Innovation in an Assembly-Line System of Education

INNOVATION IN AN ASSEMBLY-LINE SYSTEM OF EDUCATION

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Innovation in an Assembly-Line System of Education

Daryl Lorence P. Abarca

ABSTRACT: The current system of education is designed in a sequential manner and implements a standard program. It is like an assembly-line system where children are placed in a conveyor belt and undergo a series of quality control in each station. However, an assembly-line system of education hinders creativity and innovation. The purpose of this research is to incorporate innovation in our current system of education without altering the standard program because it is improbable to overhaul the entire system of education. The research will assess the K-12 system. In addition, the research will incorporate the methods of Organization Management, Ken Robinson, and Paulo Freire to promote innovation in our system of education. The research will evaluate the data from various international organizations such as OECD and PISA to determine the factors that affects innovation. From the examined methods and evaluated data, the research will postulate a methodology on how to incorporate innovation in the current system of education without altering the standard program.

Keywords: Innovation, Creativity, Assembly-Line, and Learning Process

“The element is about discovering yourself, and you can't do this if you're trapped in a

compulsion to conform. You can't be yourself in a swarm.”

- Ken Robinson

I. INTRODUCTION

lbert Einstein is one of the world’s most renowned scientist, regarded by many

as the most influential scientist of the 20th century. His theories changed our

understanding of the universe and replaced questions, which had been

puzzling scientist for centuries, with answers. We called him a super-genius, yet at

school he was known to be disrespectful to teachers and was barely recognized. When

he was four or five, he had his first scientific experience: his father showed him a pocket

compass and the young boy marvelled at the fact that regardless of where the compass

was turned, the needle always pointed north. Thus, he already demonstrated interest in

science and problem-solving even before he entered school. His formal education

began at the age of six, when he enrolled in a Catholic elementary school in Munich. In

school, he was a quiet child and kept his distance from his peers. He was

uncomfortable with the principle of absolute obedience and the military drills that

dominated the school's atmosphere. Unhappy with the educational program at school,

he turned to a course of personal study outside of school. Then, he told his peers that

the only thing that interferes with his learning is his education. One day, he had a fierce

dialogue with the headmaster who eventually orders his expulsion. Then, the

A

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headmaster to amuse history stated that Einstein would never amount too much. Then

the rest is history.

If the most influential scientist of the 20th century, whom we

called a super-genius and aspire to produce in our schools,

concluded that school interferes with his learning, then there

must be something wrong in the system of education. To

address such problem, the Department of Education or DepEd

recently implemented a new system of education. The new

system is called the K-12 system and it spans for twelve years

replacing the ten year system of education. However, the K-12

system is filled with scepticism and question. Some questions

about the K-12 system are the following:

1. Can the new system solve the on-going problems of education?

2. How should the Department of Education address the problems in education?

3. How could the Department of Education innovate the system?

In the K-12 system, children encounter a designed curriculum which becomes more

complex as children reach higher levels. The system of education is designed in a

sequential order and implements a standard program. It follows the system designed by

the DepEd who supervised all issues concerning the condition of education in the

Philippines. However, there are plenty who criticize the system for its drive for

conformity and lack of creativity. As Ken Robinson one of the fiercest critics of the

system stated: We have sold ourselves into a fast food model of education, and it's

impoverishing our spirit and our energies as much as fast food is depleting our physical

bodies. The sequential system that strictly follows the curriculum designed by DepEd

brought others to realize that the system is comparable to an assembly-line system.

An assembly-line system is a manufacturing process that is inspired by a continuous-

flow production method in which parts are

added in sequence until the final assembly is

produced. Similarly in the system of education,

children conform to a standard program and

they also undergo a continuous process in a

conveyor belt in the form of academic school

year. To enter the next sequence of the

assembly-line, our children must pass the

quality control given by their teachers in the form of exams. On the other hand, teachers

are trained to work at a specific assembly station in the form of subject specialization.

The pursuit for a standard model of children, modelled to become the likes of Albert

Einstein prevents our children to embrace their uniqueness and hinders their creativity

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and capacity to innovate. This a major flaw in the K-12 system and if Einstein is alive he

will laugh and told us that the true sign of intelligence is not knowledge but imagination.

Unfortunately, this is a major flaw that the K-12 system

failed to address. The K-12 system is a top-down

reform and only covered changes on the macro-level.

They are more concerned with what to instruct as

opposed to how to instruct. Their failure to address

micro-level problems and to initiate any bottom-up

changes maintains the main problem of education: An

assembly-line system of education. Any reform initiated

by DepEd will head towards the direction of a

continuous cycle of larger expenditure, inefficiency and

lack of fun if they continue to neglect bottom-up reform.

Thus, DepEd must overhaul the system from top to bottom and from bottom to top while

considering factors such as expenditures, quality and fun. In order to achieve this

golden triangle, DepEd must be innovative.

II. THE K-12 SYSTEM OF EDUCATION

Education is important in every Filipino family. In fact according to the NSCB report,

education accounts to one-third of the total budget of average Filipino families.1 At the

same token, the Philippine government emphasized education by allocating a large

portion of the national budget to DepEd and implemented the Conditional Cash Transfer

Program to sustain education to poor families. Our emphasis on education can be trace

from our belief that education will propel us and our country.

Recently, DepEd initiate reforms as a preparation for the 2015 ASEAN integration. This

reform will span for twelve years replacing the ten year system of education. The twelve

year system of education is called the K-12 system which is patterned from the

international standard of education. The reform focuses on macro-level and develops a

new set of curriculum. This new set of curriculum should improve and cultivate our

children. As the official statement of Sec. Armin Luistro about the K-12 system:

The program aims to uplift the quality of education in the Philippines in order for graduates to be easily employed. The program also aims to meet the standards required for professionals who would want to work abroad. Most importantly, the system aims to fully enhance and develop the students in order for them to be well-prepared especially in

1 Ericta, C., & Fabian, E. (2009, July). A Documentation of the Philippines Family Income and

Expenditure Survey. Retrieved August 2014, from pids.gov.ph:dirp3.pids.gov.ph/ris/dps/pidsdps0918.pdf

Quality

Fun Cost The Golden Triangle Figure 1.1

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emotional and cognitive aspects. Through this, graduates will be able to face the pressures of their future workplace.

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The K-12 system covers kindergarten and twelve years of basic education to provide

sufficient time for the mastery of concepts and skills needed by children (See Figure

2.1). The following are some of K-12 salient features:3

The K-12 System of Education Figure 2.1

A. Contextualization and Enhancement – The curriculum will be relevant to the

learner and easy to understand. Children are expected to acquire in-depth knowledge,

skills, values, and attitude through continuity and consistency across all levels and

subjects.

B. Spiral Progression – Subjects are taught from the simplest concepts to more

complicated concepts through grade levels in spiral progression.

C. Senior High School – It is a two year specialize upper secondary education;

children may choose a specialization based on interests, and school capacity.

D. College and Livelihood Readiness – Once a child finishes the K-12 program, they

are expected to be equipped with:

1.) Information, media and technology skills,

2.) Learning and innovation skills,

3.) Effective communication skills, and

4.) Life and career skills.

According to DepEd, the K-12 will increase the earning of children by 7.5% and it is

estimated that it will contribute 2% to 2.2% GDP growth.4 Moreover, the Philippines is

the last country in Asia to implement a K-12 system. DepEd expects that the K-12

2 DepEd. (2013). The K to 12 Basic Education Program. Retrieved August 2014, from Official

Gazette of the Philippines: www.gov.ph/k-12 3 DepEd. (2013). The K to 12 Basic Education Program. Retrieved August 2014, from Official

Gazette of the Philippines: www.gov.ph/k-12 4 DepEd. (2013). The K to 12 Basic Education Program. Retrieved August 2014, from Official

Gazette of the Philippines: www.gov.ph/k-12

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system will provide a better quality education for all. In spite of the advantages of the K-

12 system, the focus of K-12 is on the macro-level. Thus, K-12 is more concerned with

what to instruct as opposed to how to instruct. This is a fundamental problem of the K-

12 system.

III. THE INSTRUCTIONAL STRATEGY

In 1915 at the age of thirty six, while Einstein is living in the war torn Berlin his wife and

children lived in Vienna. November four of that same year, after completing his two

page masterpiece on the theory of general relativity, he sent a letter to his son.

My dear Albert,

I am very pleased that you find joy with the piano. This and carpentry are in my opinion for your age the best pursuits, better even than school. Because those are things which fit a young person such as you very well. Mainly play the things on the piano which please you, even if the teacher does not assign those. That is the way to learn the most, that when you are doing something with such enjoyment that you don’t notice that the time passes. I am sometimes so wrapped up in my work that I forget about the noon meal…

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Papa

The letter of Einstein teaches us that the most effective strategy to learn is to enjoy

learning. In order to enjoy learning, children should engage with

what interest them the most. Therefore, teachers should

implement instructional strategy that enables children to engage

on their own.

Instruction is the intentional facilitation of learning towards

identified learning goals. Driscoll defines instruction from a similar

perspective: The deliberate arrangement of learning conditions to promote the

attainment of some intended goal. There are two general types of instruction strategy:

Primarily supplied by teachers (Supplantive Strategy) or primarily generated by children

(Generative Strategy).6

Currently, the emphasis on instruction materials is the strategy of teaching implemented

in order to produce a standard model of children; it is called the Supplantive strategy.

The Supplantive strategy tends to supplant or facilitate the information for the learner by

5 Popova, M. (2013, June 14). The Secret to Learning Anything: Albert Einstein’s Advice to His

Son. Retrieved August 2014, from Brainpickings: www.brainpickings.org/2013/06/14/einstein-letter-to-son 6 Driscoll, M. 1994. Perspective on Instructional Planning: How do teachers and Instructional

Designersconceive of ISD planning practice. (New Jersey : Educational Technology Publishing, 1994). p. 18.

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providing elaboration, sequencing and emphasis of content.7 For example, a teacher

presents an illustration of a dog to the children and these illustrations should guide the

children to visualize a dog.

The Supplantive strategy produced a focus and

predictable learning outcomes. Another

advantage of it is to ensure that children grasp

complex information which is difficult to absorb

if they depended solely on their own. However,

the more we supplant information to children,

the less the children become generative (See

Figure 3.1). Generative strategy and open

learning environments are those approaches in

which learners encounter the content in such a

way that they are encouraged to construct their own idiosyncratic meanings from the

instruction by generating their own understanding. 8 In other word, children are

generating their own information. Generally, studies of this sort have found that learners

perform better on comprehension and recall test if they have generated associations for

themselves.9 Moreover, Generative strategy allows children to engage, practice, and

increase their capacity to be creative and innovative. However, Generative strategy

cannot produce a standard model of children that have the same set of skill. It is in

contrast with the goal of DepEd which emphasized skills that can be executed

repeatedly.

The excessive use of the Supplantive strategy produces children that cannot generate

their own ideas; instead they focus on developing skills that can be executed

repeatedly. The pursuit towards a standard model of children guided by a standard

instruction material prevents children to embrace their uniqueness and hinders their

creativity and capacity to innovate. In this strategy of learning, Einstein will tell us that

education is not the learning of facts, but the training of the mind to think.10 This hole

that K-12 failed to cover brought others to realize that the system is comparable to an

assembly-line system.

7 Salomon, G. 1979. Interaction of Media, cognition, and learning. (San Francisco : Jossey-Bass

Publishing, 1979). p. 142. 8

Wittrock, M. 1974. Learning as a generative process. (s.l. : Educational Psychologies Publishing, 1974). pp. 87-95. Vol. 11.

9 Wittrock, M. 1974. Learning as a generative process. (s.l. : Educational Psychologies

Publishing, 1974). pp. 87-95. Vol. 11. 10

Einstein, Albert. Albert Einstein Quotes. Brainy Quotes. [Online] www.brainyquote.com.

Generative Strategy

Supplantive

Strategy

The Scale of Generative and Supplantive Strategy Figure 3.1

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IV. AN ASSEMBLY-LINE SYSTEM OF EDUCATION

In a talk in London at the "Learning without Frontiers" conference, titled "Out of

our Minds: Learning to be Creative."

Ken Robinson one of the fiercest critics of the system enumerated the four purpose of

education:11 (See Figure 4.1)

1. Education is Personal – Each of us has

different capacities, interests and passions.

Our uniqueness should be cultivated in

school.

2. Education is Social – We are a social being and education should cultivate our skill of relating to others.

3. Education is Cultural – We live in a community of people. We have to be able to relate and function with diversity.

4. Education is Economic – We are living in a material world. Education should cultivate skills necessary for economic growth.

According to Ken Robinson, the four purpose of education should be in operation

simultaneously. However, the system of education in spite of all its reforms failed to

include the other purposes of education. The pursuit towards an economic productive

model of children prevents children to embrace their uniqueness and hinders their

creativity and capacity to innovate. This pursuit that strictly follows the curriculum

designed by DepEd brought others to realize that the system is comparable to an

assembly-line system.

11

Robinson, Ken. 2011. Sir Ken Robinson: The Purpose of Education. The Daily Riff. [Online] March 2, 2011. www.thedailyriff.com.

Personal

Cultural

Economic

Social

The Four Purpose of Education Figure 4.1

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An assembly-line system is a manufacturing process that is inspired by a continuous-

flow production method in which parts are added in sequence until the final assembly is

produced. It intends to produce standard model of products in the fastest way. Similarly,

DepEd intends to focus on developing skills that can be executed repeatedly and

teachers implement the Supplantive strategy to achieve this. In the Supplantive strategy

information’s are elaborated and given directly to the children. It ensures that children

grasp complex information but it hinders their creativity and capacity to innovate

because they are modelled uniformly.

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The following is the process of the assembly-line system of education: (See Figure 4.2)

1. Start: In an assembly-line system, production starts with

planning and designing a detailed framework of products

based on the data in the market. It includes the management

of products from raw materials up to the finished products.

Similarly, DepEd undertook extensive study and considered

many factors before implementing the K-12 system.

2. Instruction Material: An assembly-line system follows a

strict manual to effectively manage a system by guiding

workers. In order to smoothly implement the K-12 system,

DepEd designed Instruction materials. It is the source of

information that teacher’s supplants to children. These

instruction materials serve as manual for teachers and

children.

3. Supplanting Data: An assembly-line system is a

manufacturing process that is inspired by a continuous-flow

production method in which parts are added in sequence until the final assembly is

produced. Similarly in the K-12 system, children encounter instruction materials which

serve as manual for teachers and children. In this sequence of the system, teachers

supplant the information contained in the instruction materials to the children. Paulo

Freire describes this method of instruction similar to a banking system.

Freire on the Banking system of education:

The task of the teacher is to fill the students with Narration – contents which are detached from reality, disconnected from the totality that engendered them and could give them significance… Narration (with teacher as narrator) leads the students to memorize mechanically the narrated content… Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor… This is the “Banking” concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits.

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This method of instruction is repeated in every subject of the curriculum which becomes more complex as children reach higher levels.

12

Freire, Paulo. 1984. Pedagogy of The Oppressed. [trans.] Myra Ramos. (New York : Continuum Publishing Corporation, 1984). pp. 57-64.

Start

Instruction

Material

Supplanting

Data

Pass

Test

End

The Existing System Figure 4.2

YES

NO

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5. Pass Test: An assembly-line is designed in a continuous manner divided by

sequences. Every sequence assembles a designated part wherein a worker attached a

specific part to the product. Once a worker attached the necessary parts, the product

will undergo quality control in the next sequence in order to

identify if the product meets the standard quality of the

factory. Similar to an assembly-line, the K-12 system aims

to produce quality children. To do so, teachers conducts

test to children. The teacher will conduct a test to determine

if the children grasp the information supplanted to them.

6. End: In an assembly-line system, if the product passes

the quality control sequence, it is allowed to be transfer in

the hands of retailers. However, if the product failed to pass

the quality control sequence, it is declared a factory defect

and it will repeat the assembly-line system. The K-12 system intends to produce

standard model of children with the same set of skills. To do so, teachers conducts test

to children. If the children pass the test, it is allowed to enter the next sequence or year

level until it reaches the final year level. However, if the children failed to pass the test, it

is prohibited to enter the next sequence or year level and will repeat the system.

In an assembly-line system, children are modelled by a standard program which

focuses on developing skills that can be executed repeatedly. These skills according to

DepEd will enhance and develop the children in order for them to be well-prepared and

for them to face the pressures of their future workplace. However, an assembly-line

system failed to incorporate other purposes of education as enumerated by Ken

Robinson. Its pursuit towards an economic productive model of children prevents

children to embrace their uniqueness and hinders their creativity and capacity to

innovate. Thus, an assembly-line system produces children that lack personal, social

and cultural purposes.

V. FINISH PRODUCT OF AN ASSEMBLY-LINE SYSTEM OF EDUCATION

The failure of DepEd to address the lack of personal, social and cultural purposes in the

system of education in spite of the reforms initiated, originated from an assembly-line

system of education and the excessive use of supplanting strategy results to the

banking system of instruction. The failure of DepEd to address the banking system of

education is not only figuratively but literally. In 2014, DepEd receives 309 Billion pesos

of budget.13 It is estimated that DepEd spends an average of 12, 500 pesos per

children. However, figures from DepEd indicated that there is a 6.81% dropout rate from

13

DepEd. (2013). The K to 12 Basic Education Program. Retrieved August 2014, from Official Gazette of the Philippines: www.gov.ph/k-12

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the primary level in school year 2012-2013 and a 7.82% dropout rate in the secondary

level in school year 2011-2012.14

The explanation behind the dropout rates, according to UNICEF:

The primary reason for dropout is lack of personal interest...It may be due to demand-side issues such as poor information on the value of education. It may also be that the poor are very impatient and do not see the returns to education (which may only be felt a few years down the road) as an attractive proposition. The reason can also be a supply-side issue where the education system is not producing relevant results for school-aged children and their families.

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The explanation of UNICEF clearly displays that the problem in our system of education

lies in the micro-level or the instruction strategy implemented. The pursuit towards an

economic productive model of children prevents children to embrace their uniqueness

and hinders their creativity and capacity to innovate. Thus,

an assembly-line system produces children that lack

personal, social and cultural purposes. At first glance, the

dropout rate might not be alarming but if we convert the

percentage of dropout rates it will be equivalent to 600,000

people and the government had already invested 12,500

pesos per dropouts. If we compute the financial loss in the

government, it will amount to 7.5 Billion pesos. The lack of

efficiency in DepEd is one aspect that our system of

education should address by applying the efficiency of an

assembly-line system. However, it is ironic that the

negative aspect of an assembly-line system is the one

currently incorporated in our system of education. As a result, our assembly-line system

of education is filled with inefficiencies and produces children that lack personal, social

and cultural purposes and the skills necessary in today’s world.

The qualities and skills needed in today's world according to IBM:16

1. How to deal/cope with complexity.

2. Resiliency and adaptability.

3. Creativity.

In an assembly-line system, children are modelled by a standard program that focuses

on developing skills that can be executed repeatedly which prepares them in their future

14

Orbeta, Aniceto. 2013. A Glimpse at the School Dropout Problem. Unicef. [Online] September 17, 2013. www.unicef.org/philippines/brief04_fnl.pdf.

15 Orbeta, Aniceto. 2013. A Glimpse at the School Dropout Problem. Unicef. [Online] September

17, 2013. www.unicef.org/philippines/brief04_fnl.pdf. 16

Kruse, Kevin. 2012. Top 4 Traits of "Future Proof" Employees, According to 1,709 CEOs. Forbes Magazine. [Online] December 26, 2012.www.forbes.com/sites/kevinkruse/2012/12/26/ibm-ceo-study/.

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workplace. However, what is more ironic is that the supposed outcome of the system of

education contradicts the skills needed in today’s world. The pursuit towards an

economic productive model of children prevents children to embrace their uniqueness

and hinders their creativity and capacity to innovate. Thus, an assembly-line system

produces children that lack the skills necessary in today’s world.

The failure of DepEd to address the micro-level problems diminishes their reforms in the

macro-level because the real problem is the assembly-line system of education.

However, most people will argue that the

solution in the degrading system of education in

the Philippines is a larger allocation of funds to

education. However, a large budget on

education does not guarantee an effective

system of education. For example, the United

States according to the OECD figures spends

15,100 US Dollars or 650,000 pesos per

children. 17 Despite this large amount of

spending, the United States according to the

Programme for International Student Assessment (PISA) ranked 31st in math and 23rd in

science among OECD countries. 18Thus, large allocation of funds does not always

correlate to an effective system of education. The same with the United States, the

Philippines reforms its education in the macro-level as opposed on the micro-level. In

general, to produce children that have the necessary skills enumerated by IBM, DepEd

should initiate reform not only on the macro-level but also on the micro-level (See

Figure 5.1). DepEd must overhaul the system from top to bottom and from bottom to top

while considering factors such as expenditures, quality and fun. In order to achieve this

golden triangle, DepEd must be innovative.

VI. SYSTEM OPTIMIZATION

Despite the negative effect of an assembly-line system of education, eliminating

standardization is improbable because it is the norm of the international community and

the easiest way of measuring children. Standardization test like Programme for

International Student Assessment (PISA) and the International Association for the

Evaluation of Educational Achievement (EEA) are platforms of competition between

countries to display national pride and it serves as a measurement for the current

condition of education in a country. Moreover, measuring a generative instruction

strategy is improbable because of the lack of variable and the wide spectrum it covers.

17

OECD. 2014. PISA 2012 Results on Education. OECD. [Online] July 21, 2014. www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf.

18 OECD. 2014. PISA 2012 Results on Education. OECD. [Online] July 21, 2014.

www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf.

Macro-level Reforms

Micro-level Reforms

The Scale of Macro-level and Micro-level

reforms Figure 5.1

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A Supplantive

System

A Generative

System

A Low Cost System

An Efficient System

An Enjoyable

System

However, it is also important to remember that we cannot measure the human brain. In

fact, most standardized test like IQ test and the aptitude test are now consider to be

obsolete in measuring human intelligence. As the sayings said that everybody is a

genius, but if you judge a fish by its ability to climb a tree, it will live its whole life

believing that it is Stupid.19

If DepEd cannot eliminate the assembly-line system of education despite its negative

effect on education. Then, how can DepEd address the assembly-line system of

education without eliminating the assembly-line system? In order to achieve such

system, DepEd must be innovative.

To create such system we should consider the following criteria: (See Figure 6.1)

1. A mixed of Supplantive Strategy and

Generative Strategy: The more teachers

supplant information to children, the less

children becomes generative and vice

versa. A balance system should enable

children to improve themselves and at the

same time grasp complex lesson that they

cannot grasp solely by their own.

2. An Efficient System: The system of

education is very inefficient. For example,

according to Recycle Now Schools

Organization it is estimated that an

average secondary school children wasted

22 kg of paper every academic school year. 20 Moreover, it is estimated that the

government loses an average of 7.5 billion pesos because of dropouts children.

3. A Low Cost System: Bertrand Russell argued that to provide a free education to all

will result to a massive financial problem to the government.21 However, a large budget

on education does not correlate an effective system of education. On the same token,

most Filipinos cannot afford an expensive education. Thus, a low cost system should

allow everyone to learn without extracting more funds from the national government.

19

Einstein, Albert. Albert Einstein Quotes. Brainy Quotes. [Online] www.brainyquote.com. 20

Recyclenow. How much does your school waste? Recyclenow. [Online] www.recyclenow.com/recycle/recycle-school/get-your-recycling-collected/how-much-does-your- school-waste.

21 Joe, Park. 1963. Bertrand Russell on Education. (London : George Allen and Uwin Publishing,

1963).

Factors to be considered Figure 6.1

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4. A System that Student’s Enjoy: Randy Pausch said we should never

underestimate the importance of having fun. The system of education should remember

that the main goal of children is to have fun. Thus, a system that children enjoy should

make learning easier.

The 2015 ASEAN integration oblige DepEd to initiate reform in our system of education.

However, the reform initiated by DepEd will head towards the direction of a continuous

cycle of larger expenditure, inefficiency and lack of quality because

it maintains the main problem of education: an assembly-line

system of education. To make matter worst, DepEd cannot simply

eradicate the assembly-line system because it is the norm of the

international community. However, never in the history of the

Philippines did it encounter the pressure of overhauling its system

of education. The ASEAN integration is a catalyst of competition

between ASEAN countries. If the national government want to win

this competition it must innovate the system of education. To design a sufficient system

of education, we must consider the criticism to the assembly-line system and integrate

the most important lesson which is creativity and innovation.

VII. AN ALTERNATIVE SYSTEM OF EDUCATION

In an effort to develop a system of learning that addresses the flaw of the assembly-line

system while integrating lessons such us creativity and innovation without overhauling

the assembly-line system will require a solution like no any others. The solution should

no longer be from the instruction manual nor from strategies implemented before; it

should rather be a product of innovation. If Einstein is alive he will tell us that we cannot

solve our problems with the same thinking we used when we created them.22

In 1990, Gagne and Merill developed the idea of learning enterprise. A learning

enterprise is defined as a purposive activity that depend its execution on some

combination of declarative knowledge, intellectual skills, and cognitive strategies, all

related by their involvement in a common goal.23 A fundamental concept of learning

enterprise is articulation. Articulation refers to the relation of information segments to

one another within a curriculum or course of study.

22

Einstein, Albert. Albert Einstein Quotes. Brainy Quotes. [Online] www.brainyquote.com. 23

Gagne, R. and Merill, M. 1990. Integrative Goals for Instructional design. (s.l. : Educational Technology Research and Developmet, 1990). p. 25.

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Articulation has four major types: (See Figure 7.1)

The Four Major Types of Articulation Figure 7.1

1. Separate Subjects: A curricula should be divided into segments and is taught from

the simplest concepts to more complicated concepts through spiral progression. It

should enable children to grasp complex concepts.

2. Correlation: Associating a subject to a real life situation will produce children that

have connections to the subject matter. It should enable children to apply their

knowledge on actual field.

3. Fusion: Combining two different subjects into one subject would reduce the

expenditure of DepEd. For example, ETAR is a combination of Economics, Taxation

and Agrarian Reform. To teach each subject will yield high expenditure and large

amount of time but if we combine the following subjects not only will DepEd reduce its

expenditure but it will also produce children that have capacities to see the whole.

4. Integration: It refers to the integration of certain system or strategies to improve the

efficiency and output of the existing system. For example, integrating computer subjects

is expected to produce computer literate children.

If we ask Einstein on how we could address the assembly-line system without

overhauling the assembly-line system, he will tell us that imagination is more important

than knowledge. For knowledge is limited to all we now know and understand, while

imagination embraces the entire world, and all there ever will be to know and

Articulation

Separate Subjects

Correlation

Integration

Fusion

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understand.24 Thus, to address the assembly-line system without overhauling it will

require tremendous creativity, imagination and innovation.

Interestingly, it is ironic that the negative aspect of an assembly-line system is the one

currently incorporated in the system of education. As a result, the assembly-line system

of education is filled with inefficiencies and produces children that lack the skills

necessary in today’s world. However, an assembly-line system is supposed to produce

efficiency and low expenditure. On the same token, it is more ironic that the negative

effect of an assembly-line system is the one currently existing in the system of

education not its efficient results. To address the assembly-line system without

overhauling it seems an improbable task but if we modify the strategy implementing the

assembly-line system by eradicating its negative qualities and extracting its positive

qualities it could yield great results. Based from the idea of articulation, integrating the

positive qualities of an assembly-line system should improve the efficiency of the

existing system.

The following are the negative results of an assembly-line system:

1. Non-creative Children

2. High Expenditure for the National Government

3. Lack of Fun in the system

The following negative results of an

assembly-line system are supposed to be

address by the alternative system. The

alternative system of education is an

integration of learning and a real

assembly-line. It is not a profit oriented

system but it will implement an assembly-

line system that produces innovative

children. This system of education

maintains the standard program designed

by DepEd. The difference lies in the

system and its purpose. Teachers in this

alternative system of education will

become instructors and manager. The

school will become a factory where

children are the organisms running the

factory.

24


Start

Instruction

Material

Pass

Test NO

The Alternative System Figure 7.2

Data

School

Service or

Production

End

YES

Supplanting

Data

17

The following is the process of the alternative system of education (See Figure 7.2).

1. Start: In an assembly-line system, production starts with planning and designing a

detailed framework of products based on the data in the market. It includes the

management of products from raw materials up to the finished products. Similarly in the

alternative system, teachers will assess the children. They will design a detailed

framework to manage the school based from the different characteristic of children.

In the alternative system of education, a school should be given authority to manage its

own domain. If Freire is alive he will tell us that school is a living organism and should

have its autonomy.25 The failure of DepEd to address micro-level problems can be trace

from their absent on actual classes. Thus, school should be given authority to manage

its own jurisdiction with minimal influence from DepEd.

2. Production: Once they determine the information, teachers will assign a respective

position to all children and children will handle various school operations. In this

sequence, children will conduct school service and production. In school service,

children will do the task in maintaining the school. For example, some children will be

assigned to the canteen while the others are cleaning the school. By applying the

strategy of fusion, teachers can fuse certain task to the children that will help them

learn. Aside from the school service, children will enter a production line. The production

line is a working factory wherein children execute their ideas.

One important aspect of the alternative system of education is a partnership between a

private enterprise and the school. The private enterprise could buy the products

produced by the children in the production line. It can be clothes woven by children for

their EPP (Edukasyong Pantahanang Panlipunan) class or food cooked by the children

which can also be bought by other children in the canteen. Moreover, the private

enterprise can also demand some products that require technical skills such as welding.

25 Freire, Paulo. 1993. Pedagogy of The City. [trans.] Donaldo Macedo. (New York : Continuum

Publishing Corporation, 1993).

YES

18

The school’s program for technical skills can become more efficient if the projects of the

children will be bought by the private enterprise. It will be a win-win strategy for both the

private enterprise and the school because the private enterprise will no longer need to

commission workers, on the other hand, the school and the children will earn money

while at the same time learning.

The goal of the alternative system of education is to provide a model of a low cost

system of education that emphasizes a balance of Supplantive and generative strategy

and at the same time enjoyment for the students.

3. Data: The product created by the children will undergo quality control and if the

product pass; it will be sold. Then, the children will record their data of production.

4. Instruction Material: An assembly-line system follows a strict manual to effectively

manage a system by guiding workers. In the existing system, instruction materials serve

as manual for teachers and children. On the other hand, in the alternative system,

teachers create their own framework based on their assessment of the individual

characteristics of children and the data gathered from the production line while

maintaining the lessons from the instruction materials designed by DepEd. For example,

if the lesson is statistics teachers can use the data gathered from the production line as

given. Moreover, it will update children of the supposed percentage they should have.

5. Supplanting Data: An assembly-line system is a manufacturing process that is

inspired by a continuous-flow production method in which parts are added in sequence

until the final assembly is produced. In the existing system, children encounter

instruction materials which serve as manual for teachers and children. Teachers

supplant the information contained in the instruction materials to the children. On the

other hand, in the alternative system, once the teacher determines the necessary

19

framework, the teacher will elaborate this information to the children. By applying the

strategy of fusion and integration, teachers can guide children while allowing them to be

generative and to have fun. For, example, the school can fuse

history and computer games. Just imagine if the gameplay of

League of Legend is based from real historical events, perhaps

children will master history in just one night. A fusion like these

will not only aroused and give smile to children but will also

reduce the work of teachers and increase the savings of the

school because the children will pay to play in the computer

(Piso net). Moreover, by applying the strategy of correlation, a school can make a

partnership to a call centre company. A partnership with a call centre company will allow

children to learn English in the most effective way while earning money. The following

are just some strategies teachers can apply in order to supplant information to children

while allowing them to become generative and to have fun. If Einstein is alive he will told

us that the true sign of intelligence is not knowledge but imagination.26 Thus, teachers

and children should be imaginative.

6. Pass Test: In an assembly-line system, if the product passes the quality control

sequence, it is allowed to be transfer in the hands of retailers. However, if the product

failed to pass the quality control sequence, it is declared a factory defect and it will

repeat the assembly-line system. The K-12 system intends to produce standard model

of children with the same set of skills. To do so, teachers conducts test to children. If the

children pass the test, it is allowed to enter the next sequence or year level until it

reaches the final year level. However, if the children failed to pass the test, it is

prohibited to enter the next sequence or year level and will repeat the system. On the

other hand, in the alternative system, tests is not about passing and failing but it is

about helping children that require proper attention. Moreover, tests in the alternative

system will incorporate fun and remove the pressure applied to children in every test.

7. End: Lastly, the money that children earn will be given to them. However, half of the

money that they will earn will go straight to DepEd which it can use as a reserve capital

for its other projects. DepEd will return the money of the children once they reach

26


20

college. Through this system, DepEd will reduce its dependency from the national

government and could initiate necessary reforms easier. In this station, children will

learn how a bank works and will have financial literacy.

In the end, the challenge to design a micro-level system will be given to the teachers.

Teachers should know how to evaluate and assess the need of their students to make

an effective system of education. Moreover, it is important to remember that the

alternative system does not propose a standard system of learning. It is in the hands of

the teachers to initiate innovative ways to cultivate the creativity of the children. If Maria

Montessori is alive she will remind us that if education is always to be conceived along

the same antiquated lines of a mere transmission of knowledge, there is little to be

hoped from it in the bettering of man’s future.

VIII. Finish Product of the Propose System

The alternative system of education is a theoretical system but its objective is to

complete the golden triangle. If effective, the alternative system will produce high quality

children, that require little expenditure and brings fun to the children. The alternative

system of education aims to produce generative children that are creative and

innovative. It is designed to match the guidelines enumerated by Ken Robinson and to

provide the necessary skills listed by IBM. Moreover, it is a system that is trying to

address the lack of personal connection of the children in the assembly-line system of

education and the financial problems encountered by every family in sustaining a quality

education. If Einstein is alive he will advised us that we must learn from yesterday, live

for today, and hope for tomorrow. The important is not to stop questioning.27 Thus, we

should constantly question the system of education until we achieve the finish product

we intend to produce but such event will only be possible if we innovate and use our

imagination.

IX. Conclusion

The demand of the 21st century is different from the demand of the industrial age.

Simple changes in our system of education are no longer sufficient to achieve the

purpose of education. If we want to produce creative and innovative children, traditional

strategy of education is no longer effective. The world needs an innovative system.

Thus, we should not be afraid to change the conventional system of education and

experiment on new methods to produce creative and innovative children. We are now in

the information age not in the industrial age dominated by an assembly-line. If Einstein

is here he will tell us that insanity is doing the thing over and over again and expecting

27


21

different results.28 Thus, we should now make a difference before insanity cover our

future. Let us use this as an opportunity to spearhead development in education.

BIBLIOGRAPHY

Primary Sources:

DepEd. 2013. The K to 12 Basic Education Program. Official Gazette of the Philippines.

[Online] 2013. www.gov.ph/k-12.

Freire, Paulo. 1993. Pedagogy of The City. [trans.] Donaldo Macedo. (New York : Continuum Publishing Corporation, 1993).

Freire, Paulo. 1984. Pedagogy of The Oppressed. [trans.] Myra Ramos. (New York : Continuum Publishing Corporation, 1984). pp. 57-64.

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A. Books

Bloom, B. 1964. Stability and change in human characteristics. (New York : Wiley Publishing, 1964). p. 59.

Driscoll, M. 1994. Perspective on Instructional Planning: How do teachers and Instructional Designersconceive of ISD planning practice. (New Jersey : Educational Technology Publishing, 1994). p. 18.

Gagne, R. and Merill, M. 1990. Integrative Goals for Instructional design. (s.l. : Educational Technology Research and Developmet, 1990). p. 82.

George, Anne. 1964. The Motessori Method. (New York : Schocken Books, 1964).

Greenfield, P. 1984. A theory of the teacher in the learning activitiesof everyday life. (Massachussets : Harvard University Press, 1984). p. 130.

Joe, Park. 1963. Bertrand Russell on Education. (London : George Allen and Uwin Publishing, 1963).

Piaget, jean. 2001. The Psychology of Intelligence. [trans.] Malcolm Piercy. (London :

Routledge Publishing, 2001).

Salomon, G. 1979. Interaction of Media, cognition, and learning. (San Francisco : Jossey-Bass Publishing, 1979). p. 142.

Smith, Patricia and Ragan, Tillman. 2005. Instructional Design. (New Jersey : John and Wiley Sons, Inc., 2005).

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Thomas, James. 1969. The Center-based learning approach : an innovative approach to teaching and learning. (New York : McGraw-Hill Publishing, 1969). p. 231.

Wittrock, M. 1974. Learning as a generative process. (s.l. : Educational Psychologies Publishing, 1974). pp. 87-95. Vol. 11.

B. Online Sources


Ericta, Carmelita and Fabian, Emma. 2009. A Documentation of the Philippines Family Income and Expenditure Survey. pids.gov.ph. [Online] July 2009. www.dirp3.pids.gov.ph/ris/dps/pidsdps0918.pdf.

Kruse, Kevin. 2012. Top 4 Traits of "Future Proof" Employees, According to 1,709 CEOs. Forbes Magazine. [Online] December 26, 2012.www.forbes.com/sites/kevinkruse/2012/12/26/ibm-ceo-study/.

OECD. 2014. PISA 2012 Results on Education. OECD. [Online] July 21, 2014. www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf.

Orbeta, Aniceto. 2013. A Glimpse at the School Dropout Problem. Unicef. [Online] September 17, 2013. www.unicef.org/philippines/brief04_fnl.pdf.

Popova, Maria. 2013. The Secret to Learning Anything: Albert Einstein’s Advice to His Son. Brainpickings. [Online] June 14, 2013. www.brainpickings.org/2013/06/14/einstein-letter-to-son.

Recyclenow. How much does your school waste? Recyclenow. [Online] www.recyclenow.com/recycle/recycle-school/get-your-recycling-collected/how-much-does-your-school-waste.

Robinson, Ken. 2011. Sir Ken Robinson: The Purpose of Education. The Daily Riff. [Online] March 2, 2011. www.thedailyriff.com.

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Innovation in an Assembly-Line System of Education