottom of all the K to 12 guides published in the NCR website. As happens, I found some pronouncements by Dr. Marilyn D. Dimaano OIC, DepEd’s Bureau of Elementary Education, to wit: “We are introducing mother tongue as the medium of instruction in most of the subjects except English, of course, and Filipino, and we are having mother tongue as a subject…” Now, now, where did Dr. Dimaano learn that? Didn’t she read DepEd Order No. 74, otherwise known as “INSTITUTIONALIZING MOTHER TONGUE-BASED MULTILINGUAL EDUCATION (MLE)” and its Enclosure 1 which directs those concerned re “The use of the learner’s First Language (L1) as the primary medium of instruction (MOI) from pre-school until, at least, grade three. During such period, L1 shall be the main vehicle to teach understanding and mastery of all subject areas like Math, Science, Makabayan, and language subjects like Filipino and English.” Assuming the kindergarten child is raised in a home where neither Filipino nor English was spoken, how in Lubuagan is the teacher going to teach the poor kid English or Filipino without using the child’s L1? Wasn’t that the reason we ditched the old bilingual system of using only English or Filipino as MOI (even levying fines in some instances on those students who spoke anything but English or Filipino in the classroom) because it definitely made life miserable for those starting without any English or Filipino background?

Also, in the voice-over portion of the video, I heard this: “The Philippine Department of Education believes that we must transform our basic education system so that it adequately responds to local needs while allowing our graduates to maximize opportunities beyond our shores. This is what K to 12 is all about.” I hate to go holier-than-thou in this instance being that I did try to maximize my opportunities in spite of my 1 to 10 (Grades 1-6 + 4-year high school) bootstraps by looking west — but definitely failed as I’m still poor as a church mouse, ha-ha. And I keep looking back through the rearview mirror, tsk-tsk.

Crab Mentality

That’s why I keep going back to this alleged “Korean’s essay” because it never fails to touch me. I have seen how true it is that Koreans love and support their fellow Koreans. When a new Korean arrives in the U.S., it would seem like the entire Korean community and established Korean businesses pitch in to help the new arrival. When that Korean student did something awful at the Virginia Polytechnic Institute on April 16, 2007, I tried to talk about the massacre with my Korean neighbors who live across the street. Even though I could see the grief in their eyes, they politely turned away from me without saying a word. I knew their silence was golden and that even if that Korean student did something reprehensible, my Korean neighbors would not openly condemn him because he was one of theirs. I guess the point I’m trying to drive here is that what education, such as K to 12, should be all about is that in addition to the lifelong learning it is expected to provide our young, it should make it a point to aggressively divest us of that well-known but nefarious Filipino “crab mentality” (that kind of selfish, short-sighted thinking which runs along the lines of “if I can’t have it, neither can you”), teach us to love one another, love our country, and ingrain in our minds and belief system a sense of pride in who we are and what we have — instead of worrying about producing “graduates who could maximize opportunities beyond our shores” or whetting up our incredible appetite for almost anything western over our very own. You probably came across this “Korean’s essay” before, but anyway, it bears repeating to soak in the message:

MY SHORT ESSAY ABOUT THE PHILIPPINES
by Jaeyoun Kim

Filipinos always complain about the corruption in the Philippines. Do you really think the corruption is the problem of the Philippines? I do not think so. I strongly believe that the problem is the lack of love for the Philippines.

Let me first talk about my country, Korea. It might help you understand my point. After the Korean War, South Korea was one of the poorest countries in the world. Koreans had to start from scratch because entire country was destroyed after the Korean War, and we had no natural resources.

Koreans used to talk about the Philippines, for Filipinos were very rich in Asia . We envy Filipinos. Koreans really wanted to be well off like Filipinos. Many Koreans died of famine. My father & brother also died because of famine. Korean government was very corrupt and is still very corrupt beyond your imagination, but Korea was able to develop dramatically because Koreans really did their best for the common good with their heart burning with patriotism…
Koreans did not work just for themselves but also for their neighborhood and country. Education inspired young men with the spirit of patriotism.

40 years ago, President Park took over the government to reform Korea. He tried to borrow money from other countries, but it was not possible to get a loan and attract a foreign investment because the economic situation of South Korea was so bad. Korea had only three factories. So, President Park sent many mine workers and nurses to Germany so that they could send money to Korea to build a factory. They had to go through horrible experience.

In 1964, President Park visited Germany to borrow money. Hundred of Koreans in Germany came to the airport to welcome him and cried there as they saw the President Park. They asked to him, “President, when can we be well off?” That was the only question everyone asked to him. President Park cried with them and promised them that Korea would be well off if everyone works hard for Korea, and the President of Germany got the strong impression on them and lent money to Korea. So, President Park was able to build many factories in Korea. He always asked Koreans to love their country from their heart.

Many Korean scientists and engineers in the USA came back to Korea to help developing country because they wanted their country to be well off. Though they received very small salary, they did their best for Korea. They always hoped that their children would live in well off country.

My parents always brought me to the places where poor and physically handicapped people live. They wanted me to understand their life and help them. I also worked for Catholic Church when I was in the army. The only thing I learned from Catholic Church was that we have to love our neighborhood. And, I have loved my neighborhood.

Have you cried for the Philippines? I have cried for my country several times. I also cried for the Philippines because of so many poor people. I have been to the New Bilibid prison. What made me sad in the prison were the prisoners who do not have any love for their country. They go to mass and work for Church. They pray everyday. However, they do not love the Philippines. I talked to two prisoners at the maximum-security compound, and both of them said that they would leave the Philippines right after they are released from the prison. They said that they would start a new life in other countries and never come back to the Philippines.

Many Koreans have a great love for Korea so that we were able to share our wealth with our neighborhood. The owners of factory and company were distributed their profit to their employees fairly so that employees could buy what they needed and saved money for the future and their children.

When I was in Korea, I had a very strong faith and wanted to be a priest. However, when I came to the Philippines, I completely lost my faith. I was very confused when I saw many unbelievable situations in the Philippines. Street kids always make me sad, and I see them everyday. The Philippines is the only Catholic country in Asia, but there are too many poor people here. People go to church every Sunday to pray, but nothing has been changed.

My parents came to the Philippines last week and saw this situation. They told me that Korea was much poorer than the present Philippines when they were young. They are so sorry that there are so many beggars and street kids. When we went to Pagsanjan, I forced my parents to take a boat because it would fun. However, they were not happy after taking a boat. They said that they would not take the boat again because they were sympathized the boatmen, for the boatmen were very poor and had a small frame. Most of people just took a boat and enjoyed it. But, my parents did not enjoy it because of love for them.

My mother who has been working for Catholic Church since I was very young told me that if we just go to mass without changing ourselves, we are not Catholic indeed. Faith should come with action. She added that I have to love Filipinos and do good things for them because all of us are same and have received a great love from God. I want Filipinos to love their neighborhood and country as much as they love God so that the Philippines will be well off. I am sure that love is the keyword, which Filipinos should remember. We cannot change the sinful structure at once. It should start from person. Love must start in everybody, in a small scale and have to grow. A lot of things happen if we open up to love.

Let’s put away our prejudices and look at our worries with our new eyes. I discover that every person is worthy to be loved. Trust in love, because it makes changes possible. Love changes you and me. It changes people, contexts and relationships. It changes the world. Please love your neighborhood and country. Jesus Christ said that whatever we do to others we do to Him. In the Philippines, there is God for people who are abused and abandoned. There is God who is crying for love. If you have a child, teach them how to love the Philippines. Teach them why they have to love their neighborhood and country. You already know that God also will be very happy if you love others.

That’s all I really want to ask you Filipinos.

There’s another misgiving I have on SBN 3286-Enhanced Education Act (which I believe should be eventually signed by Pres. Benigno Aquino III considering this is one of his pet legislations) — which I consider most egregious — but I’d like to dedicate the next post for it.

Enhanced Education Act & DepEd Usec. Vilma Labrador’s Passing

Joe Padre — Thu, 11 Apr 2013 16:51:21 +0000

Usec. Vilma Labrador

Pres. Aquino

The following, reprinted from the Senate of the Philippines website, details the legislative history of Senate Bill No. 3286, otherwise known as the “ENHANCED BASIC EDUCATION ACT OF 2012″, filed on September 24, 2012 by Senators Ralph G. Recto, Loren B. Legarda, Edgardo J. Angara, and Franklin M. Drilon:

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES
[ THIRD REGULAR SESSION, 15TH CONGRESS ]
[ 2012 ]

9/24/2012 Prepared and submitted jointly by the Committee(s) on EDUCATION, ARTS AND CULTURE, WAYS AND MEANS and FINANCE with Senator(s) RALPH G. RECTO, LOREN B. LEGARDA, EDGARDO J. ANGARA and FRANKLIN M. DRILON as author(s) per Committee Report No. 409, recommending its approval in substitution of SBN-2713, taking into consideration SBN-3258
10/8/2012 Committee Report Calendared for Ordinary Business;
10/8/2012 Sponsors: Senator(s) EDGARDO J. ANGARA, RALPH G. RECTO and FRANKLIN M. DRILON;
10/8/2012 Transferred from the Calendar for Ordinary Business to the Calendar for Special Order;
10/8/2012 Sponsorship speech of Senator EDGARDO J. ANGARA;
10/8/2012 Senator LOREN B. LEGARDA was made as cosponsor;
11/5/2012 Interpellation of Senator ANTONIO “SONNY” F. TRILLANES;
11/5/2012 Period of interpellation closed;
11/5/2012 Period of committee amendments closed;
12/18/2012 Period of individual amendments;
12/18/2012 Period of individual amendments closed;
12/18/2012 Approved on Second Reading with Amendments;
12/20/2012 Printed copies were distributed to the Senators;
[ 2013 ]
1/21/2013 Approved on Third Reading;
1/21/2013 In favor: (13) JOKER P. ARROYO, FRANKLIN M. DRILON, JINGGOY P. EJERCITO-ESTRADA, FRANCIS “CHIZ” G. ESCUDERO, TEOFISTO “TG” GUINGONA III, GREGORIO B. HONASAN II, PANFILO M. LACSON, LOREN B. LEGARDA, FERDINAND “BONGBONG” R. MARCOS, AQUILINO KOKO III L. PIMENTEL, RALPH G. RECTO, RAMON A. REVILLA JR. and VICENTE C. SOTTO III;
1/21/2013 Against: (1) ANTONIO “SONNY” F. TRILLANES;
1/21/2013 Abstention: N o n e;
1/23/2013 Sent to the House of Representatives requesting for concurrence;
1/23/2013 Senate requested the House of Representatives for a conference on the disagreeing provisions of SBN-3286 and HBN-6643, designating Senators Angara, Drilon, Villar, Revilla and Recto as its conferees to the Bicameral Conference Committee;
1/30/2013 House of Representatives agreed for a conference on the disagreeing provisions of SBN-3286 and HBN-6643, designating Representatives Ocampo, Gunigundo I, Piamonte Jr., Sarmiento and Dimaporo as its conferees to the Bicameral Conference Committee on January 22, 2013;
1/30/2013 Sponsorship speech on the conference committee report of Senator FRANKLIN M. DRILON;
1/30/2013 Conference Committee Report submitted to the Senate, recommending that SBN-3286, in consolidation with HBN-6643 be approved as reconciled;
1/30/2013 Conference Committee Report Approved by the Senate;
2/5/2013 Conference Committee Report Approved by the House of Representatives on January 30, 2013;
4/4/2013 Enrolled copies of the consolidated version of SBN-3286 and HBN-6643, sent to the House of Representatives for the signature of the Speaker and the Secretary General

The enhanced basic education program encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education.

Tucked in Sec. 9 of SBN 3286 is this all-important provision: “Medium of Instruction.The mother tongue of the learner also known as the first language (FL), home language, native language or vernacular shall be the primary medium of instruction for teaching and learning from the kindergarten level to Grade 3 of the elementary education. The DepEd in coordination with the Commission on Filipino Language and in close collaboration with academic and research institutions concerned with education shall formulate a mother-tongue-based multilingual framework for teaching and learning in the kindergarten and elementary education.” You will recall that DepEd Order No. 74, otherwise known as “INSTITUTIONALIZING MOTHER TONGUE-BASED MULTILINGUAL EDUCATION (MLE)”, signed by former Education Secretary Jesli Lapus on July 14, 2009, with the courageous and skillful shepherding of the late DepEd Undersecretary Vilma L. Labrador, directed “The use of the learner’s First Language (L1) as the primary medium of instruction (MOI) from pre-school until, at least, grade three. During such period, L1 shall be the main vehicle to teach understanding and mastery of all subject areas like Math, Science, Makabayan, and language subjects like Filipino and English.” As you can see, this is echoed by SBN 3286. It would appear that SBN-3286 is headed for eventual approval by President Benigno Aquino III, considering this is his pet legislation.

Now, look at the date of the last entry to the legislative history of SBN-3286:

4/4/2013 Enrolled copies of the consolidated version of SBN-3286 and HBN-6643, sent to the House of Representatives for the signature of the Speaker and the Secretary General

But look again at the date, 4/4/2013, when enrolled copies of the consolidated version of SBN-3286 and HBN-6643 were sent to the House of Representatives for the signature of the Speaker and the Secretary General. The next day, April 5, 2013, DepEd Undersecretary Vilma Labrador died. Call it a convenient truth or a fortuitous coincidence.