Two Zamboanga Teachers Recognized as 2024 Metrobank Foundation Outstanding Filipinos

Wazzup Pilipinas!?



Two public school teachers from Zamboanga were honored among the ten recipients of the prestigious 2024 Metrobank Foundation Outstanding Filipinos Award for their remarkable contributions to basic education.

Ms. Ma. Ella F. Fabella, a Master Teacher II at Maasin Learning Center in Zamboanga City, and Mr. Franco Rino C. Apoyon, Head Teacher II at Kabasalan National High School in Zamboanga Sibugay, were recognized for their dedication to inclusive education, innovative teaching programs, and positive impact on their communities.

Ms. Fabella, an Indigenous People’s Education (IPEd) Program teacher, has been a passionate advocate for Sama-Bajau children, encouraging them to take pride in their heritage. She initiated “Project B.E.A.R. (Bajau Educational Activities and Recreation)” and launched the "Pantawid Tutorial Reading Program," where parent leaders of the 4Ps (Pantawid Pamilyang Pilipino Program) serve as tutors for Sama-Bajau learners.

“My greatest motivation is to help marginalized people access education and create opportunities for a better life. This change won't happen overnight, but I am committed to working with the Sama-Bajau children and their community,” Ms. Fabella shared.

Mr. Apoyon, an environmental education advocate for over 11 years, has promoted “Greenducation” in Zamboanga Peninsula and remote barangays through the Youth for Environment in Schools Program. He also created an award-winning environmental storybook, "Ang Paglalakbay ni Papa Gong: Tahanan sa Bakawan," and developed “Plantable Paper,” a product supporting sustainable practices. Additionally, he initiated the "Reach to Teach" program to promote environmental awareness in remote areas.

“I firmly believe that involving our youth in addressing today’s environmental challenges is key to creating a green, healthy, and sustainable future,” Mr. Apoyon emphasized.

Education Secretary Sonny Angara commended the awardees, including educators, police officers, and soldiers, for their exceptional service to the public.

“Thank you for putting the needs of our learners first, empowering them to claim their space, and helping them achieve their dreams through education,” Secretary Angara said during the conferment ceremony on Wednesday.

“This award not only acknowledges your dedication but also honors the selfless service of our teachers, soldiers, and police officers in their mission to raise a generation of nation-builders and catalysts for change,” he added.



Each awardee received a one-million peso cash prize, a gold medallion, and “The Flame” trophy at the ceremony, held as part of Metrobank's 62nd Founding Anniversary celebration.

DepEd Celebrates National Teachers’ Month in Candon City

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The Department of Education (DepEd) honored teachers from across the country today at the National Teachers’ Month 2024 (NTM 2024) kick-off event in Candon City. The event featured various services for teachers and updates on new benefits for public school educators.

DepEd Secretary Angara expressed his gratitude to teachers for their unwavering dedication to students and the quality of education.

“Our teachers are the foundation of our nation. No progress is possible without them. Thank you for your service and commitment,” Secretary Angara stated, while highlighting the updated benefits and incentives for public school teachers.

He announced that the 2024 salary differential, as mandated by Executive Order 64 of President Ferdinand Marcos Jr., will be released this September, with salary increases effective from 2024 to 2027. Teachers will also receive an annual medical allowance of up to P7,000 starting in Fiscal Year 2025.

Secretary Angara added that the teaching allowance will increase from P5,000 to P10,000 tax-free, beginning next school year, as mandated by the Kabalikat sa Pagtuturo Act. Additionally, the Performance-Based Bonuses for 2022 and 2023 will soon be released.

“We are working closely with the Department of Budget and Management (DBM) to ensure the release of the 2022 and 2023 Performance-Based Bonuses,” he added.

Reaffirming the Department’s commitment to addressing teachers' concerns, Secretary Angara acknowledged that reports have reached his office and assured that appropriate actions will be taken.

“We hear you, and in the coming days, months, and years, we will address these issues,” he said. He also mentioned that the Department is preparing guidelines under the MATATAG curriculum to reduce teachers’ workload and provide adequate rest time between classes.

Secretary Angara also extended his gratitude to the Schools Division Office of Candon, the Local Government Unit of Candon City, the Ilocos Sur Provincial Government, and DepEd partners for their support in hosting the NTM 2024 kick-off.

This year’s event, with support from DepEd partners, included free medical consultations, laboratory services, HIV and diabetes screenings, wellness massages, trade fairs by local merchants, and giveaways for teachers.

Advancing Media and Information Literacy in the Philippines

This is the third part of the four-part series of The Future of Media and Information Literacy (MIL) in the Philippines. This article will discuss key policy recommendations to enhance Media and Information Literacy (MIL) education in the Philippines.

Introduction

In today's digital age, where information flows at an unprecedented rate and from a multitude of sources, the ability to navigate and critically engage with this vast sea of data is not just beneficial - it's essential. The Philippines has recognized this pressing need and taken commendable steps to integrate Media and Information Literacy (MIL) into its education system.

However, the journey towards a fully MIL-literate society is ongoing, with challenges persisting in terms of policy comprehensiveness, effective implementation, and adapting to the rapid advancements in digital media.

This essay delves into the current state of MIL in the Philippines, highlighting key areas for improvement and proposing actionable recommendations to enhance its effectiveness.

The Current Landscape of MIL in the Philippines

There is already significant progress in the Philippine Education System when it included MIL in its curriculum. However, there is some room for growth. There are some challenges that need to be addressed such as policy gaps, implementation challenges, and a comparative lag behind other nations.

One prominent policy gap lies in the limited scope of MIL education. Its scope is limited because it is just offered in senior high school rather than in early childhood education. This creates a void wherein there is no solid foundation to make MIL education as robust as possible because it is just crammed into two years rather than from the beginning of the education journey of a student.

Moreover, the lack of teacher training and resources is a problem because it leads to a lack of proper educational experience among students. When teachers cannot fully grasp how to teach the subject, they lack the confidence and the competence to deliver on what is expected from them.

On the other hand, the Philippines’ MIL educational landscape wanes compared to the strides that other countries like Finland and Sweden made. These countries have deeply embedded MIL throughout is education system and they fully support comprehensive policies and resource allocation to make MIL instruction successful. This is a challenge for the Philippines to bridge this gap by addressing the existing challenges and proactively seeking innovative solutions.

Charting a Path Forward: Key Areas for Improvement

To elevate MIL education in the Philippines, several key areas require focused attention and concerted effort.

• Comprehensive Curriculum Integration: MIL should not be confined to a single subject or a specific grade level but it should be woven into the fabric of the curriculum across all educational stages. This holistic approach would ensure that students progressively develop MIL skills. This will reach the desired outcome where they are capable of navigating the complexities of the information landscape with confidence and discernment.

• Strengthened Partnerships: Collaboration among various stakeholders is paramount. Such partnerships can leverage diverse expertise and resources to bolster teacher training, develop innovative instructional materials, and advocate for policy reforms that prioritize MIL education.

• Community-Based Initiatives: Recognizing that MIL education extends beyond formal classrooms, community-based programs play a vital role in reaching underserved populations and bridging the digital divide. Moreover, these initiatives should be tailored to the specific needs and contexts of different communities. These programs can empower individuals of all ages and backgrounds to become discerning consumers and responsible producers of information.

• Prioritizing Digital Literacy: In an era dominated by digital media, it is indispensable to hone digital literacy. It is imperative to understand how digital platforms operate, to recognize online threats such as cyberbullying and misinformation, and to use digital tools responsibly.

Recommendations for Policy and Practice

To translate these areas for improvement into concrete action, several recommendations can guide policy and practice:

• National MIL Strategy: The development of a comprehensive national MIL strategy is essential to provide a clear roadmap for the implementation and evaluation of MIL programs across the country. This strategy should articulate clear goals and action plans. This should also include mechanisms for ongoing monitoring and assessment to ensure its relevance and effectiveness in an ever-evolving media landscape.

• Investment in Teacher Training: Adequate resources must be allocated to equip educators with the knowledge, skills, and confidence to teach MIL effectively. This entails providing access to professional development opportunities, instructional materials, and technological tools that support their pedagogical practice.

• Regular Assessments and Updates: The dynamic nature of the media landscape necessitates regular assessments and updates to MIL programs. Curricula, instructional materials, and pedagogical approaches should be continuously reviewed and refined to incorporate emerging trends, technologies, and challenges.

• Public Awareness Campaigns: Raising public awareness about the importance of MIL is crucial for fostering a culture of critical thinking and informed decision-making. Targeted campaigns through various channels, including social media, television, and community events, can educate citizens about the value of MIL and encourage them to actively engage with media and information.

Conclusion

In conclusion, it is a societal imperative to advance Media and Information Literacy in the Philippines. When individuals are equipped with the skills to critically assess and engage with media and information, MIL fosters a culture of informed and responsible citizenship. It is through collaborative efforts that the vision of a future where all citizens can navigate the complexities of the media landscape with confidence and competence can be realized.

The journey towards a fully MIL-literate society requires sustained commitment and continuous adaptation. However, the potential rewards are immeasurable, ranging from individual empowerment and informed decision-making to a more resilient and vibrant democracy.