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| Written by Administrator |
| Thursday, 22 October 2009 12:12 |
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DIVISION PROFILE OF CALOOCAN
SOME FUNCTIONS ARE LOCKED PENDING RENEWAL
Caloocan comprises two unconnected portions of land, the Upper Caloocan now called the "Caloocan North" and designated as congressional district I and the Lower Caloocan no reffered to as "Poblacion area" and designated as congressional district II. Upper Caloocan has a land area of 3,773 hectares, bounded on the north by San Jose, Bulacan, On the east and south by Quezon City and on the west by Valenzuela. Lower Caloocan has a land area of 1,807 hectares, bounded on the north malabon, on the east by Quezon City , on the south by Manila and on the west by Navotas. The whole of Caloocan is divided into 16 zones wuth 188 barangays.
Caloocan became a chartered city on February16, 1961 and from then on progressed into one of the leading cities of Metro Manila in terms of industry and trade, population, education and culture.
THE CITY SUPERINTENDENTS
► Mr. Francisco Salamat (1962-1967) ► Dr. Modesta G. Boquiren (1967-1977) ► Dr. Bienvenido A. Icasiano (1977-1989) ► Dr. Norma M. Abracia (1989-1997) ► Dr. Victoria Q. Fuentes ( 1998-1999) 1997 Acting ► Dr. Elizabeth T. Manalo (1999-Present)
DepEd Division of Caloocan City
The Division of Caloocan City is composed of seven school districts in the elementary level, such as the districts of Caloocan North I (9 schools), Caloocan North II (8 schools), Caloocan North III (7 school), Caloocan North IV (6 schools) ang Tanque (7 schools), all located in Congressional District I, and the districts of Aromar (11 schools) and Pobcaran (11 schools) in Congressional District II. While there are sixteen (16) independent goverment secondary schools and nine (9) annexes. The establishment of the city science high school is presently in the process. To date, there are 98 private schools in this Division, offering Preschool, Elementary and Secondary courses.
VISSION: An advocate of the culture of excellence.
MISSION:
To be pro-active, to be creative and to be the light of the Division to develop the best of the learners.
DIVISION OF CITY SCHOOLS Caloocan City The Division of City schools, Caloocan City is one of the thirteen (13) divisions in Metro Manila.
BRIEF HISTORY
Before 1962, Calocan was a municipality of Rizal Province and its schools were under the Division of Rizal. After the proclamation of Caloocan on February 16, 1962 as the 38th Chartered city of the Philippines by former president Diosdado Macapagal, Mr. Francisco Salamat was appointed City Superintendent on March 7, 1962. This appointment signalled the formal creation of a school division in the City of Caloocan.
The new school division was formed out of the two (2) supervisory districts of Caloocan I and II, which were headed by Simplicio Ortega and Juan Lopez. respectively. Shortly after, Caloocan III was added with Prudencio Quilanita as the Disdrict Supervisor. The three (3) District Supervisor positions which were national items were returned to the Division of Rizal.
In 1970, the teaching force steadily grew and more supervisory positions were created to reach far-flung schools in the "bukid area". Several schoolhouses were constructed to solve accommodation problems. Cecilio Apostol High School, Tandang Sora High Shool, Toribio Teodora Memorial High School and maria Clara High School which were annexes of Caloocan High School became independent. Barangay HIgh schools were also organized in line with the city goverment's objective of democratizing access to education.
With the implementation of the Reorganization Plan in July, 1975, the regular municipal high schools and their annexes together with 60 elementary schools from Malabon, navotas and valenzuela were integrated with Caloocan City, the Division was renamed Third District, Metro Manila.
Additional school buildings and facilities were created and purchased under local and national funds to enhance educational growth and to support ' EQUITY AND QUALITY in EDUCATION TOWARDS NATIONAL UNITY AND PROGRESS'. The Division boasted a new Division Office, more modern school buildings, additional school sites and new Boy and Girls Scouts Headquarters.
By virtue of re-divisioning, the three municipalities were again reparated from the City of Caloocan forming the new division, the Division valenzuela, Malabon and Navotas or VALMANA in July, 1994.
THE DIVISION TODAY
Today, the Division is composedof seven (7) schools districts with a total number of 56 elementary schools, 25 secondary schools and an integrated schools. The Division Office is situated at the corner of M.B. Asistio Sr. (10th Avenue) and P. Sevilla Street.
EDUCATIONAL SERVICES
Free basic education for elementary and secondary levels has been made accessible to all pupils and students.
Other educational services offered include pre-elementart education, special education for the gifted, the learning disabled, the less priveledge and the out of school youths.
The Pressing need for technology advancement is made possible by the installation of computer units in schools and teaching students the basic computer knowledge.
THE CITY SUPERINTENDENTS
Mr. Francisco Salamat (1962-1967)
Dr. Modesta G. Boquiren (1967-1977)
Dr. Bienvenido A. Icasiano (1977-1989)
Dr. Norma M. Abrasiano (1989-1997)
Dr. Victoria Q. Fuentes (1998-1999) 1997 Acting
Dr. Elizabeth T. Manalo (1999-Present)
DIVISION PROFILE OF CALOOCAN CITY
I. INTRODUCTION
More than a century and a half ago, Caloocan was only a group of a few scattered huts inhabited mostly by humble and simple-minded fishermen and tenats. But it grew, developed and advanced until it rose to be one of the foremost municipalities in the Philippines. Caloocan appears prominently in our country's history, for the town of Caloocan was always associated with andres Bonifacio, Tandang Sora, Antonio Luna, Torres Bugallon, Cecilio Apostol, Balintawak, Pugad-Lawin and Pasong Tamo.
The establishments of the first public schools in Caloocan is credited to its first American teacher named Roy Rigger. Two schools of light materials were built in front of the municipal building in the early 1990s. A central school building was erected in 1906. The boom of public education was extended to the barrios of Talipapa, Novaliches, Baesa and Balintawak as early as 1906. Due to lack of school buildings, classes were held in rented houses. Among the first Filipino public school teachers od Caloocan under the American regime were Romana Apostol de Flores, Emiliana Aquino, Belen de San Jose and Eleuterio Velarde.
In 1939, pursuant to Commonwealth Act 502, which created Quezon City, Caloocan lost the barrios of Balingasa, Kaingin, Kangkong, La Loma, Malamig, Matalahib, Masambong, San Isidro, San Jose, Santol and Tatalon. And in 1949 pursuantto the Republic Act 392, which defined the new boundaries of Quezon City, as recommended by the Capital City Planning Commission, Caloocan again lost several barrios namely, Baesa, Bagbag, Bahay-toro, Banlat, Novaliches, Pasong Tamo, San Bartolome and Talipapa, which were all annexed to Quezon City.
Today, Caloocan comprises two unconnected portions of land, the Upper Caloocan commonly called the "bukid area" and designated as congressional district I and the Lower Caloocan commonly referred to as the "poblacion area" and designated as congressional district II. Upper Callocan has a land area of 3,773 hectares, bounded on the north by Sab Jose, Bulacan, on the east and south by Quezon City, on the south by Manila on the west by Navotas. The whole of Caloocan is divided into 16 zones with 188 barangays.
Caloocan became a charactered city on February 16, 1961 and from then on progressed into one of the leading cities of Metro manila in terms of industry and trade, population, education and culture.
In terms of years in the service, teachers in both levels are virtually young, 23.0% of them are within the 4 to 6 and 3 years and below brackets under years in service. Those who have been in tthe service from 7 to 15 years comprise 16.84%. Only 3.72% of the teachers have rendered more than 30 years in the service.
As to the teachers' age when they god married, most of the teachers in both levels married young, 36.62% married between 20to 25 years old, 28.72% at ages 26 to 30 while 24.06% married when they were 20 years old. A few teachers (16.06%) have spouses who are unemployed, although another 20.05% did not give any responseto this item. Employed spouses of teachers are either in the government (20.05%), private sector (24.05%), self-employed (14.91%) or practicing professionals (.91%). A total of 58 or 2.79% of the teachers' spouses are already retired.
Majority of the teachers in both elementary and secondary levels have two or less than two children which is 63.48% of the total respondents, while 33.72% have children from 3 to 5. Only 58 or 2.61% have 6 to 9 children and four or .18% have 10 or more children.
On the type of school where teachers send their children, 72.01% of the teachers in both levels send their children to private elementary schools. while 27.98% of them send their children to private elementary schools. For secondary education, 66.24% of the teachers send their children to public schools and 33.76% to private schools. For those teachers with children in college, 58.81% send their children in public colleges or universities and 41.19% send children to private schools. Of teachers with children in the graduate level, 37.29% have them enrolled in publick schools while 62.71% are in private institutions.
The table on home ownership shows698 or 37.57% of teachers in the elementary level own their homes with 13.94% of them having fully paid their homes and 23.63% still paying for their amorzation. many of the teachers, in fact 43.33% of them, do not own a home. Of these, 16.25% are living with parents or relatives and 24.60% or 457 rent the house they live in. Forty (40) or 2.15% of the teachers did not specify where they live.
In the secondary level, 33.93% of the teachers own the house they live in although 71.14% of them are still paying amortization. The teachers without their own home are etheir renting (22.65%), living with parents (16.91%) or living with relatives and friends (4.35%), while 25 or 2.4% of them chose not to specify where they live.
On ownership of vehicle and its year model, only 9.04% of teachers in the elementary level own a car, and by year model, only 2.31% have cars in the 1995 to 1999 models. The rest have cars in 1970, 1980 and 1990 up to 1994 models. Majority or 66.85% of the teachers have no cars while 24.11% of the teachers failed to indicate whether they have cars or not.
In secondary level, 7.52% of the teachers have cars while 68.15% do not own a car. Of the cars owned only 20 or 26.31% are the 1995 to 1999 models. Still a few teachers (24.33%) refuse to reveal car ownership for unknown reasons.
The type of teachers' residence in both elementary and secondary level is commonly classified as made of wood and concrete (64.87%), and all concrete (24.33%) The rest of the houses (3.65%) are either are either made of nipa/bamboo, wood and of other materials. A total of 205 or 7.15% did not respond to this item.
A. Educational Background
In the elementary level, there are 1,052 or 56.62% of the teachers who are BSEEd graduates which shows that teacher development training is needed for those graduates of other courses. In the secondary level, 57.17% are BSE graduates of other courses. in secondary level, 57.17% are BSE graduates like in the elementary, the rest are graduates of other BS or AB degrees and 5.34% of them are BSEEd graduates.
The table for school heads' educational background shows that in the elementary level, 72.73% of them are BSEEd graduates, three or 6.81% are BSE degree holders while the remaining four (9.09%) are graduates of other courses. In the secondary level, 10 (55.56%) out of 18 school heads are BSE graduates, one (5.56%) is a BSEEd graduate and the remaining 4 or 22.23% are graduates of other courses.
On honors/citations earned, 185 or 7.28% of the teachers in both elementary and secondary levelshave received honors/awards or other forms of distinctions with 24 or .84% of them graduating either magna cum laude or cum laude in college.
No school head, on the other hand, graduated with honors, however, 4 of them or 6.45% have received other forms of distinction on awards.
Table C-3 shows that 26.56% of teachers in both levels have graduated over 20 years, 25.30% have graduated 11 to 20 years ago, 21.19% have graduated 5 to 10 years ago and those who graduated less than 5 years are only 139 or 14.84%. A big number of 634 or 22.09%, however, did not bother to respond.
On the area of teachers' specialization, the table shows that in the elementary, a good number of teachers (38.85%) have trained/specialized in non-academic subjects or Social Studies which is not indicated in the table, while of those who specialized in academic subjects, 174 or 9.36% did in Filipino, 172 or 9.26% in English, 59 or 3.17% in Math and 28 or .15% in Science. The data show a need for more specialized training in Math and Science for the elementary teachers.
In the secondary level, the data show that many teachers too, have trained or specialized in non-academic subjects, with the inclusion perhaps of those who majored/trained in Social Studies, which is 45.05% of the teachers. The rest of the teachers specialized in english (10.68%), Filipino (8.95%), Mathematics (7.02%) and Science (1.68%). The data are quite alarming for these reveal that most teachers in the secondary level are teaching subjects which they have not specialized or been trained to teach.
It is noteworthy to mention that we have in our schools 29 (12 in elementary and 17 in secondary) or 1.01% of teachers who are UP graduates, 206 or 7.18% of them graduate from PNU, and 149 or 5.19% are from other state universities or colleges. Expectedly are majority of the teachers (68.25%) graduated from other teacher training institutions.
Of the 49 school heads who responded to the item, nobody came from UP, five or 8.06% graduated from PNU, three or 4.83% from other state colleges/universities and 41 or 66.12% from other teacher training institutions. The remaining 13 school heads did not iedntify the nature of the institutions they graduated from.
Elementary teachers who are graduates of post graduates courses are 149 (8.02%) in all, while in the secondary only 68 or 6.73% are holders of post graduate degrees. As to the reasons for pursuing graduate courses, 546 or 18.93% of the teachers aim promotion to master teacher level and 248 or 8.46% to administrative level. However, 1,926 or 67.13% did not relay any reason as to why they are taking post graduate courses.
On eligibility of teachers from both levels, 1,956 or 68.18% claim to be PRC licensees of whom are passers of PBET (62.22%), Teachers' Exam (25.51%) and LET (4.8%). Obviously, there are still eligibles who have not obtained their PRC license.
The number of teachers with access to computers is very small which is only 533 or 18.58% of teachers from both elementary and secondary levels. Of these teachers only 29 or 1.01% are with access to Internet. As to the school heads, only 13 or 20.96% have access to computers all of them without access to Internet. This is quite disturbing considering the fact that we are now in a world of information revolution and worldwide web.
Of those who claim to be literate 339 or 11.82% of the teachers and 14 or 22.58% of school heads are familiar with DOS and Windows while only 7 of the teachers and none among principals know Macintosh as computer operating system. of these number, 80 or 2.78% use computers in teaching and 205 or 7.15% for administrative tasks.
For the continuing professional education of teachers in elementary and secondary levels, in classroom efficinecy, 59 or 2.06% of them have been trained by accredited PRC-CPE providers, 36 or 1.25% by the Civil Service Commsion and 1353 or 47.15% from other training providers. Refusing to give any response to this item are 1,421 or 49.53%. On educational technologies, 54 or 1.88% claimed to have been trained by both PRC-CPE providers and the CSC whila 1,290 or 44.96% received training from other training groups. Again, a big number of 1,525 or 53.15% did not response to the item. Tha data in training in instruction in leadership and management show parallelism with the above data. As for funding, all trainings reveal that the source of funds used are DECS, personal expense of teachers and surprisingly, very minimal assistance come from LGUs. As to the training os school heads, only nine or 16.67% have been trained in instructional improvement, leadership, educational technologies, classroom efficiency and management, by PRC-CPE providers. Only eight or 14.81% have attended trainings conducted by CSC, however 134 trainings by other training providers have been attended by these school heads.
B. Econimic Data
While majority of the elementary and secondary teachers fall under the salary grade bracket of P9,999 and below or salary grade 10,272 or 9.48% have salar bracket of 10,000 to 14,999 and 6 or .21% of the teachers are in the salary bracket pf P15,000 to 19,999, Quite a number of teachers , 1,307 or 45.56% do not know or do not indicatre their salary bracket.
On the number of months in the service before new teahcers in both levels receive their first salary 294 or 10.25% claimed that they received their first salary in 3 to 4 months, 80 or 2.79% received theirs in 1 to 2 months; 73 or 2.54% in 5 to 6 months and only 2 or .07% received their first salary in a year or more. These needs close monitoring of the Division Office to determine where appropriate remedies or action can be undertaken.
On the teachers received choice on receiving on receiving their salary, majority of the teachers (1,487 or 51.83%) wanted to received their salary on the 15th day and 30th of the month. Of these, 43.04% wanted to receive their salary at the shool level, 9.35% at the division and districh level offices, 5.04% through a centralized payroll and 9.15% through ATM. About one fourth of the teachers still wanted to receive their salary once in a month with 3.90% through ATM, 32.08% in school, 15.19% from the division or district office and only 10.39% through a centralized payroll.
On deductions made from teachers salaries, in the following information revealed:
Type of Deductions No. of teachers %
C.Benefits/Allowances Received
On benefits and allowances received by teachers in both l;evels from DECS or LGUs, such benefits as PERA, ACA, clothing allowance, 13th month pay, annual leave cradits, step increments in salary and other benefits have been received by teachers as claimed by majority of them. It is however, quite surprising that some teachers did not respond to this item.
Only salary step increments received, 202 or 7.04% of teachers ij both levels received one step increment; 96 or 3.35% received 2 steps; 61 or 2.13% received 3 steps; 34 or 1.19% received 4 steps and 3 or .10% received more than 5 steps. There is a need to check on 2,473 or 86.20% of the teachers who failed to indicate their response to this item.
As regards compliance to the regular annual physical check-up of teachers, Table E-5 shows that the 2006 or 69.92% of the teachers have their annual physical check up at the expense of DECS, 33 or 1.15% through government hospitals, 82 or 2.86% were paid by health insurance agencies and 269 or 9.38% where at the personal expense of teachers. Again, some 453 or 15.79% of the teachers did not respond and thgis needs to be checked considering that they need to comply with this requirement. It is also a way of looking after their personal interest and welfare.
As regards the teachers particiapation in the decision making of the shool, 1,203 or 41.93% admitted that their particiaption in the school's decision making ranged from "often" by 329 or 11.47%; "sometimes" by 732 or 25.51% and "seldom" by 142 or 4.95%. From this, it can be concluded that in a way or the other, teachers are not left out in the school's decison making and process.
D. Working Condition
The date in Table F-1 on teachers worload shows that 2,274 or 79.26% of the teachers are in actual teaching, while 139 or 4.84% do extra curricular duties and 115 or 4.01% perform non-teaching or administrative tasks. This is confirmed by 1,138 or 39.67% of the teachers who spend more than 5 to 6 hours teaching. However, the information that 22 or .77% of the teachers are doing only one hour or less of teaching needs to be verified.
On the compensation received by teachers for overtime service rendered, most of the elementary teachers acknowledge granting of service credits as stated by 350 or 12.20% while 119 or 4.15% of the secondary teachers claimed that they were given overtime pay. one hundred eighty five teachers claimed they were given plus factors as reflected in their performance rating for the overtime services they have rendered.
On the type of classes handled, F-5 shows an opposite picture of the actual situation obtaining in our division. All classes in our division are monograde classes as there are no multigrade classes or combination classes but the table shows otherwise. This needs further reorientation on teachers on the type of classes we have in order that misconceptions can be corrected.
On the quality of textbooks available in the major subject in both levels, 1,210 or 59.17% of teachers considered them of good quality in Math, 1,222 or 59.93% in Science, 1,184 or 58.15% in English, 1,177 or 58.0% in Filipino and 1,206 or 59.82% in Social Studies. While this maybe considered generally acceptable, the following number and percentage of books considered "poor" in quality needs appropriate actions: 344 or 16.82% in Math; 365 or 17.90% in Science; 353 or 17.34% in English; 358 or 17.64% in Filipino and 367 or 18.20% in Social Studies.
On consultation made with teachers on the choice of textbooks for their classes, majority of the teachers revealed that they were not consulted. This maybe explained by the fact that the IMCS provide a list of approved textbooks from which purchase order by the Central or Regional Office were drawn.
On the availability of teaching /learning materials, equipment and facilities provided be DECS, self and others, 1612 or 19% of the teachers claim that other souces provided them with teachers' manual and guides. Library facilities with books and materials such as dictionary, some teaching and learning materials, professional magazines and teachers' journal are provided by others. likewise, all administrative forms required of teachers were made accesible to them by others. Majority of the forms like Form 1, Form 138, Form 48 and lesson plan were also providedby others. The data show the teacherslack of information as to the procurement of curriculum materials.
On the type and condition of classrooms in school, 2, 068 or 72.08% claimed that their classrooms are made of concrete materials with ceiling. This gives a picture of the kind of teaching and learning environment provided to the teachers and learners alike. Majority of the teachers also indicate that their classrooms are well-lighted, well-ventillated and with toilets. There are some teachers who indicated that their classrooms have running water, with electricity and with telephone lines.
On travel time of teachers from home to school, 1,741 or 60.6% of teachers travel for less an hour in going to school. However, there are 457 or 15.93% who travel for one to three hours in going to school. Most of the teachers also live within the city or town proper and the most common means of transportation usedby them are the jeepneys.
POLICY RECOMMENDATIONS
A. On Personal Characteristic of Teachers
Situation: Many teachers are middle-aged and yet majority of them are new in the
service.
Policy: Age requirement n hiring of teachers should not be not more tahn 25
years old.
(Private companies do not welcome applications older than 30)
Situation: Most teachers have unemployed spouses.
Policy: Teachers' cooperative should be tasked to train in simple
entrepreneural skills and extend loans to unemployed teachers'
spouses and not in the management of school canteens.
B. On Educational Background
Situation: Most teachers and principals do not know to operate.
Policy: Performance tests on computer operations must be regularly
administered to teachers and school heads to force them to learn this
skill.
Situation: Majority of teachers do not pursue graduate studies.
Policy: Scholarships in graduate courses must be offered to highly performing and deserving teachers
Situation: Majority of teachers are graduates of teacher training institutions with questionable credibility.
Policy: Accreditation of colleges and universities which can offer teacher education programs.
C. On Economic Data
Situation: Majority of teachers have big salary deductions mostly for insurance loans and premiums.
Policy: Accreditation of insurance companies which could be permitted to offer insurance packages to teachers and banning of unscrupulous kinsurance companies which dupe teachers on instant loans with excessive interest and poor benefits of teachers.
Situation: Very few teachers have received step increments in salary.
Policy: Mandatory step increments to be automatically given to teachers who deserve them.
Situation: Alowances and other employment benefits given to teachers are low compared to other countires.
Policy: Free hospitalization and annual increase in all the allowances enjoyed by teachers. Service buses by school district must be provided which could also prevent tardiness.
D. On Working Conditions
Situation: Lack of textbooks, instructional materials and equipment which are badly needed.
Policy: Local government funds or SEF must be utilized solely for those curriculum materials and staff development training and not on construction and repairs of buildings which are substandard, anyway.
Situation: Some teachers perform non-teaching jobs.
Policy: Creation of non-teaching position items for evry school.
Prepared by:
FLORENCIA C. DOMINGO
Asst. Schools Division Superintendent
FCD/rtc*
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| Last Updated on Thursday, 08 July 2010 16:14 |