Values will be realigned and in most cases, discipline will be in the agenda. Parenting is one heavy task so most immediately mature and become responsible on demand.

Education is one major focus for these young minds. As parents, we believe through proper education, our children will secure a bright future. But what is “proper education”?

Webster defines education as “the knowledge and development resulting from an educational process” while on Wiki it’s translated as “the formal process by which society deliberately transmits its accumulated knowledge, skills, customs and values”.

How we educate according to Webster is “to provide schooling or to train by formal instruction and supervised practice especially in skill, trade or profession. To develop mentally, morally and aesthetically specially by instruction” and it also states “to persuade or condition to feel, believe or act in a desired way”.

I agree with all these and believe that we studied History, Science, Arts, Music, Language, Philosophy, Psychology, Sociology, Commerce, Numbers & Formulas as all these affect our society and the way we behave today. I also believe that education is methodical, spiritual and acquired through any accumulative experience that comes our way. Most of all, I believe that education starts at home.

If education is through a process, why do we behave differently? It’s because we have different perspective and understanding; we react based on our experiences and learn from them differently. And because of these we form our own opinions, values and beliefs which in turn we pass onto our children.

Some people think numerous degrees entitle them to be bullies. Some are bullies thinking they are superior than others. Some think they are superior because they have titles to go with their names. Some strive for titles because they see this as a way to gain respect. These people are “educated” differently I suppose.

In the field of science we have learned about physics, chemistry, geology and biology – how to use energy and force to our advantage, how the magic of atomic interactions materialize, how the world of animals, plants and living organisms behave and how all these contributed on how our environment is formed.

We can also compare ourselves to the kingdom animalia; similar to human society there’s hierarchy, classes, species and food chain. Yes, we have the snakes (deceivers), the leech (suckers), the butterflies (gentle spirit) and of course, the dominant/loud bullies.

What separates us from them is our ability to be great thinkers and leaders. But it is sad to admit that there are animals amongst us. Degrees may secure you a better job but it does not necessarily make one a better person. Titles or positions may earn more money or power but this does not give them the right to disrespect others. What’s scary is that some of these people are so-called educators, who have the capacity to influence others’ thinking, sometimes lack common sense.

I have seen and known kids (and adults) who attended private schools and yet a few won’t cover their mouths when they sneeze, jump queues, would dip their spoons into the dish instead of using the serving spoon, take things without permission and those who refuse to observe simple rules. How can you call them educated if they fail to demonstrate courtesy and social etiquette? We also have some “highly educated” people in our government and yet they lack the moral conscience to avoid the temptation of lies and corruption.

How can one educate if he or she abuses his/her power/position or he/she can’t even recognize what is right and wrong? How can one educate when one fails to accept theirs or other’s limitations, exercise logic, manifest integrity, observe respect, show common sense and/or share compassion?

How do we weed out or separate these elements? As hard as we want to, sometimes we can’t. We rely on our government, schools, churches, clubs and even media to nourish our minds but unfortunately humans have denied themselves of growing as a colony. If you study the ants or the bees, they respect, recognize and embrace their existence; the needs take precedence of the wants. They work hard with humility, together as one for the good of everybody. That does not exist in our society – we seek what we want and want more than we need.

The best education we can teach our kids is to be a good influence in their lives, to educate them of the consequences of choices and to teach the difference – the difference between anger and compassion, arrogance and respect, selfishness and genuine generosity, subjectivity and truth, superficial and beneficial, reasons and justice.

This world is designed for co-existence – until men decide to do respect the law of nature and humanity we are left with two choices: to be wary of our own backyard and stay close-minded or to explore the world equipped with love, trust, faith, hope and understanding.

I am not perfect, no one is. But I will DO my best to create an environment of change – reflect on my experiences, review my expectations, recognize and respect others, realign my values to what gives dignity to humanity and society and to what pleases God. It’s time to let go of what can chain us in the past and RE-learn forgiveness (not only to others but ourselves), re-enforce generosity, repair/restore, reassure, remind, renew and rejoice! Only when I choose to put aside ME will true learning begin.

When one becomes a parent, the first instinct is to protect and provide for your children’s needs. Parents almost automatically start assessing their environment and thinking of ways on how to nurture these kids physically, emotionally, mentally and spiritually.

Values will be realigned and in most cases, discipline will be in the agenda. Parenting is one heavy task so most immediately mature and become responsible on demand.

Education is one major focus for these young minds. As parents, we believe through proper education, our children will secure a bright future. But what is “proper education”?

Webster defines education as “the knowledge and development resulting from an educational process” while on Wiki it’s translated as “the formal process by which society deliberately transmits its accumulated knowledge, skills, customs and values”.

How we educate according to Webster is “to provide schooling or to train by formal instruction and supervised practice especially in skill, trade or profession. To develop mentally, morally and aesthetically specially by instruction” and it also states “to persuade or condition to feel, believe or act in a desired way”.

I agree with all these and believe that we studied History, Science, Arts, Music, Language, Philosophy, Psychology, Sociology, Commerce, Numbers & Formulas as all these affect our society and the way we behave today. I also believe that education is methodical, spiritual and acquired through any accumulative experience that comes our way. Most of all, I believe that education starts at home.

If education is through a process, why do we behave differently? It’s because we have different perspective and understanding; we react based on our experiences and learn from them differently. And because of these we form our own opinions, values and beliefs which in turn we pass onto our children.

Some people think numerous degrees entitle them to be bullies. Some are bullies thinking they are superior than others. Some think they are superior because they have titles to go with their names. Some strive for titles because they see this as a way to gain respect. These people are “educated” differently I suppose.

In the field of science we have learned about physics, chemistry, geology and biology – how to use energy and force to our advantage, how the magic of atomic interactions materialize, how the world of animals, plants and living organisms behave and how all these contributed on how our environment is formed.

We can also compare ourselves to the kingdom animalia; similar to human society there’s hierarchy, classes, species and food chain. Yes, we have the snakes (deceivers), the leech (suckers), the butterflies (gentle spirit) and of course, the dominant/loud bullies.

What separates us from them is our ability to be great thinkers and leaders. But it is sad to admit that there are animals amongst us. Degrees may secure you a better job but it does not necessarily make one a better person. Titles or positions may earn more money or power but this does not give them the right to disrespect others. What’s scary is that some of these people are so-called educators, who have the capacity to influence others’ thinking, sometimes lack common sense.

I have seen and known kids (and adults) who attended private schools and yet a few won’t cover their mouths when they sneeze, jump queues, would dip their spoons into the dish instead of using the serving spoon, take things without permission and those who refuse to observe simple rules. How can you call them educated if they fail to demonstrate courtesy and social etiquette? We also have some “highly educated” people in our government and yet they lack the moral conscience to avoid the temptation of lies and corruption.

How can one educate if he or she abuses his/her power/position or he/she can’t even recognize what is right and wrong? How can one educate when one fails to accept theirs or other’s limitations, exercise logic, manifest integrity, observe respect, show common sense and/or share compassion?

How do we weed out or separate these elements? As hard as we want to, sometimes we can’t. We rely on our government, schools, churches, clubs and even media to nourish our minds but unfortunately humans have denied themselves of growing as a colony. If you study the ants or the bees, they respect, recognize and embrace their existence; the needs take precedence of the wants. They work hard with humility, together as one for the good of everybody. That does not exist in our society – we seek what we want and want more than we need.

The best education we can teach our kids is to be a good influence in their lives, to educate them of the consequences of choices and to teach the difference – the difference between anger and compassion, arrogance and respect, selfishness and genuine generosity, subjectivity and truth, superficial and beneficial, reasons and justice.

This world is designed for co-existence – until men decide to do respect the law of nature and humanity we are left with two choices: to be wary of our own backyard and stay close-minded or to explore the world equipped with love, trust, faith, hope and understanding.

I am not perfect, no one is. But I will DO my best to create an environment of change – reflect on my experiences, review my expectations, recognize and respect others, realign my values to what gives dignity to humanity and society and to what pleases God. It’s time to let go of what can chain us in the past and RE-learn forgiveness (not only to others but ourselves), re-enforce generosity, repair/restore, reassure, remind, renew and rejoice! Only when I choose to put aside ME will true learning begin.

Preparing for future challenges... // Photo: (c) State of New South Wales through the Department of Education and Training

Australian students remain among the top academic performers worldwide, a major international student assessment revealed.

The student assessment conducted in 2009 is a survey among 15-year-olds by the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA). The assessment results were released last 7 December.

The program which is conducted every three years evaluates how students are “prepared for future challenges” by measuring the extent the students near the end of compulsory education have acquired “knowledge and skills essential for full participation in society.”

Students competencies are tested in the three domains of reading, mathematics and science. Assessment tests are typically administered to between 4,500 and 10,000 students in each country.

Internationally, 470,000 students took part in last year’s PISA survey. In Australia, 14,250 Australian students from 353 schools participated.

Australian students have scored high marks in their assessments to position them in the top ten performers among OECD participants.

“The PISA 2009 results show Australian students performed well above the OECD average in all three assessment areas,” Minister for School Education, Peter Garrett, reported.

“There has been no statistically significant change in any major domain since PISA 2006. With the Government’s reforms to the Australian education system commencing in 2008, we would expect to see improvements to student performance by PISA 2015,” Mr Garrett said.

The first PISA assessment was conducted in 2000 followed by a three-yearly cycle in 2003, 2006 and 2009.

In last year’s three-yearly cycle PISA, 65 countries/economies participated. The same assessment was extended to nine additional countries in 2010.

Of the 74 countries participating, 39 countries/economies are non-OECD members. The Philippines was not among those included in the list of participants for 2000, 2003, 2006 and 2009.

The top performing PISA 2009 participant is partner economy Shanghai-China with scores of 556 points in reading, 600 points in mathematics, and 502 points in science.

Shanghai-China’s score points were significantly higher than the OECD’s top performers Korea and Finland in reading and mathematics. Korea scored 539 in reading, 546 in mathematics, and 538 in science. Finland on the other hand scored 536 in reading, 541 in mathematics, and 554 in science.

The OECD PISA 2009 average is 493 points in reading, 496 points in mathematics, and 501 points in science.

Australia’s PISA 2009 performance is 515 points in reading, 514 points in mathematics and 527 points in science. The United States, on the other hand, scored 500 points in reading, 487 points in mathematics and 502 points in science.

Other highlights of PISA 2009 include:

1. Korea and Finland are the highest performing OECD countries, with mean scores of 539 and 536 points, respectively. However, the partner economy Shanghai-China outperforms them by a significant margin, with a mean score of 556.

2. In 18 participating countries, including Mexico, Chile and Turkey, the highest reading proficiency level achieved by most students was the baseline Level 2, considered a baseline level of proficiency, at which students begin to demonstrate the reading skills that will enable them to participate effectively and productively in life.

3. At the other end of the proficiency spectrum, an average of 7.6% of students attain Level 5, and in Singapore, New Zealand and Shanghai-China the percentage is more than twice the OECD average

4. Korea, with a country mean of 546 score points, performed highest among OECD countries in the PISA 2009 mathematics assessment. The partner countries and economies Shanghai-China, Singapore and Hong Kong-China rank first, second and third, respectively

5. Shanghai-China, Finland, Hong Kong-China and Singapore are the four highest performers in the PISA 2009 science assessment

6. Some 14.6% of students in Shanghai-China and 12.3% of students in Singapore attain the highest levels of proficiency in all three assessment subjects

7. Girls outperform boys in reading skills in every participating country

8. Countries of similar prosperity can produce very different educational results. The correlation between GPP per capita and educational performance is valid only to 6% of the differences in average student performance across countries.

“The PISA 2009 cycle is well underway and preparations for the PISA 2012 assessment have begun,” the OECD PISA website announced.

The Philippines is comparatively smaller than other markets, said DFAT in its country brief on the Philippines, but it is “a fast growing source of foreign students who are looking to study in Australia.”

DFAT cited the “advantages of geographic proximity, common language, and mutual interest and strengths in Asian studies” for the growth.

DFAT reported that in 2009 there were 2,406 Filipino students who commenced studies in Australia, an increase of 45 per cent over the previous year.

Sixty-four per cent of all Philippine students studying in Australia were in the Vocational Education and Training (VET) sector followed by Higher Education which accounted for about 25 per cent of Philippine student population in Australia, the DFAT country brief continued.

Sixty-three players showcased their skills at the Fairfield Golf Course in Prairiewood, with Zaldy Capulong emerging as overall champion, Rene Uy (Grade A winner) and Joe Cura (Grade B winner) in tight competition.

Also hitting top marks were runners-up James Fatu (Grade A) and Willy Limjap (Grade B), “nearest to the pin” winners Roger de los Reyes, Bert Garcia and Bobby Lim as well as “drive and pitch” winner Bert Bugayong.

This annual Easter Monday event, held last 5 April and named after UP’s well-known icon, is chaired by Engr. Ferdi and Dr. Cora Francisco.

The tournament is just one of the events marking the association’s 30th anniversary.

The celebration continues with a seminar entitled “Beauty and the Beast”: Philippine Wildlife Conservation” to be presented by Dr. Corazon Catibog-Sinha on the 29th of May, 2:00PM at the Max Webber Library Function Centre in Blacktown.

Run by the Filipino-Australian Teachers Association of Queensland, the classes will be composed of adults students ranging from age 18.

Sessions will be held once a week, Saturdays 3-5PM at the Filipino House, 69 Nathan Road, Runcorn, in the Brisbane’s Southside.

Students will learn beginning skills in speaking, reading, listening and writing the Filipino language.

Contemporary and more hands-on materials will be used to facilitate a more effective way of learning the language.

Filipino Language Teachers on Training at the LOTE Centre in Brisbane. L-R: Myrla Prianes, Lourdes Cremin and Merle Parkinson. Photo courtesy: Erwin Cabucos

The teachers are university trained and experienced from the Australian-Teachers Association of Queensland (FATAQ).

Enrolment and meeting of teachers will occur on 5 April, at 3PM, at the Filipino House, and first proper session will begin on 12 April 2008.

Classes will run per school semester. For the 12-week package, it will cost $95.00, boasting to be the best investment for anyone interested in learning the language.

Numbers are limited.

To book a place, please call Sol Dobinson on 07 38925772.
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