Social Equity and Access to a Philippine STEM School

Autor/in	Talaue, Frederick Toralballa
Titel	Social Equity and Access to a Philippine STEM School
Quelle	In: Theory Into Practice, 53 (2014) 1, S.33-40 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2014.862120
Schlagwörter	Foreign Countries; STEM Education; Access to Education; Socioeconomic Background; Educational Opportunities; Economic Development; High School Students; Educational Change; Social Differences; Equal Education; Educational Legislation; Disadvantaged; Networks; High Schools; Science Education; Talent Development; Educational History; Admission (School); Admission Criteria; Philippines + Suchen Sie Ihr Suchwort? Ausland; STEM; Education; Access; Bildung; Zugang; Bildungszugang; Sozioökonomische Lage; Bildungsangebot; Bildungschance; Wirtschaftsentwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsreform; Sozialer Unterschied; Bildungsrecht; Schulgesetz; Naturwissenschaftliche Bildung; Begabtenförderung; Talentförderung; History of education; Bildungsgeschichte; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Philippinen
Abstract	Like most developing countries in the world, there is a huge gap in opportunities to access quality science education between students from the high- and low-socioeconomic strata of Philippine society. In establishing its own science, technology, engineering, and mathematics (STEM) high school, despite limited public funding in 1964, the government embarked on a hopeful project for continuously building up its scientific and technological work force to support modern economic development. The initial focus on elite talent development, however, eventually had to give way to legislative reforms that address issues of social equity. Greater accessibility for scholarships by underprivileged students in the provinces was accomplished, first, through the regionalization of its admission system and then, later, through its transformation into a network of science high schools across the nation. In my home country, sustaining equitable access to STEM education also means enhancing school participation through partnerships with community constituents and the private sector. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10