Seoul Accord Annual General Meeting

The Seoul Accord’s Annual General Meeting (SAGM2016) was held last June 3-5, 2016 at the Royale Chulan, Kuala Lumpur Malaysia. Read more

PSITE National Board (AY 2016-17)

Due to the recent developments with the PSITE National Board, the board met and reconvened in Manila on 15-March-2016 and held another election. Congratulations to the new set of officers listed below, they will bring PSITE into even greater heights! Soar high, PSITE! Mabuhay!!! Read more

Thailand Educational Benchmarking

Last May 23-28, 2015, I joined the Benchmarking Educational Tour of the PSITE National Board in Bangkok, Thailand. Read more

(ACTIS 2014, Japan) Asian Conference on Technology, Information and Socity

Last November 20-23, 2014, I attended and presented a paper entitled “Best Practices and Challenges of Information Technology Education in the Philippines. Read more

SEOUL ACCORD General Membership Meeting

The Accreditation Board for Engineering Education of Korea (ABEEK) invited me to attend the Seoul Accord General Meeting (SAGM2013(Seoul)), Millennium Seoul Hiiton, Seoul, Korea last June 21 to 23, 2013. Read more

Indonesia Educational Benchmarking

Last May 18-25, 2014, I joined the Benchmarking Educational Tour in Jakarta, Indonesia. Read more


Philippine Information and Computing Accreditation Board -- MOA signing Read more

2013 NESRC

Pix taken during the 2013 National Engineering and Science Research Conference (2013 NESRC) held at the Heritage Hotel, Roxas Blvd, Pasay City last March 7, 2013 Read more


PSITE NatCon 2013 Opening Remarks; Read more


A team of four students from the Institute of Computing of the University of Southeastern Philippines clinched the Ideaspace Award and a PhP 100,000 cash prize; Read more

Hongkong Benchmarking Educational Tour

I joined the PSITE National Board Hongkong Benchmarking Educational Tour last January 03-06, 2013; Read more

eGOV Awards 2012

From a shortlist recommended by DOST-ICTO, i was invited to be one of the judges of the eGOV awards final judging last November 8, 2012 at Oxford Hotel, Clark Freeport Zone, Pampanga; Read more

10th National Conference on Information Technology Education

Delivered by Dr. Randy S. Gamboa, PSITE President, during the NCITE 2012 October 19, 2012 in Laoag City; Read more

Top 10 Finalists for the 9th SWEEP Innovation and Excellence Awards!

Two entries from the Institute of Computing had been shortlisted as top 10 finalists for the 9th SWEEP Innovation and Excellence Awards!; Read more

10th Philippine Youth Congress on Information Technology(Y4IT)

The Philippine Youth Congress on Information Technology or "Y4iT" (Youth for IT) is an annual event hosted by UP ITTC and UP SITF in cooperation with the UP ITTC Student Volunteer Corps, JICA, PSITE, CSP, PCS, PSIA, GDAP, EITSC, HSF, and Cyberpress. … Read more

Board Meeting

pix taken during the national board meeting last August 17-19, 2012 at Club Balai Isabel, Barangay Banga, Talisay Batangas.; Read more

Certificate of Recognition: Best Paper

The University of Southeastern Philippines held its 25th University Wide In-House Review; Read more

IBM Web Application Development Training

The Institute of Computing through its extension office with IBM and the Philippine Society of Information Technology Educators-Region X1 … Read more


Konnichiwa , On behalf of the participants both from the Philippines and from other countries, I would like to thank the Association for Overseas Technical Scholarship or ….Read more

Thursday, December 15, 2005



I acknowledge that ecology is equated with the natural environment.

I acknowledge that an ecological approach to education implies adopting an approach that is aware of both the physical and natural environment, as well as the social and cultural environments.

I acknowledge that one goal of education is to develop an understanding of how all life (and existence) is interdependent.

I acknowledge that ecological consciousness involves a change in perception, a change in one’s way of thinking and a change in one’s behavior;

I pledge myself to the welfare of the educational community and the people, in general, by:

1) Becoming better informed of the subject matter;

2) Introducing change in curricula and teaching methodologies that would set out an ecological

3) Working to support movements towards ecological education;

4) Becoming a strong advocate for education moving toward an enhanced sense of ecological

Tuesday, December 6, 2005

My View : Real nature of Man


The origin of the world and of the human race is sequentially detailed in the first chapter of the Book of Genesis of the Holy Bible. Among other things, before God created man, he made the light, air, earth and water. Ecologically, this refers to the fire, atmosphere, lithosphere, and hydrosphere, respectively. At some point, there is an interlock of four elements which is the biosphere or the earth and all its ecosystems.

Several philosophers and great teachers gave defined the real nature of man. Whatever their definition is, it seemingly is anchored on the presence of at least one of the four elements.

According to Thales, “Man, as everything else in the universe, was made up of water or moist, since water can be solid, liquid or gas.” This is how man was first known to be.

Anaximander said that “All living creatures arouse from water and that man evolved from fish.” He first identified the body systems and determined its presence or absence in animals. The table below shows his findings:

Fish Amphibian Reptile Bird Mammal Human Being

Central Nervous System * * * * * *
Respiratory System * * * * *
Circulatory System * * * *
Visceral System * * *
Reproductive System * *
Limb System *

From that table, Anaximander concluded that man evolved from fish (in water) because it is the creature with only one of the body systems he identified and that all the other living creatures aroused from that.

Later, Anaximenes said the origin and nature of man is air. He reasoned that “Air is the underlying principle of the universe. As air changes its physical state, being the result of condensation, it becomes wind, cloud, water, earth and stone and rarefication as it can become fire.”

Then, there came the definition of Phythagoras. He believed in the transmigration of the soul. According to him, the mind or soul is a three-fold (1) nous – as intuition (2) thymous/blood – soul which is found in other creatures; and (3) phren or pure reason – the immortal part of man. He looked at it holistically and went beyond the four elements.

Soon after, Heraclitus stated that “man is part of the universal fire and man as everything else including the gods are subject to the law of the universe and can do nothing to change it.” His statement is leading towards believing that all is planned and man do not have the power to change it.

In the present times, Empedocles considered “man and all other things in the universe as composed of four elements: air, earth, fire and water and that man differs from all else because he has the power of thought.” Man has the power to reason and has wisdom. The interlock of all four elements and the power of thought are believed in the current times as the real nature of man.


Analyzing the current situation of the four elements, one may say that it is reaching a point of destruction. While there is acceleration in the growth of our economy, there is evidence that environmental quality is fast deteriorating, as dramatized by the increased occurrence of environmental disasters. Specifically, the gains of economic growth are being diminished and/or even negated by deforestation; mine tailings; pervasive and health-impairing pollution; coral reef destruction; massive pesticide poisonings; degradation and erosion of agricultural lands; siltation of rivers and farmlands; and salt water intrusion into aquifers; destructive eco-tourism; introduction of new technologies that adversely impact the environment; marsh and mangrove conversion; bio-prospecting / bio-piracy; land conversion to golf courses with attendant impacts on water supplies and surrounding ecosystems; massive reclamation projects which disrupt coastal ecosystems; open pit mining; pollutive cement plants and environmentally destructive coal-fired power plants as well as "dirty" energy sources; continued reliance on non-renewable energy sources; destructive fishing methods; and indiscriminate oil exploration and exploitation of seas. The costs of remediating water and air alone has been estimated at a minimum of 34 billion and 16 billion pesos, respectively. The regenerative capacities of already fragmented areas of various biogeographic zones are similarly threatened.

My educational philosophy for USeP, therefore, is reengineering the present educational policies and curricula to address the needs of the times. The educational policy shall include among others and environmental policy. The environmental policy shall be based on the following principles:

Promote environmental awareness and responsibility among all members of the University community;

Promote the principles and practices of environmental responsibility by sharing knowledge and experience with our stakeholders;

Identify, monitor and report on its community, legal and ethical environmental obligations;

Strive for environmental best practice and, as befits an international educational and research institution, lead the way in defining best practice;

Continue the USEP’s high level of research and teaching in environmental areas with particular reference to ecologically sustainable development;

Recognize our environmental obligations, both locally and globally, to present and future generations;

Develop a balanced approach that is environmentally sound, operationally viable and designed to meet the needs of the organization while allowing the University to fulfill its environmental obligations.

The general policy statement shall be:

“As a state university of higher education, University of Southeastern Philippines is committed to being a model of environmental health and safety in our teaching, in our research, in our partnerships with the community, and in the management of our own organization. The University challenges and empowers each employee and student to promote environmental leadership through our environmental principle, “Plant TREES, Save the Environment”:

T: Training and Education
R: Reduce, Reuse, Recycle
E: Environmental Compliance
E: Evaluation and Improvement
S: Stewardship

The University will consider the concepts of environmental responsibility and sustainability in education processes and programs. This will include efforts to:

· Strengthen interdisciplinary programs about the environment;
· Provide universal access and encourage attendance at programs that enhance environmental awareness for all members of the university staff, students and others;
· Evaluate and access all current papers and programs to determine the need for environmental content in existing papers and programs and the requirement for new papers and programs;
· Promote environmental education of society in general.

Wednesday, August 24, 2005


A brief history of the MIS

It’s been a common adage that life is indeed all memories ... except for the present moment that goes quickly before one could even notice it going ... and since life is complex by itself, the past will always serve as the wisdom of the present which is a continuation of the future. Keeping all memories in the past difficult and even an impossible thing to do, but understanding the present and forecasting the future require us to look back at our simple but significant beginning.

This is our story ...

In 1989, Computer Engineering was born in UIC. Engr. Randy S. Gamboa was tapped to handle the software aspect of computer integration in the University. During that time, they had few computers which were not utilized to the maximum. Their entry to the world of software development was all started in the Payroll System which Engr. Melvin Erickson Pidor (now a MIS Manager of a certain firm in GenSan) and Engr. Randy S. Gamboa had initially developed. The initial development led them to produce programs to improve the systems of the University and to complement the Computer Engineering Program. However, this was not realized during that time because it was not the priority of the administration.

In 1992, Engr. Rolando Baes, a faculty member and Engr. Randy S. Gamboa were sent to Manila for training with Eduvision 2000 to explore a possible tie-up with them. The one-month training came out to be below the expected output.

When Sr. Jackie de Belen assumed office as President in June 1992, Engr. Gamboa and Engr. Baes presented their travel report and recommendations regarding the support of management to the planned software development. She approved and gave her commitment to support them.

From then on, the five-member Systems Development Group (SDG) was formed and recognized. Several projects were immediately lined up. One of these is the development of the Enrollment System which was being implemented after one semester.

It took nine months for the SDG to convince the administration to establish a Computer Center. Convincing them was not that easy.

Finally, on April of 1993, the Board of Trustees approve the proposed computer center and networking. The establishment of the UIC-Computer Center which is a support department to all departments and sectors of the University as far as computer systems and training, productivity improvement and work simplification was realized. It took two months to make the network system operational.

Soon, the development of other systems followed. Among these were the systems on cashiering, monitoring of student fees, daily time record, library or card cataloging, Teachers Behavioral Inventory (TBI) and 201 Filing. In-house training on lotus, WordPerfect and computer operations were also conducted.

Since then, the Center has become an income generating department. They started to develop computer systems for other clients outside of UIC and host seminars/trainings for the public at reasonable rates.

During the first quarter of 1996, FAPENET presented a proposal on the installation of Internet. Considering the advantages that the Internet System could provide, UIC became the secondary node and an Internet Service provider linked with the FAPENET. It began accepting several number of dial-up clients.

It was in April 1997 that ComCen has conducted an Organizational Planning Seminar at Talomo, Davao City. It was then when they had come out with detailed functions, guidelines, policies, etc. of their office. It was also then when they have defined their organizational chart in which tasks and services were grouped in different sections; namely, Internet , Training, Systems Development and Hardware Sections respectively.

In January 1998, UIC became a recipient of CHED's Computerization Program making them the nodal institution in Region XI. With the funding, the Computer Center has established its own Training Center equipped with 10 sets of computer units and other training materials. CHED is the second institution which established a linkage with UIC, the first was DOST - XI which made us their partner in conducting training on multimedia applications. Its office now occupies a bigger area due to expansion and conducted computer training within the University and to the different sectors of the community.

Those long hard years of toil and preparation have ushered the Computer Center Staff into a new era of significance. They must go on.

Another episode has come, a new breed sprouted, another door has been opened for the light to show and affirm its essence when in May 1998, the idea of merging the Computer Center and the office of the VP-Research and Planning was proposed and then approved by the Board of Trustees. A new department was born through the merger of the two remarkable offices. Thus, the birth of the Management Information System (MIS) Department in this University came about. This office is presently composed of 12 technical staff spear-headed by Engr. Randy S. Gamboa. It is now involved in institutional research and information technology resources of UIC.

Whatever things await the staff and the Management Information System Department if this University today and the coming days and years are still unknown. Those things will again be another story to tell.

One thing is only sure as of the moment .... “Their dedication is consistent to the needs they service and their commitment is well-defined.”



On the Book entitled “CONSPIRATORS’ HIERARCHY: THE STORY OF THE COMMITTEE OF 300” authored by Dr. John Coleman

This reaction paper focuses on what should the right responses of my school, the University of Southeastern Philippine (USeP), be if the conspirators’ hierarchy as depicted in the book is true.

Dr. John Coleman graphically tells about a conspirators’ hierarchy, a body call “The Committee of 300”. He describes this group as one that is all powerful, knows no national boundaries, above the laws of all countries, one that controls every aspect of politics, religion, commerce and industry, banking, insurance, mining, the drug trade, the petroleum industry and a group answerable to no one but its member. He cites that the change in our social and moral values, the depression in the United States, and many other puzzling events and happenings around the globe, have been deliberately created by the so-called committee.

If the conspirators’ hierarchy is true, my school is not in any position to significantly alter and redirect what has been planned and started several decades ago. It can, however, cushion its impact to the university including its administrators, faculty, staff and students. The core of this response of USeP is to strengthen and develop the values of the individuals.

USeP’s response should start with the appropriate selection of a university president. The president directs and manages the whole university. This person should be aware of the story of the committee of the 300 and also a person of vision himself/herself.

At present, USeP envisions itself to be a modern state university at the cutting edge of academic excellence and at the forefront of research and development which provides harmonious and conducive atmosphere for faculty and students to develop and attain their potentials, and an active participant in the promotion of the well-being and welfare of the community and society. The University firmly believes that education is an instrument for the improvement of the quality of life. Thus, the university shall provide access to quality education in all its mandated programs to deserving students and equip them with competencies in science and technology, dynamic leadership, entrepreneurial ability, and a deep sense of nationalism and cultural identity.

From its vision and mission, there is no mention on values formation, environmental concerns, global concerns, survival. These items need to be given emphasis in anticipation of all the happenings mentioned in the book. USeP’s goals and objectives should be directed toward the attainment of the new vision and mission.

Revealing the real motive behind the so-called foreign aid Dr Coleman tells us: “One needs to have a clear understanding of just why the fake ‘environmentalist movement’, established and financially supported by the Club of Rome’, was called upon to wage a war against nuclear energy—with nuclear energy generating electricity at cheap rates and in abundant supplies, third world countries would gradually become independent of US and IMF aid and begin to assert their sovereignty. Dependence on foreign aid actually keeps other countries in servitude of the Council of Foreign Relations (CFR)”. Dr Coleman further tells us that the people of the aid receiving countries receive very little of the aid money; it usually ends up in the pockets of the leaders wielding power, who allow the natural resources and raw material of their countries to be savagely looted by the IMF.

USeP should embark on programs encouraging self-reliance and self sufficiency. This is something like how to be less dependent on government and society.

Dr John Coleman discusses in detail as to how and why the Committee of 300 popularized the use of drugs. He tells us that the newly created musical groups, their lifestyles, their fashions and fads swept millions of youngsters in America and other countries into the cult. The new ‘wonder drug’ was distributed in ‘sample size packages’, handed out free of charge on college campuses and ‘rock concerts’. The devilish heavy beat sounds numbed the minds of the listeners so that they were easily persuaded to try the new drug.

Though the whole environment of USeP occupants cannot be controlled but USeP can control its campus. It may install public address system that plays music directed along giving positive values and teaching Christianity.

Dr John Coleman has also made this startling revelation that the Committee of 300 and Great Britain were involved in Drug War against China via India. He says that for a really interesting major study of the Chinese opium trade, one would need access to India Office in London. In the papers that he studied at the India Office under the heading “Miscellaneous Old Records”, he learnt that the opium trade in China was funded by the British East India Company through the “China Inland Mission”, ostensibly a Christian missionary society. The so-called missionaries distributed sample packages of opium and show to the lower classes how to smoke opium. The BEIC had developed poppy seeds in the poppy fields of Benares and Bihar in India.

Drugs and smoking goes together. USeP may continue to promote no smoking in the campus and promote sports activities to keep students busy. Develop a sense of camaraderie and teamwork. Continue to prohibit the use of drugs. Promote health consciousness activities.

Among the revelations mentioned by Dr. Coleman is that pornographic material is being prepared and spread in the world by the committee of 300. This phenomenon of spread of pornographic materials have already started and expected to increase circulation in the coming years. USeP may continue to focus still on values formation, integrating it in its academic subjects.

All these sightings mentioned in the book of Dr. Coleman may not be changed by another group of persons. Nor can another country or group of countries can do so. But in my own way, I could change myself, develop desired values and let this change radiate in others, in the administrators, staff and students of USeP.

Saturday, July 23, 2005


A Reflective Paper
by: Randy S. Gamboa

The material provided to us talks about conscienticizing. Honestly, this is the first time I encountered the word and while I was doing some research on this particular topic I came across with several readings mentioning the work of Freire, whom I would like to believed awakened the minds of many educators through his work.

Here are some definitions of Conscientization based on my research:

“Conscientization is the deepening of the coming to consciousness. There can be no conscientization without coming first to consciousness, but not all coming to consciousness extends necessarily into conscientization”

In other words, conscientization is an ongoing process (not a one-time experience) whereby one becomes aware of factors and conditions that cause oppression by others and repression by oneself.

Conscientization is not only a matter of undertaking new projects and learning new skills; more fully considered, conscientization enacts freedom, creating a new human subject.

It means that education is the practice of freedom and depends on a political decision to make persons fully active in their concrete situation. That the illiterates be empowered, to raise their consciousness of their own and to motivate them to take charge of their own lives.

Conscientization rarely is a one-time awakening, but rather it is a process with multiple avenues of insightful moments as well as difficult times of denial and pain.

That process must be characterized by gradual as well as revolutionary changes at multiple levels ranging from alienation to liberation. Conscientization about one's actual reality takes place by submersion and intervention in it; hence, the necessity of doing inquiry mediated by reflective dialogue.

Basing on the definition above, I think education in the Philippines is under siege, curricula are being defined increasingly by government working with the business community. Educators are being told increasingly by the government what to teach and how to design our programs.

I strongly believed that educators and students have a right to empowering pedagogy that helps them to question their world and act on it. As an educator, I feel obligated to create opportunities and learning situations for my students to question why some people suffer, lack opportunities, and lose hope despite their hard work and resilience, while others have anything they want and more in a relatively easy way. I also feel the urgency to engage both the educators and students in the inquiry of conscientization, and to strengthen alliances for working toward a more just and democratic educational society.

The paper reminded us the purpose of education to bring critical-minded, conscienticized individuals, to lead out people, out of ignorance, out of yesterday. I agree that there is a need to revolutionize the education system, if only to contribute to the attainment of full humanity and that there is a “great” real demand for educators who are competent in problem-posing approach and experiential learning techniques.

Let me share my thoughts in these two approaches.

Problem Posing approach

In this approach, the teaching processes should provide students with opportunities and assistance for examining their social realities critically. This is a complex process of awakening, reflecting, learning from each other, and learning how to learn for oneself about issues of oppression. Educators should help students to achieve a critical understanding of their own reality and to engage in transformative actions.

By critical understanding, Freire referred it to a deep examination, through dialogue with others, of the legitimacy of the social order in terms of access to socioeconomic resources and opportunities. This examination should start in the immediacy of one's own reality, and from there identify the structures and ideology of oppression at the local, institutional and societal levels, taking into account the vital needs and interests of the various groups. To do critical understanding, the process should be mediated by dialogue. Dialogue seals the act of knowing, which is never individual although it has its individual dimension.

We should allow our student to engage in questioning the world around them and this is not indoctrination, we are just allowing the students to engage in deep examination of their own reality through inquiry and dialogue. But let me make it clear that the educators should not leave the
students by themselves nor manipulate them, meaning that educators should have directive responsibility.

In this approach, the individual inquiries should be shared through group dialogue and synthesis could be analyzed as part of a larger class discussion. In short, the problem posing approach could help students to engage the world around them, formulate their own ideas and judgments, challenge oppression and exploitation, and create more enriching and empowered lives which calls for good judgment that leads to moral action.

Experiential Learning Techniques

This approach in Learning is a broad term that includes educational methods that focus on the formation of knowledge for practice, often by turning experience into learning and it often seen as learning by doing. An example is Information Technology students in a university doing their summer practicum in their assigned workplace. The approach could be used also in classroom through techniques such a role paying or simulation exercises.

Experiential learning method often focuses on practical learning through a combination of both past and current experiences and is often student self-directed. In Information Technology course, a large part of experiential learning from field practicums combines practice in professional situations with supervision and direction from experienced practitioners and professors, as well as academic work in classroom settings.

This approach is student-centered and emphasizes the validity of students’ past and current experiences, and the importance of experience to student learning. In addition, it focuses on problem-solving skills, and thus it helps students gain skills for problem-solving in professional and practice situations.


That education should help students to achieve a critical understanding of their own reality and to engage in transformative actions, and that there should be shared power in learning especially on the curriculum, its contents and methods and the coordination of its activities. That it should provide a forum open to imagining and free exercise of control by the students, educators and the community while providing for the development of skills and competencies.

To be more specific, I believe that there should be:
Democratic dialogue in the classroom
A curriculum situated in the learner’s reality
Participatory teaching formats
Student-centered learning


Freire, P. (1973). Education for Critical Consciousness. New York: Continuum.

Ada, A.F. & Beutel, C. (1993). Participatory Research as a Dialogue for Social Action.

Giroux, H. A. & Aronowitz, S. (1985). Education under Siege. South Hadley, MA: Bergin & Garvey.

Purpel, D, Moral Outrage in Education (New York: Peter Lang, 1999).

Thursday, March 24, 2005

Paper- Dominant value


After reflecting on what my dominant value is, I came to realize that it is the value of close family ties, as what is present in most Filipinos. This is my dominant value because I believe that maintaining a peaceful and harmonious relationship within the family radiates to its environs. I believe that genuine affection, concern and love among family members reflect each in the way they deal with the outside world including events, circumstances, scenery, conditions, people, and objects. My goal is to live my life to the fullest, living a comfortable life and being able to help people in need.

Despite the many challenges posed against the family, Filipinos look up to the family as their source of strength in moments of difficulties. While it has been observed that the Filipino family is in the verge of breakdown due to many factors, many Filipinos still maintain the family as the basic unit of society, and I am one of them. Concern for family is manifested in the honor and respect given to parents and elders, in the care given to children, the generosity towards kin in need, and in the great sacrifices one endures for the welfare of the family. This sense of family results in a feeling of belonging or rootedness and in a basic sense of security.

We make choices and decisions based on our values. Let me discuss some decisions which I made based on my dominant value. First is my choice of school in college. It has never occurred to me that I would like to be independent and study outside Davao City. This is because I do not want to leave my family behind and financially overburden them to support my studies. After finishing college, though there were offers for me to work abroad, my decision was still to work in Davao City. This is because I am the only one among my siblings who is left with my old parents. Leaving them alone is something which I couldn’t afford that time, even until I got married.

Being one with close family ties may have its advantages and disadvantages. One of its disadvantages is that it limits the opportunity for growth of a person. There is a vast of opportunities outside his hometown for one who is educated and capable. Being in tact with the family constricts this opportunity. While concern for the family is one of the Filipino's greatest strengths, in the extreme it becomes a serious flaw. Excessive concern for the family creates an in-group to which the Filipino is fiercely loyal, to the detriment of concern for the larger community or the common good.

So where does this value lead me? It still is leading me towards attaining my goal of living my life to the fullest. However, everything should be done in moderation. And I should live a balanced life towards my family, friends and career. But most of all, I should live with the Almighty as the center of my life.

Tuesday, March 22, 2005

Paper - Contemporary Youth Learning Values


Yes. Values are the framework for our lives. The ways we think, feel and behave depend upon the values we hold, our religious and moral beliefs. Some values vary according to the situations we find ourselves in, others are more fundamental. A Filipino experiences family closeness and solidarity (pagpapahalaga sa pamilya), politeness (use of po or ho), hospitality (tuloy po kayo), gratitude (utang na loob) from "within", that is, subjectively and emotionally, unlike a non-Filipino observer, social scientist, or psychologist who studies Filipino values objectively from "without" or "from a distance". Such Filipino values as social acceptance, (pakikisama, amor propio, economic security, pagmamay-ari), and trust in God (paniniwala sa Diyos, bathala or Maykapal) find their philosophical basis in man's dynamic openness toward nature and the world (e.g., the value of hanap-buhay ng magsasaka), one's fellowmen (the values of paggalang, hiya, katarungan, pag-ibig), and God (the values of pananampalataya, pananalangin, kabanalan).

Values development has and will always be the concern not only of societies but also particularly of societal institutions like the schools and universities. The development of values is a complex process and the initial stages depend on those who look after us at home and at school.

Based on the premise above, the answer to the question posed as title of this paper is affirmative. The contemporary youth is learning his/her values from teachers in school. One avenue wherein the youth learns values from teachers is from the formal curriculum itself. In Region XI, in response to the need for values development, massive training programs in various elementary, secondary and tertiary levels are being conducted, aimed to equip the teachers with skills and strategies for developing values in their students. Strategies used in the elementary schools ranged from the simple telling, modeling, persuading to the more complex approach of identifying values, exploring feelings, and values clarification. In the secondary schools, the most widely used methods are inculcating, moral development, values analysis, value clarification, and action learning. The tertiary level integrates values in various disciplines by methods ranging from games, quiz shows to problem solving and role-playing.

There is also a way wherein values are integrated into the curriculum—through the “hidden curriculum.” Teachers and administrators help in shaping the values of students in an unconscious and unintentional way through two psychological processes: the reinforcement or the system of reward and punishment formally and informally and the role modeling or the imitation of significant adults in the school. There is however, the possibility that some values might be unintentionally emphasized such as giving recognition to achievement or hard work might overstress personally motivated success thereby promoting personal ambition over the value of service of others. In fostering economic security the educator might overemphasize working for economic betterment and in the process cultivate materialism over the values of thrift and simplicity.

Still, another way that teachers foster values to the youth is through informal approaches - primarily being a role model and providing examples for their students. It is good if teachers intentionally impart positive values by example. What is not good is when teachers tell their students about positive values but they themselves show the students negative values, unknowingly. Some Filipino values are positive but may be showed and taken in a negative manner. If these situations persist in school, the teachers will be contaminating the students or the youth in particular. The technical and professional competence of the teachers may not be in question here but rather it is the essence of the teacher, their core values, and their vision.

In Region XI, teachers should take extra caution considering cultural differences. While the youth learn from teachers their values, the family upbringings pertaining to certain cultures are heavier than that in school. Further, religion is also a factor to consider. Hence, values of the youth are not totally by teachers but also the family and the environment.

Saturday, March 19, 2005

Paper - Dominant Value of the Society


The dominant value of the society, particularly the Philippine society is power. This is because for several decades the Filipinos were under the mercy of foreigners such as the Americans, Spaniards and Japanese. When they got its independence, every person aspired of acquiring power in its own right.

Filipinos think of power in many forms. In the elite society, people think that money is power. That is why they do everything they can to gather as much money they can, even at the expense of other people. They would rather sacrifice relationship, close family ties and even religiosity, as long as they acquire cash and assets and be considered a moneyed person, thus having power.
For some Filipinos, power is having many friends. This is why the cultural value of “pakikisama” thrives in the Philippines. “Pakikisama” is a desire to blend in, to be part of a group, not to buck the existing system but to become part of it. This quality promotes cooperation, and in a family, it can sustain team effort. An example of this team effort is the people power in EDSA. Not all people went to the street because they were fighting for a cause. Many were there because of “pakikisama”.
The more visible perception of power of the Filipino society nowadays is the spiritual power. This is evidenced from the many religious sectors and sub-sectors, charismatic groups and subgroups, from a very large congregation to a small prayer group. This perception cuts across level in society and is very much noticeable from the actions of the President of the Philippines, down to the slum-dwellers and nomads.
Ultimate power can never be gained. Objectively, if this dominant value of the society will be coupled with peace, harmony and hard work, this will lead to a better Philippine society. Harmony in the family should be promoted since the family is the basic unit of the society. By harmony, it does not only mean physically harmonious, but also seeing to it that each one in the family plays an important role in its economic upliftment, social responsibility and spiritual growth. Economic upliftment is best acquired through hard work. An individual economic contribution affects the economic status of the community. The individual and the community as a whole should do its share to the betterment of the society where they belong. However, the Filipinos as whole can obtain its individual and societal quest for power if there is peace among each other. Peace means that the legislative, executive and judicial bodies of the government working in good tandem. Peace means that there is no more fighting and killings between Christians and Muslims. Peace means that politicians set aside their personally interest in favor of the good of their constituents. Peace means that each family member loving each other. And lastly, peace means being at peace with oneself and the Almighty. With these, the dominant value of the society will lead to a better and more progressive country.

Paper : The value of ICT faculty


An ICT faculty should possess the value of competence. The notion of competence with regard to the ICT faculty is broader than the technical skills needed to use ICT. To take a technical view of competence is to deny the plethora of skills needed by teachers to create meaningful and productive learning contexts for students. Therefore, while it may be easy to take a technical view of ICT competence, this is not sufficient to equip teachers to understand, and make effective use of, ICT in the classroom. The type of ICT competence needed by teachers is a collection of knowledge, skills, understandings and attitudes that are inextricably bound up with context and pedagogy.

An accomplished ICT teacher also has a deep understanding of their subject and of curriculum planning and development. He/she should be able to implement the curriculum through effective classroom/learning environment planning and management, and effective pedagogy. Parts of an ICT faculty’s skills are student monitoring, assessment and reporting; and administrative competencies including decision making and planning. More specifically, teachers need the knowledge and understandings of how ICTs are used within their discipline, not only in an educational setting, but also in industry, government and in the broader society. Teachers need an understanding of how ICT use impacts on society and conversely how social, political and economic processes structure how and by whom technologies are accessed and used, so they can meaningfully relate ICT use in teaching and learning to the students’, their families’, and the broader community experience of ICT in their personal, community, educational and work-related lives. And lastly, teachers need an understanding of the transformative potential of ICT use in redefining the who, when, where and why of the teaching and learning process in relation to the work they currently do in classrooms, to their own professional development, and to the possibility of transforming the nature of the formal educational process within a rapidly changing society.

Hence, the reason for existence of the ICT faculty is developing people to use ICT for their personal, community, educational and work-related lives. The ever-changing and fast-developing technologies poses a challenge to the ICT faculty to keep up with its pace in order to effectively accomplish its mission.

Saturday, January 8, 2005

Reaction paper , RA 8749, RA 9003, RA 9275

R.A. 8749
Philippine Clean Air Act 0f 1999

The Clean Air Act was envisioned to fight air pollution by : (1) Reducing emissions from motor vehicles (which account for 80 percent of the air pollution) from factories and power plants (which account for the remaining 20 percent); (2) Improving fuel quality to reduce or eliminate lead in gasoline and sulfur in diesel; (3) Reducing traffic congestion and improving traffic flow; (4) Strengthening quality monitoring, evaluation and reporting through hi-tech equipment; and (5) Preventing other sources of pollution such as incinerators, garbage burning and smoking.

Studies show that air in Metro Manila is no longer in safe. Worsening air pollution has caused more than 10,000 excess cases of acute bronchitis, almost 300 excess cases of asthma and nine excess cases of chronic bronchitis. At home, I usually drink 500mg of ascorbic acid but if I have scheduled traveled to Manila, I would always drink 1000mg of ascorbic acid just to keep my self healthy and strengthen my immune system.

In an article written by former Senator Alvarez, DENR destroys spirit and intent of Clean Air Act, he mentioned that motor vehicles being registered must not exceed the 0.5 percent carbon dioxide emission to pass the emission test. This was based on Euro 1 levels of 1991, a globally accepted emission standards. But the DENR through Department Administrative order no. 51 dated October 2003, lowered the Act’s allowable carbon monoxide emission from the Euro1 standard of 0.35 percent to 0.5 percent by volume which according to Senator Alvarez is way off the Act’s standard and violated some provisions of the law because congress has the exclusive power to amend the law. And worse, the relaxed the emission standards indefinitely, setting our anti-pollution program several steps backwards. But what is worst to me is that during emission testing, technician in testing center can easily manipulate the results of the test by simply making adjustment on the engine. And this had been the practice by most emission testing center here in Davao, and I have been a witness to this kind of practice being an owner of a private vehicle.

In the same column, according to Senator Alvarez that many may not know but since May 25, 2001, the Clean Air Act calls for a nationwide ban on smoking but this has not been thoroughly implemented. Long time exposure to direct and side stream tobacco smoke has been a leading cause of lung cancer and mouth cancer worldwide. In Davao City, an ordinance was passed and was enacted into law, prohibiting smoking inside public buildings, enclosed places including public vehicles and other means of transportation, any enclosed area outside private residences or private workplaces; and any duly designated enclosed area is strictly prohibited. The initial implementation of the law was very good but it soften when certain personalities (a congressman and IBP president) were caught smoking. In one daily newspaper I’ve read, a picture of a lawmaker smoking inside the session hall, with the caption, “A LAWMAKER a LAWBREAKER”.

How could we expect full and strict and implementation of the law when those who crafted and implemented it were the one’s breaking the law. But I am still hoping that as we celebrate the Clean Air Month this November, correct implementation of the Act would be in full swing.

R.A. 9003

The Ecological Solid Waste Management Act of 2000 (Republic Act 9003) passed in January 2000 was enacted largely in response to the growing scarcity of disposal sites, particularly in Metro Manila, which resulted in the garbage crisis in the region. The law emphasizes solid waste avoidance and volume reduction through source reduction and waste minimization measures, with the protection of public health and the environment as the primary goal.

Solid waste management whose importance is directly related to public health, resource management and utilization, and maintaining a clean environment, is necessary in ensuring human development. Solid waste management benefits the population in many ways.

A study made in Davao City indicates that waste segregation at the household level is not widely practiced and waste recycling is minimal. Past efforts to promote waste segregation at source have failed despite the issuance of city ordinances providing for sanctions and penalties for non-compliance. Some reasons that have been cited for the non-compliance include: indifference of local residents to participate in community waste management-related activities, local government collection services’ non-allowance for segregated waste collection, residents’ attitude that government has the sole responsibility over garbage management and lack of information and education campaigns. The City Government admitted that they failed to focus on solid waste management concerns and had difficulty enforcing the policy due to lack of budget and resources to educate the public on the proper means of disposing garbage in accordance with Republic Act 9003 or the Ecological Management Law.
To address this problem, I think education drive and a budget to teach residents about segregation would be needed. But even if the public will be educated , the next problem would be sourcing the money to buy the trash cans and colored plastic needed for the dumping of the segregated waste and it seems that with the worsening economic crisis and unemployment, it is highly likely that the trash cans which would be provided for segregated garbage would be stolen and sold. Barangay officials should campaign for the adoption of segregation among households within their neighborhood. The "heart and soul" of RA 9003 is mobilizing barangay officers and their constituents to make recovery facilities or areas for recycling household waste.

R.A. 9275
Philippine Clean Water Act

Republic Act 9275 is an act providing for a comprehensive water quality management. It primarily attempts to harmonize economic growth and environmental concern on water.

The general approach is creation of water quality management areas (WQMA) by the Department of Environment and Natural Resources (DENR) using physiographic units such as watershed, river basins or water resources regions. The Act directs the Department of Public Works and Highways (DPWH) and its attached agencies to prepare a national program on sewerage and septage management and the Department of Health (DOH) to formulate guidelines and standards for the collection, treatment and disposal of sewage including guidelines for the establishment and operation of centralized sewage treatment system. Further, the DENR shall establish standards for each significant wastewater parameter per industry sector and implement a wastewater charge system in all management areas through the collection of wastewater charges/fees. The system shall be established on the basis of payment to the government for discharging wastewater into the water bodies.

The creation of WQMAs may be a holistic approach to water body management. However, this involves serious coordination work and requires a big budget. On the other hand, since the sewerage and septage management is included, this is an indicator that the government is giving importance to this environmental aspect which has been taken for granted for years.

With regards to charges and penalties, it follows the “polluter pays principle”, which basically means that the more you pollute, the more you pay to the government. Though this may be a better approach, there would also be a tendency that industries would pass on the charges to their consumers through increase in the prices of their products. Nevertheless, the incentives lined up in the Act may also serve as come-on to industries to adhere to a cleaner and environment-friendly production process.

Lastly, because the approach is holistic and comprehensive, it is important that there is a strong linkage and funding mechanism.