Saturday, August 18, 2018

DepEd to probe Bicol Central Academy schoolbag burning incident

NAGA CITY (Bicol Standard) – DepEd Sec. Leonor Briones has directed DepEd Regional Director Gilbert Sadsad to submit an incident report regarding the burning of schoolbags at Bicol Central Academy, Libmanan, Camarines Sur last Friday.

Sadsad told the Bicol Standard that he had also instructed the Camarines Sur Superintendent Cecile Rivera to conduct an inquiry on the same.

On Monday, Sadsad together with other DepEd officials are scheduled to visit said school and conduct their own probe on the matter.

Provincial Board Member James Jaucian, who has been identified as the person involved in the burning incident and is also the head of the school, will be required to explain why he should not be sanctioned.

Meanwhile, attempts from Bicol Standard to get Jaucian’s side through phone has proven futile.

As of this writing, the students and parents continue to clamor for action from concerned agencies.

It will be recalled that the bags were burned allegedly after some students did not follow the school directive that no bags should be brought on formal attire day.

The bags which were burned reportedly contained cash, gadgets, and other personal belongings.


Naga City First Lady Farah Bongat, tinuyaw an tiangge sa Plaza Rizal

Kua kan Bicol Standard

Kua kan Bicol Standard

Kua kan Bicol Standard

Kua kan Bicol Standard


Ini an pahayag ni Naga City First Lady Farah Bongat tanganing linawon an isyu asin kontrobersiya sa imbuelto an pagbugtak nin mga tiangge asin tindahan sa palibot kan Plaza Rizal digdi.

Inako ni Mrs. Bongat na “nawara an gayon sa plaza” nin huli sa baralanggado na pagbugtak kan mga stalls.

“Kun nailaag kutana sa tamang lugar na dai makakaperwisyo, dai man garo ini maani nin pagtuyaw sa mga tao,” sabi pa niya.

Kan enot na mga bulan, sinabi niya na siya talaga an nasa likod kan pag-organisar nin mga saradit na negosyante na makahanapbuhay sa Plaza Rizal.

Malinaw na sinabi kan esposa kan alkalde na maski siya, dai pabor sa pagbugtak kan mga nasambit na stall.

Makulog sa mata na paghelingon ini, dagdag ni Mrs. Bongat.

Mientrastanto, maski si Mayor John Bongat sa saiyang simbag sa post kan saiyang agom, nagsabi na kakaulayon niya an Sangguniang Panlungsod asin si Vice Mayor Nelson Legacon dapit digdi.

Gustong maaraman kan alkalde nun pa’no pigpili an “organizer” asin kun sisay an nagpili kaini.

Sa ibong na lado, sarong konsehal kan ciudad na nakiolay na dai pagsambiton an pangaran an nagconfirmar sa Bicol Standard na igwa sinda nin inaprobaran na ordinansa na nagtutugot na patindahan an lugar.

“Aram ini ni Mayor,” sabi kan informante.

“An opisina kan Tesoreria an may directamenteng pagkaaram sa pagpatinda sa lugar na ini kun panahon nin Penafrancia fiesta,” idinugang pa niya.

Sa pakihumapot kan Bicol Standard sa City Hall, nagluluwas na an Ordinansa Numero 214-052 iyo an ginamit na basehan sa pagpatinda sa lugar.

Sabi sa Ordinansang ini, kaipuhan kan mga transient vendor nin Mayor's Permit antes sinda magtugdok kan temporary stall, shanty, o maski maglatag kan saindang efectos.

Sakop kan pagboot na ini an mga organizers kan trade fair, an sponsor, o kabaing na exhibit.

DILG to LGUs: Use local DRRM fund to build evacuation centers

The Department of the Interior and Local Government (DILG) is urging local government units (LGUs) to prioritize, using a portion of 70% of their respective local disaster risk reduction and management fund (LDRRMF), the construction or upgrading of evacuation facilities in their areas.

“In order to counter the adverse effects of disasters, LGUs are hereby directed to invest in the construction of durable, safe, and properly-designed evacuation facilities that meet national standards for building safety and are responsive to the needs of their constituents,” says DILG Officer-In-Charge Eduardo M. Año.

Año says the increasing frequency and intensity of hazard events occurring in the country necessitates immediate action from LGUs in ensuring the availability of sturdy evacuation centers that can accommodate their constituents in times of disasters.

He says that at present, schools, covered courts and other government infrastructures are being used by some LGUs as evacuation centers resulting to the interruption of classes and disruption of services of the government offices used.

“Evacuees tend to face more threats to health, safety and overall well-being within said temporary evacuation facilities which were not built to serve such purpose. Local governments should therefore address this issue by putting up evacuation facilities to ensure the safety of their constituents when there is a need for evacuation,” he points out.

Section 21 of Republic Act 10121 or the Philippine Disaster Risk Reduction and Management Act provides that the LDRRMF amounting to not less than five percent of the estimated revenue from regular sources shall be set aside to support disaster risk management activities.

The LDRRMF covers 30 percent lump-sum allocation for Quick Response Fund and 70% for disaster prevention and mitigation, preparedness, response, rehabilitation and recovery, including the construction of evacuation centers.

In Memorandum Circular 122 series of 2018, the DILG outlines the guidelines for the construction of evacuation centers such as construction sites, design requirements, operation, maintenance and rehabilitation of facilities.

According to Año, these structures must be able to withstand wind speeds of 300 kilometers per hour and earthquakes with a magnitude of 8.0 on the Richter Scale.

Evacuation buildings must not be constructed close to high risk sites such as military and insurgent camps, power plants, and factories, nor should they be constructed on “no-build-zones” and hazard zones.

Such centers must be both easily accessible to evacuees and have easy access to hospitals, markets, water, electricity and communication.

Given that evacuation centers will be populated by families during disasters, the buildings must be sufficiently ventilated and well lit, allow for temporary partitions, provide separate toilet and bathing facilities for both sexes, give accessibility to persons with disability, among other requirements that guarantee humane living conditions.

“The Department will conduct a yearly audit of the structures and immediately after a hazardous event to ensure the safety of our citizens when the need to evacuate arises,” says Año.

Aside from apportioning 70% of the LDRRMF for evacuation centers and other related operations, LGUs may likewise utilize 20% of the Local Development Fund.

However, in order for the funds to be released, such initiatives must be stated in the Local DRRM Plans and integrated in the approved Annual Investment Programme (AIP) of the LGU.

To complement efforts to establish resilient evacuation centers, Año also urges localities to formulate and issue policies on pre-emptive and forced evacuation; put in place early warning and evacuation alert systems; develop and implement protocols for evacuation; conduct evacuation drills once every three months; and invest in strengthening the capacities of concerned LGU officials.

The English Language in Science and Mathematics Learning

By: Judith B. Sabio
Head Teacher 1
West Coast High School
Calabanga, Camarines Sur

Science, may it be in any form, has a key role to national economic prosperity. It has been a universal reality that no nation can advance without foregoing and utilizing the outcome of scientific researches or their applications in the industries, military, medicine and in the other aspects of human existence, hence, it is applied in one’s practical life situations (Baylon, 2014).

On the other hand, Mathematics is equally important as it has a pervasive influence in our everyday lives. It is used in many forms of employment, science and technology, medicine, the economy, the environment and development, and in public decision-making. It equips us with a uniquely powerful set of tools such as; logical reasoning, problem solving skills, and the ability to think in abstract ways to understand and change the world. Mathematics is said to be a language that we need to be aware of and sensitive to, the way we need and use language to convey meaning (Lerio, 2006).

In another spectrum, the role of language in learning these subjects has been noted with great importance. For instance, communicating mathematical ideas is among the twelve components that are considered by the NCSM (National Council of Supervisors of Mathematics) as ‘essential’ for any successful mathematics teaching and learning (Ellerton and Clarkson, 1996). When students learn Mathematics, they do more than basic skills; they acquire a concise and powerful means of communication. Knowledge of mathematical language, structures, and operations will help students to justify their conclusions, and to express ideas clearly.

The challenges in learning these critical subject areas can be traced to the use of language as a medium of instruction. In the Philippines, these subjects are being taught in English. One of the reasons why language factor needs special attention these days is the fact that many students are currently learning mathematics in their second or third language (Austing&Howson, 1979: Ellerton& Clarkson, 1996). The reason for this is globalization, and the extensive use of the internet or information technology which literally annihilate walls and any boundary; the legacy of colonialism, and the multiplicity of local languages. This in turn narrows down the adaptability or suitability of textbooks and other learning and teaching materials to the actual learning needs of the students.

As cited of Baylon (2014), the Philippines is far beyond in achieving quality education, as shown in the UNESCO report that ranked the Philippines at the bottom of the Education Development Index, and the results of Trends International Mathematicsand Science Study (TIMMS) from 1995 to 2015. Singapore, Hong Kong SAR, Korea, Chinese Taipei, and Japan continue to outperform all participating countries, including the Philippines, in mathematics and science maintaining a 20 year edge according to the results of TIMSS, the longest running, large scale international assessment of mathematics and science education in the world (

Science is taught in Japanese, Chinese, Korean and the native languages of all those who topped the international assessment. Therefore, language has crucial role to play in communicating and developing science and mathematics education. It has formative effect on the learner’s understanding as it serves the students when they speak and reason about physical ideas and phenomena.

In a study conducted by Baylon (2014), entitled: “English and Mathematics: Determinants of Physics Achievement”, published in Asia Pacific Journal for Multidisciplinary Research, it was found that, The obtained overall correlation coefficients (rxy) between English along reading, Literature, Grammar and Speaking, and Physic were higher than the critical values of r at 0.01 and 0.05 levels of significance. These results implied that these areas in English were positively correlated with Physics. If a student is good in English he is also good in Physics. Therefore, the learning competencies in English are needed to facilitate effective understanding of Physics.

These findings were supported by the study of Lerio (2006). He found out that those who were good in English were also good in Mathematics. On the other hand, those who were poor in English were also poor in Mathematics. English is also the medium of instruction in Physics and highly mathematical; hence English was significantly related to Physics. He also stressed that the application of Gardner’s MI theory would provide a deeper understanding of the interconnection of the development of one skill with another, from verbal linguistics to logical-analytical intelligences.

The significant relationship between language and physics achievement was further illustrated by Jay Lemke (2005). He stated that the primary activity that students encounter and participate in, in a physics course, was representation. The use of language is one of the many ways of representation. Therefore, the first ability that the students have to develop is the ability to represent ideas and physical processes in different ways and to move between representations which can only happen if one is equipped with enough communication skills.

As it continues to be a dilemma in Philippine Education on how students perform in science and math, and how their knowledge and skills are utilized in developing newer technologies to fair with neighboring countries and the rest of the world, academic program developers must ascertain that learning competencies along these areas are genuinely developed.

As suggested by Taylor (2007), curriculum may be structured through strengthening the relationship between science and Mathematics and English both in terms of how the formal curriculum is expressed and in terms of day-to-day teaching and learning practices. Language-focused activities could either be incorporated into the science or Mathematics units of work or students may work on parallel language-based units of work. Language-focused activities would be part of the Mathematics and science teachers’ responsibilities. The separate language-based units of work, using science and Mathematics content, would be taught as part of the English language integrated in content teaching curriculum.Teachers must employ varied learning opportunities for the students particularly in the identified less-developed competencies. Although each subject follows a particular set of competencies, educators and managers, at least, in the division and school levels should plan and initiate an integration program of the three (3) key areas to ensure that what must be learned had been learned.

4.5K unfilled positions available in DepEd-Bicol

By Connie Calipay

LEGAZPI CITY -- The Department of Education’s (DepEd) office in the Bicol region has more than 4,573 unfilled teaching and non-teaching positions.

Roy Bañas of the DepEd Policy, Planning, and Research Division, in an interview on Thursday, said the Schools Division Offices (SDOs) has begun the recruitment and will start the selection and evaluation process once they have received the complete and detailed applications.

“The employment of the new teachers is guided by DepEd Order No.3, series of 2016,” he said.

Bañas said based on records, of the 4,573 unfilled positions, 2,600 are teaching positions and 176 are non-teaching positions available this year, while 1,797 positions are for Teacher 1 that were available since last year.

"The 2,600 for 2018 teaching positions are for junior high school and senior high school with 1,902 and 698 positions for Kinder to Grade 6," he said.

Albay has 492 available positions; Camarines Norte, 448; Camarines Sur, 649; Catanduanes, 27; Masbate, 689; and Sorsogon, 61. Among the cities in Bicol, Iriga City has 16 unfilled positions; Legazpi City, 52, Ligao City, 8; Tabaco City, 63; Masbate City, 44; and Naga City, 51.

Of the 176 unfilled non-teaching plantilla positions, Albay has 38; Camarines Norte, 13; Camarines Sur, 94; Masbate, 23; and Sorsogon, 8.

Bañas explained that the remaining 1,797 are the remaining unfilled positions for 2017 that will be added for 2018.

Of the number, Albay has 316; Camarines Norte, 171; Camarines Sur, 776; Catanduanes, 69; Masbate, 191; and Sorsogon, 194. Among the cities in Bicol, Iriga City has 6; Legazpi City, 19; Tabaco City, 10; Masbate City, 19; and Naga City, 26.

Bañas said the DepEd allocated additional posts to strengthen the implementation of the K to 12 program. (PNA)

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DepEd to probe Bicol Central Academy schoolbag burning incident

NAGA CITY (Bicol Standard) – DepEd Sec. Leonor Briones has directed DepEd Regional Director Gilbert Sadsad to submit an incident repo...