'Starting Where the Children Are': A Process Evaluation of the Mother Tongue-Based Multilingual Education Implementation ; PIDS: Discussion Paper Series ; NO. 2019-06.

Autor/Urheber	Jennifer D. Monje; Aniceto C. Orbeta Jr; Kris A. Francisco-Abrigo; Erlinda M. Capones
Titel	'Starting Where the Children Are': A Process Evaluation of the Mother Tongue-Based Multilingual Education Implementation ; PIDS: Discussion Paper Series ; NO. 2019-06.
Quelle	Philippine Institute for Development Studies (2019) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Monographie
Schlagwörter	Investment In Education; Quality Education; Public Education; Parent Education; Equity In Education; Educational Policies; Aid And Development; Asian Development Bank; Comprehensive Development Framework; Development Cooperation; Development Management; Development Planning; Development Strategies; Development In East Asia; Higher education institutions; Economics of education; Educational theory; Education; Higher Education; Training; Out of school education; Alternative education; Educational policy; Educational planning; Educational aspects; Aid coordination; Industrial projects; Infrastructure projects; Natural resources policy; Educational development; Development strategy; Development models; Economic development; Capitalism and education; Counseling in higher education; Community and college; Tutors and tutoring; Educational change; Educational innovations; Total quality management in education; Educational accountability; Homebound instruction; Communication in rural development; Communication in community development; Economic development projects; Development banks; Economic forecasting; Environmental auditing; Cumulative effects assessment; Human rights and globalization
Abstract	The primary rationale of the Mother Tongue-Based Multilingual Education (MTB-MLE) program is to begin where the children are, which means building up on what children already know. It is designed to implement a learner-centered education from the beginning of the education ladder. The MTB-MLE policy may be said to be in its infancy in terms of official implementation, but it has had a long and unrecognized history in Philippine education. Implemented along the margins of dominant language-in-education policies as "auxiliary" medium of instruction (MOI) from the turn of the century until recently, the mother tongue (MT) became primary MOI and official Department of Education (DepEd) language-in education policy in 2009 via Department Order (DO) No. 74. This process evaluation (PE) sought to determine how the program is proceeding since the passage of RA 10533 or the Enhanced Basic Education Act of 2013. It specifically looked at program theory, service delivery and utilization, and program organization. To capture the breadth of conceptual and implementation issues, eighteen (18) randomly selected elementary schools were visited from among private and public school systems, distributed according to DepEd's typology of small, medium, and large schools; island groupings of Luzon, Visayas and Mindanao; and from both linguistically diverse contexts (LDCs) and less linguistically diverse communities (L-LDCs). Key informant interviews (KIIs) with former and current DepEd officials at the national, regional, and division levels, and focus group discussions (FGDs) with teachers and parents, were done. An online survey to determine the extent of implementation at the school level was also conducted. Findings show the breadth of challenges the program is facing emanating from conceptual to implementational. The online survey revealed that while almost all schools are implementing the program, the quality of implementation may be wanting as less than 10 percent of schools surveyed have done the four activities needed to implement the program well. On the conceptual domain, the program had to deal with linguistic diversity in the classroom which challenges the primary model of implementation that assumes that a child is exposed to only one MT, rather than possibly several. On the implementation domain, the program has been hampered by procurement issues and lack of designated funds of the program's operational activities forcing the program to compete with other school needs to fund its activities from general Maintenance and Other Operating Expenses (MOOE) of the schools. Notwithstanding the numerous problems it is facing, the MTB-MLE has very solid pedagogical foundation and embodies the concept of a learner-centered education. Thus, this study does not question the wisdom of implementing the program but rather seeks to highlight the challenges it is facing with a view of seeking more effective, efficient, and acceptable ways of implementing the program. It provides recommendations to improve the implementation of program classified into program logic, service delivery and utilization, and program organization. Overall, the program needs better appreciation of the conceptual problems it is facing and the cooperation of all stakeholders to be implemented well.
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