ELEMENTARY EDUCATION

Elementary Education

  • shall refer to the first stage of free and compulsory, formal education primarily concerned with providing basic education and usually corresponding to six or seven grades. Elementary education can likewise be attained through alternative learning system.

Vision:

Every learner,

imbued with desirable values,

equipped with life skills,

people person – sensitive to other’s needs,

maximizing potentials to achieve

better quality of life for oneself and country.

 Mission:

  • Propelled by the vision, EED shall be committed to provide

-  equal opportunities for everyone,

-  avenues for developing skills, knowledge and character,

-  assistance in the use of the most recent technology, and

-  performance standards geared towards excellence and global competitiveness.

  •  Effective Teaching/Engaged learning

 for every child,

                           by every teacher,

                                in every classroom.

Objectives of Elementary Education

The objectives of elementary education are:

  1.  To provide the knowledge and develop the skills, attitudes, and values essential to personal development and necessary for living in and contributing to a developing and changing social milieu;
  2. To provide learning experiences which increase the child’s awareness of and responsiveness to the changes in and just demands of society and to prepare him for constructive and effective involvement;
  3. To promote and intensify the child’s knowledge of, identification with, and love for the nation and the people to which he belongs; and
  4. To promote work experiences which develop the child’s orientation to the world of work and creativity and prepare himself to engage in honest and gainful work.

Function of the Elementary Education Division

 Assists the Regional Director in the implementation of laws, policies, plans, programs, rules and regulations of the department in the region.
  1. Assists the Regional Director in the formulation of implementing policies for public and private schools in the region.
  2. Assigns, coordinates and reviews the work of supervisors in the Elementary Education Division.
  3. Directs and supervises the preparation and implementation of plans, projects and activities of the division relevant to curriculum development and revision, education and improvement of teaching techniques and strategies and updating development of school facilities in the public and private schools in the region.
  4. Directs and coordinates the supervisory activities of all the personnel in the division.
  5. Conducts staff conferences, meetings and dialogues.
  6. Directs the preparation of research designs and the conduct of same for the improvement of elementary education in the region.
  7. Plans in coordination with the different divisions in the region, in- service activities for field personnel in both public and private schools.
  8. Renders consultant service to seminar workshops and in-service programs on the national, regional and local levels.
  9. Directs the preparation of publications such as circulars, memoranda, bulletins and general letters, reports, schedules and others.
  10. Evaluates recommendations of division superintendent re-approval or revocation of permits and recognition of private schools at the pre-elementary and elementary levels within the region.
 

Guiding Operational Principles of EED

  1. Basic Education should be anchored on the concept of learning throughout life and founded on UNESCO’s four pillars of learning in the 21s Century – learning to know, learning to do, learning to be and learning to live together.
  2. The school headed by an empowered principal and teachers shall be the “focal point, the base and common denominator of formal education”.
  3. Greater autonomy and flexibility in curriculum design should be given to schools. While the curriculum should be the product of sharing of all the stakeholders in the education process, the students should be the primary focus. The curriculum should be focused on learning and results, less time-bound and should provide for continuing assessment of learners performance.
  4. The fast emerging information and knowledge-based global society require that basic education be reoriented to increase the capacity of individuals to do knowledge work and increase the number of individuals capable of such work.
  5. In a knowledge-based society, schools should develop students into thinkers, problem solvers, creator and innovators.  Student should be guided to learn how to learn on their own and less dependent on teachers. They must increasingly assure responsibility to manage their own learning.
  6. No matter how technologically equipped the classroom is, the teacher still is the principal facilitator and mediator of learning with the primary responsibility of guiding students to sources of information, processing them to knowledge and using them to improve performance and productivity
  7. Vocational education in the elementary schools should not only be relevant but should emphasize generic skills that are not job specific but instead are transferable skills that can be used in almost any career.
  8. The increasing proliferation of current concerns integrated in the elementary subjects and non-teaching activities placed on the shoulders of the teachers and other officials have without doubt been affecting the quality of our elementary education and should thus be regulated.
  9. Elementary school should continually explore new teaching models and learning styles (e.g. multichannel learning) resulting from the rapid growth of knowledge, information and communication technologies and changing conditions of the community.
  10. Alternative and nontraditional strategies of delivering educational services shall be provided to all those who could not avail of the regular school systems. A system of accrediting learning required outside the four walls of the classrooms should be instituted.
  11. Emphasis on values education should be continued and sustained.
  12. All elementary schools should eventually be “inclusive schools” guided by the fundamental principle  that “all children should learn together, whenever possible, regardless of any difficulties or differences they may have,” including the disabled and other children with special needs.
  13.  The participation of parents and other sectors of the community should continue to grow and develop until they share a sense of joint ownership in the education of their children.
  14. The policy of management decentralization and deconcentrationshall be pursued until is fully operationalized in the lowest level of system – the school and ultimately in the classroom.
  15. Action researchers and in-depth studies should be made on the performance levels of the schools relative to providing access to basic education on students’ performance on academic achievement. Such studies should focus on discovering answer to the decreasing performance levels along these concerns.
  16. Efforts at computerization and modernization of elementary schools should be founded on a sound basic education program predicated on the mastery of communication skills and other competencies.
  17. The EED staff should be guided by the roles, functions and responsibilities of the various levels in the organizational structure of the Department of Education, particularly those of the Regional Office, as defined in R.A. 9155 An Act Instituting a Framework of Governance for Basic Education.
  18. For the Elementary Education Division, including the Special Education Unit to make a difference, every piece of its structure, program, project, activity and all its components – and most importantly its operations – should fit into an INTEGRATED TOTALITY.

ELEMENTARY EDUCATION DIVISION

ORGANIZATIONAL CHART

 

EED SUPERVISORY STAFF / AREAS OF CONCERNED

MRS. VICTORIA R. MAYO
Education Program Supervisor

  • In-Charge of English
  • Reading Recovery Program
  • PHIL-IRI
  • Journalism Program
  • K to 12 Focal Person
  • Madrasah Coordinator
  • NEPP Focal Person
  • UnionBank Learning System
  • Private Schools, Taguig & Pateros

DR. FLORDELINA A. ALQUIZA
Education Program Supervisor

  • In-Charge of Mathematics
  • Research in EED
  • Private Schools, Marikina City
  • MTAP

DR. ZENAIDA Q. ASIDAO
Education Program Supervisor

  • In-Charge of Values Education Program
  • SBM
  • Project IMPACT / MISOSA (ADM)
  • Brigada Eskwela Coordinator
  • Test Coordinator / Evaluator
  • Petron Tulong-Aral
  • Private Schools, Quezon City

MR. JULIO C. BAGGAYAN
Education Program Supervisor

  • In-Charge of EPP
  • SBM – Delivery System
  • Regional / National Greening Program
  • One Division One Project Coordinator
  • Contest / Search
  • Private Schools, Caloocan City / Parañaque City

MRS. GENIA V. SANTOS
Education Program Supervisor

  • In-Charge of MSEP
  • APPES Coordinator
  • Library Hub Coordinator
  • Art & Culture
  • Regional Disaster Coordinating Committee
  • Private Schools, Makati City / Pasig City

Education Program Supervisor,  HEKASI

Education Program Supervisor, FILIPINO

Education Program Supervisor, SCIENCE

 

MRS. ISABEL P. FELEO
Administrative Aide VI

MR. EDUARDO A. ABUTAL
Administrative Aide IV

MRS. MA. CYNTHIA P. OROZCO
Administrative Aide IV