Relevant bibliographies by topics / Education Philippines

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education Philippines'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Education Philippines"

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Rido, Imran, Siti Halimah, and Husni Mubarok. "Analysis of Islamic Education Policy: Philippines Case Study." TADRIBUNA: Journal of Islamic Education Management 2, no. 2 (July 11, 2022): 36–46. http://dx.doi.org/10.61456/tjiec.v2i2.22.

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This study aims to Analysis Of Islamic Education Policy: Philippines Case Study. This research includes qualitative research. The approach used is pure library research (library research). Data obtained from reading materials obtained by researchers from books, articles contained in print. Data were collected and sorted to fill in the answers to the formulated research questions. The analysis uses a content analysis approach that is adapted to the need to develop historical linkages and the dynamic context of madrasas in the Philippines. The conclusion of this study is that Islam in the Philippines has experienced ups and downs from a religion that was once great marked by the presence of Islamic empires such as Manila, Manguindanau and Sulu to become minority groups caused by colonialism carried out by Spain, America and Japan. Islamic education policies in the Philippines, the Philippine government is trying to include an Islamic education system such as madrasas in the national education system, accommodation for madrasa education in the Philippine education system has begun to progress since the Philippine government adopted DO 51 which includes teaching Arabic and Islamic values ​​in public schools, and testing the standard curriculum or what is often called the Standard Madrasa Curricula (SMC) in private madrasas; The impact of Islamic education policies in the Philippines, namely the Philippine government in developing madrasa education, has learned a lot from the development of madrasas in Indonesia.
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PANARINA, Daria S. "PHILIPPINE EDUCATION SYSTEM DURING THE ERA OF THE THIRD PHILIPPINE REPUBLIC: 1946–1965." Southeast Asia: Actual Problems of Development, no. 4(57) (2022): 253–69. http://dx.doi.org/10.31696/2072-8271-2022-4-4-57-253-269.

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The paper represents another item in the author's series of articles on the Philippine education system. The author examines in detail how Philippine education was changing during the Third Philippine Republic period, with what effect five Philippine presidents, who succeeded each other in years 1946–1965, managed to transform the education system in the Philippines, how their policy at the national level was reflected in the ideas which in their steed were propagated via the educational system in schools and other educational institutions. For the administration of each of the five presidents during the Third Republic the author gives a brief description of the state the country was in. A general short list of innovations and changes in the education system of the Philippines that occurred during the era of the Third Republic is provided. Moreover, the paper includes statistics showing the dynamics of the education system development in both the period under review and, for comparison, in an earlier time, when the Philippines was still an American colony.
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Landicho, Leila. "PAFERN: Advancing Philippine Agroforestry Education and Research via Networking." Asian Journal of Agriculture and Development 8, no. 1 (June 15, 2011): 91–106. http://dx.doi.org/10.37801/ajad2011.8.1.6.

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Agroforestry education in the Philippines is already 30 years old. While there was interest among the state colleges and universities to offer various agroforestry education programs in the Philippines, these institutions were faced with a number of issues, development needs, and challenges that hindered program implementation. This article highlights the significant contributions of the Philippine Agroforestry Education and Research Network (PAFERN) in strengthening the quality of agroforestry education in the Philippines. It argues that institutional capacity-building programs of PAFERN made a difference in the current state of agroforestry education in the Philippines. These include building staff capability, establishing learning resources and support facilities, developing institutional linkages, providing access to agroforestry information, and enhancing policy advocacy programs. PAFERN's experiences in strengthening agroforestry education in the Philippines only prove that creative networking and implementation of need-driven capacity-building programs would help advance a specific field or area of concern. PAFERN should continue providing institutional capacitybuilding programs to sustain its relationships, resources, and relevance in a changing world.
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Edralin, Divina, and Ronald Pastrana. "Technical and vocational education and training in the Philippines: In retrospect and its future directions." Bedan Research Journal 8, no. 1 (April 30, 2023): 138–72. http://dx.doi.org/10.58870/berj.v8i1.50.

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The Technical Education and Skills Development Authority (TESDA) is the government agency tasked to manage and supervise technical education and skills development in the Philippines. In retrospect, we answered the research question: “What is the status of TVET in the Philippines as managed and supervised by TESDA and its future directions towards SDG#4? We described the evolution, goals, objectives, accomplishments, and challenges of TVET in the Philippines. We used the Philippine Qualifications Framework as the underpinning model which establishes a standard for education and training providers. We adopted the descriptive research design and the qualitative archival research approach. Findings revealed that TVET in the Philippines began when it was introduced in the Philippine education system in 1927. There were considerable accomplishments and outcomes of TVET in the Philippines in the past years such as setting the direction of TVET in the Philippines and promulgating relevant standards. These strategic efforts contributed to the employment of TVET graduates, improving the quality of their skills needed by the industry, and having a clearer policy direction on how TVET is implemented in the country. Problems and challenges encountered in the supervision and implementation are related to the poor quality of graduates, low employment of graduates, as well as weak structural and policy implementation as shown by the lack of closer coordination among the TVET stakeholders. We recommended aligning the curriculum development of TVET with the present Philippine Development Plan 2022-2028 and the needs of the industry including the demands of Industry 4.0 to strengthen TVET in the Philippines and align its future direction with SDG#4.
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Eduardo, Jesster P., and Arneil G. Gabriel. "Indigenous Peoples and the Right to Education: The Dumagat Experience in the Provinces of Nueva Ecija and Aurora, in the Philippines." SAGE Open 11, no. 2 (April 2021): 215824402110094. http://dx.doi.org/10.1177/21582440211009491.

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The Philippine historical accounts show that Indigenous Peoples (IPs) in the Philippines have long been suffering from discrimination and lack of access to Education. The IPs comprise about 10% to 20% of the Philippines’s 102.9 million total populations. The Philippine educational system’s neo-colonial background creates injustice on some cultural minorities who can attend school. For this matter, the study measures the perceptions of the Dumagats on their rights to Education. It focuses on the Dumagat communities in the provinces of Nueva Ecija and Aurora in the Philippines. By using the simple binary quantitative tool, the qualitative method of research, the application of Indigenous research methods, and critical pedagogy as analytical lens, the study found that (a) the implementation of the Philippine policies on the rights to Education as reflected on the Indigenous Peoples’ Rights Act (IPRA) of 1997 is more of a tokenism; (b) the enjoyment of the right to Education of IPs is hindered mainly by poverty; (c) English remains the widely used medium of instruction in most IP curricula; and (d) the IPs’ limited knowledge on specific provisions of IPRA related to the access to Education and culture is short of the policy ideals. The above findings necessitate change agents to start a process of pedagogical liberation. The National Commission on Indigenous Peoples (NCIP) personnel and IP teachers can play a vital role as change agents and may act to correct the historical injustices on IPs’ rights and welfare.
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Vista, Alvin. "Equity in cross-cultural gifted screening from a Philippine perspective." Gifted Education International 31, no. 3 (March 19, 2014): 232–43. http://dx.doi.org/10.1177/0261429414526657.

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This paper discusses issues on cross-cultural gifted screening from a Philippine perspective. Research on gifted education in the Philippines, and Southeast Asia in general, is still nascent. The main focus of this review of literature is on equity of the gifted education screening process across wide socioeconomic, cultural, and linguistic differences within the student population. On account of the relative lack of specific literature on Philippine gifted education, this review links the findings in gifted education research from Western-based countries and relates the findings to the Philippine context. For example, although the Philippines do not have as much of an issue of racial inequity in schools as the United States, the same inequity because of socioeconomic factors can be tackled similarly. The implication of alternative assessments, and their utility in cross-cultural gifted education, are also examined.
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Abdul, Jalloud. "EFFECTS OF THE PHILIPPINE RECLAMATION ON SABAH TO THE PHILIPPINES AND MALAYSIA RELATIONS FROM 2010 TO 2020." Jurnal Sosial Humaniora 15, no. 1 (April 30, 2024): 61–70. http://dx.doi.org/10.30997/jsh.v15i1.12781.

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The study aimed to identify the knowing and understanding towards the Republic of the Philippines reclamation on the Sabah. The study was undertaken by to investigate the perceived effects on the issue of the Philippines’ Reclamation on Sabah to the Philippine-Malaysia relations. The study attempted to answer the following questions: (1) perceive the effect of the Philippine reclamation on Sabah to the Philippines-Malaysia bilateral relations? (2) the Philippine reclamation on Sabah and its economic repercussions? (3) the Philippine reclamation on Sabah and its Political repercussions? The researcher made use of self-made guided questionnaire through purposive sampling method that was utilized to select samples of the respondents limiting the respondents into the data were analyze using thematic analysis. Based on the data gathered, the study shows that the effects of the Philippine reclamation on Sabah and its effects to the Philippines-Malaysia relations. In line with the statement of the problem of the study, the researchers found out from the results that the responses average weighted mean in Part II is 2.24 and on Part III is 2.34 both having a verbal interpretation of undecided, and the respondents perceived that negative repercussions on reclamation of the Philippines on Sabah and the reclamation will only increase the abnormal ties and tension between Malaysia and the Philippines. There’s a need of extension agent in the community by means of education to more understand and know what implications and effects that the Philippine reclamation Sabah has for both the Philippines and Malaysia, and the world. Keywords: Philippines - Malaysia Bilateral Relations, Philippines reclamation on Sabah, Repercussions, Sabah Disputes.
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Mercado, Felixberto M., and Benilda N. Villenas. "Grounded Theory on Creating and Maintaining Adult Education Programs in Selected Higher Education Institutions in the Philippines." European Journal of Educational Research me-13-2024, me-13-issue-4-october-2024 (October 15, 2024): 1455–75. http://dx.doi.org/10.12973/eu-jer.13.4.1455.

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<p style="text-align:justify">This study is an attempt to develop a grounded theory on how adult education in higher education (AEHE hereafter) programs in the Philippines are created and maintained. The grounded theory illustrates the interrelation of factors that stimulate or serve as the drivers of AEHE in higher education institutions in the Philippines as well as the management and maintenance of AEHE at the operational and strategic levels, hence illustrating the bigger picture of adult education in higher education in the Philippines. Funded by the Commission on Higher Education (CHEd) of the Philippines, this study was part of a larger research project that investigated adult education in Philippine higher education institutions, that is, State Universities and Colleges (SUCs) and Private Higher Education Institutions (PHEIs). The data were derived from focus group discussions (FGD) with 43 participants from eight SUCs and nine private HEIs that have adult education programs that are regularly offered every academic year. The grounded theory drawn from the study pointed to the contextual – personal and institutional – factors, strategic and operational levels of management as well as the critical role of academic policy for the implementation and maintenance of AEHE programs, collaboration, and a compelling vision to ensure that adult education in higher education in the Philippines is prioritized in the country with involvement of relevant government agencies that will draw definite agendas and priorities to attain the goals of AEHE through a structure and management to carry out its functions and realize its compelling objective of creating a cadre of AEHE educators and specialists and adults suited for the demands of a knowledge-driven economy.</p>
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Kim, Jiin, and Sung-Sang Yoo. "Filipino global citizenship education in teacher education college: The case of Philippine Normal University." SNU Journal of Education Research 32, no. 3 (September 30, 2023): 79–101. http://dx.doi.org/10.54346/sjer.2023.32.3.79.

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This study analyzes the case of global citizenship education (GCED) in teacher education colleges in the Philippines and draws out its features to find implications for GCED in teacher education colleges. To this end, Philippine Normal University (PNU), a leading participant in GCED in the Philippines, was selected and analyzed in terms of the program’s purpose and background, curriculum and research, and management system. Analysis shows that the PNU has been actively engaged in GCED based on its historical background in women and human rights studies. The PNU's GCED program mainly adopted the concept of GCED presented by UNESCO while emphasizing the behavioral dimension. This case demonstrates that the areas of GCED to which teacher education colleges can contribute are diverse, encompassing pre-service and in-service teacher education and research. Teacher education colleges can play a leading role in expanding GCED in a country through their active engagement in the agenda demonstrated by institutional leadership and collaboration with international organizations.
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Opiniano, Jeremaiah M. "The ‘new’ Philippine future “beside” the exodus." Asian Education and Development Studies 10, no. 1 (April 21, 2020): 53–68. http://dx.doi.org/10.1108/aeds-02-2019-0027.

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PurposeThe purpose of this paper is to review the international migration-and-development story of the Philippines, amongst the leading migrant-origin countries.Design/methodology/approachMigration and socio-economic development data are used to depict the migration-and-development conditions of the Philippines.FindingsThe Philippines has mastered the management of overseas migration based on its bureaucracy and policies for the migrant sector. Migration also rose for decades given structural economic constraints. However, the past 10 years of macro-economic growth may have seen migration and remittances helping lift the Philippines' medium-to-long term acceleration. The new Philippine future beside the overseas exodus hinges on two trends: accelerating the economic empowerment of overseas Filipinos and their families to make them better equipped to handle the social costs of migration; and strategizing how to capture a “diasporic dividend” by pushing for more investments from overseas migrants' savings.Research limitations/implicationsThis paper may not cover the entirety of the Philippines' migration-and-development phenomenon.Practical implicationsImproving the financial capabilities of overseas Filipinos and their families will lead to their economic empowerment and to hopefully a more resilient handling of the (negative) social consequences of migration.Social implicationsIf overseas Filipinos and their families handle their economic resources better, they may be able to conquer the social costs of migration.Originality/valueThis paper employed a population-and-development (PopDev) framework to analyse the migration-and-development conditions of the Philippines.
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Dissertations / Theses on the topic "Education Philippines"

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Benson, Emeeh Ofelia J. "Public Education in the Philippines: Social Inclusion and Education Access." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612544.

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I have had many ask me questions about education in the Philippines so I decided to write this paper on education in my country beginning with the history. I am an advocate of multilingual education and initially wanted to concentrate on that approach. Schools were taught bilingually with English being the main second language. I actually learned English before Tagalog, the official language of the Philippines; my first language being Ilocano, the language of the Cagayan Valley. This paper will also touch upon the case of Multigrade schools in implementing educational innovation. I will be concentrating on the public education system of the Philippines and the organization of public schools as well as highlighting the effective means of macro level and micro level Multigrade programs. Studies suggest that Multigrade schools, i.e. those with classes that are mixed in age and ability, can be a cost effective means of raising students over all achievement in school. This study examines the association between teacher education, teacher effectiveness, and teacher morale. It will also show that teacher leadership is directly linked to student success. In particular, the time spent on direct instruction and other kinds of activities predicts positive achievement gains. In the process of learning in schools; teacher education, teacher effectiveness, teacher morale and teacher leadership are important standard measures for professional autonomy. The purpose of this study is to determine factors contributing to all these types of quality measures in both schools, public or private. The significance of Kindergarten to 12 grade in Philippine public schools as an approach to equity and opportunity for all Filipino children and changing the traditional nature of education in the Philippines indicates that they are ready to compete with other countries. I will discuss the evolution of literacy, describe adult literacy background and the influence of the development of literacy in both rural and urban areas of Philippine’s three largest Islands: Luzon, Visayas, and Mindanao. It concludes that to overcome the stigma of literacy failure due to lack of informal knowledge or the effective formal schooling, youth and adults have tried to improve access to literacy education by providing more public spaces. Policies in literacy for adults can vary in the characteristics of teaching and teaching requirements. Adult literacy program expansion may attract more students who want to better educate themselves. This would alleviate the stigma of not knowing how to read.
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Clark, Paul 1965. "A study of two Philippine high schools : a cross-cultural look at the education of girls and boys." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36893.

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While most schooling in the Philippines currently takes place in a coeducational setting, it seems apparent that, although they are attending the same high schools, boys and girls are not getting the same education. In many areas of the Philippines, boys' dropout rates are almost three times that of girls'. As more females graduate from college, women are rapidly replacing men in many fields.
However, this does not mean that women are leaving their traditional responsibilities in the home. Quite the opposite, women are now finding themselves faced with double the work while men essentially find themselves without the training or skills to adapt to a changing society.
This dissertation looks specifically at the schooling of two communities in the central Philippines. Looking at one school from a very rural village and another in a larger city, I examine the historical and sociological traditions of the Philippines and the island of Panay specifically. I investigate the reasons for girls' success while also looking at some reasons for boys' failure. I look closely at students' relationships with their schools, their teachers, their families, and with each other; I am trying to get a sense of how they perceive themselves and their world.
This dissertation uses qualitative research methods including lengthy observation and interview of students, families and teachers. It draws from the traditions of phenomenology and grounded theory, and is constructed in an interpretive anthropological tradition in which the narration is in first person singular and, where possible, the present tense.
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Natera, Karen Diane. "The shift from face-to-face to blended learning in Philippine secondary schools: implications to pedagogyand policy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50559126.

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Selected Philippine high schools have decided to implement a blended learning program as part of its solution to address the problem of classroom shortage. This study investigated the differences between how teachers teach online and in face to face environments. It also looked into the policies needed to be in place if pedagogical change is expected in schools. This study employed a mixed methods research, where the qualitative data set was used to deepen survey results. A survey was designed to find out the learning activities implemented in F2F and online environments, teachers’ pedagogical beliefs and perception of pedagogical change. The survey was conducted to all eleven blended learning teachers of one school. Survey results showed that F2F activities were more student-centered than activities in the online environment. Furthermore, majority of the teachers believed that shifting to blended learning changed the way they teach. The second phase of the study involved observations of classes of four teachers in three learning environments: online, F2F and regular classes. The four teachers, the ICT coordinator and the school principal were also interviewed about their beliefs on teaching and learning, the role of technology in schools and their experience of blended learning from both the pedagogical and policy perspectives. Findings indicate that teachers leaning towards instructivist-behavioral orientations will most likely implement the same strategies in blended learning environments. They tend to view pedagogical change as being influenced by the national curriculum and student characteristics. Teachers with constructivist-cognitive perspectives implement more student-centered strategies online and viewed pedagogical change as a change in teacher roles. The availability of technology infrastructure, frequency and duration of blended learning classes were also found to be external drivers of pedagogy. From the perspective of policy, a shared vision, the national curriculum, the roles of program implementers and teacher support all influence the implementation of the blended learning program. The study recommended a review of the scheduling scheme, the practice of team teaching and training on collaborative technologies for both teachers and students. From the policy perspective, a program framework, a blended learning curriculum and evaluation standards for blended learning teachers were identified as critical support mechanisms for successful program implementation. This study argued that the introduction of technology and blended learning programs in schools should go beyond addressing the problem of classroom shortage and achievement test results. It questioned the government’s vision of educational reform and recommended a change in its perception of the role of technology in education. A change in vision, curriculum, assessments and work practices were found to be essential elements that enable lasting educational reform.
published_or_final_version
Education
Master
Master of Science in Information Technology in Education
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Tan, Susan Villanueva. "The education of Chinese in the Philippines and Koreans in Japan." Thesis, [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13458619.

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Yeung, Hok-wai, and 楊學威. "The role of private financing in higher education in the Philippines and Japan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31950498.

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Yeung, Hok-wai. "The role of private financing in higher education in the Philippines and Japan." [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1328017X.

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Masselink, Leah E. Lee Shoou-Yih Daniel. "Health professions education as a national industry framing of controversies in nursing education and migration in the Philippines /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2853.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Jun. 4, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Health Policy and Management." Discipline: Health Policy and Management; Department/School: Public Health.
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Ohlström, Tove. "”We can make great things happen with sexuality education”: Pre-service teachers’ perceptions of sexuality education : A Minor Field Study in the Philippines." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295983.

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This semi-structured interview study aimed to gain a deeper understanding of Filipino pre-service teachers’ perceptions of sexuality education. It also aimed to study how the pre-service teachers’ perceptions related to international recommendations on sexuality education and the theoretical perspectives of gender and power and Freiran theory that these draw on. Main findings included that the pre-service teachers critically reflected on own experiences of sexuality education and did not intend to repeat the education they received to future students. Furthermore, they expressed problem-focused perceptions of sexuality education content but positive approaches to the subject in general, and were hopeful of positive sexual health outcomes in the Philippines. Objections from the Catholic Church and parents to future students were perceived as the biggest challenges to the implementation of sexuality education. More information to, and collaboration with, parents regarding sexuality education were suggested as means to face resistance in the Philippine society. The pre-service teachers’ perceptions agreed with international recommendations on sexuality education to some extent, but results showed contradicting opinions regarding gender equality and sexual diversity. This point to a conclusion that the pre-service teachers need extended and improved teacher training on sexuality education, that develop their knowledge and allow them to critically reflect on norms in their society.
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Murata, Akira. "Effects of remittances on household expenditure inequality and education expenditures : evidence from the Philippines." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7412/.

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This thesis examines the economic effects of both international and domestic remittances on Filipino households. The thesis investigates three main research questions: (1) “Which household characteristics affect the probability and the size of domestic and international remittances migrant households received?”; (2) “How do these two sources of remittances Filipino households received affect welfare inequality at the household level?”; (3) “How do the remittances affect the recipient household's expenditure patterns, especially educational expenditures?” The data mainly used for the thesis come from the nationally representative Family Income and Expenditure Survey (FIES) in the Philippines during the period of 1985-2006. With regard to the first question, the thesis finds that the levels of receiving international and domestic remittances are mutually related and reveals that there is a displacement effect of remittances from abroad on those from within the country. Furthermore, the thesis also revealed that several explanatory factors such as the welfare level, the heads' characteristics, the job-related factors, and the regional disparities are significant to determine both the probability and the size of receiving the remittances. Regarding the second question, the thesis shows that the receipt of international remittances could significantly contribute to an improvement in Filipino households' livelihoods at any welfare level and that it would cause expenditure inequality between Filipino households to widen over time. In contrast, the receipt of remittances from within the Philippines did not exert a significant impact on improving the welfare. As for the last question, the thesis finds that the receipt of remittances from abroad would increase the budget share for education as well as its absolute value. This result supports the idea that international remittances could contribute to the future Philippine economic growth via increase in human capital investment if the country sort out the issues on brain drain of educated migrants' children.
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Calma, Angelito. "National policy for research and research training : the case of the Philippines /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5752.

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Books on the topic "Education Philippines"

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Brigham, Susan. Language policy for education in the Philippines: Philippine education for the 21st century : the 1998 Philippines education sector study. Manila, Philippines: Asian Development Bank, 1999.

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Bank, World, and Asian Development Bank, eds. Philippine education for the 21st century: The 1998 Philippines education sector study. Manila, Philippines: Asian Development Bank, 1999.

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National Committee on Education for All (Philippines). Philippines: Education for all EFA 2000 : Philippine assessment report. [Manila]: National Committee on Education for All, 1999.

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Camarao, Fedeserio C. Technology education in the Philippines. Metro Manila, Philippines: National Book Store, 1991.

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Philippines. Dept. of Education, Culture, and Sports., ed. [Elementary education in the Philippines]. Diliman, Quezon City, Metro Manila: Instructional Materials Corporation, Kagawaran ng Edukasyon, Kultura at Isports, Republika ng Pilipinas, 1988.

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Natino, Romeo B. Laws on education in the Philippines. Quezon City: Great Books Pub., 2006.

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Cooney, R. P. Higher education accreditation in the Philippines. [Philippines]: Philippine Fulbright Scholars Association, 1989.

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Claude, Richard Pierre. Human rights education in the Philippines. Manila: Kalikasan Press, 1991.

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Javier, Yolanda V. The Filipinos: Their education yesterday and today. [Manila: Yolanda V. Javier and Martha Alegre Mogol], 2005.

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Javier, Yolanda V. The Filipinos: Their education yesterday and today. Edited by Mogol Martha Alegre. [Manila: Yolanda V. Javier and Martha Alegre Mogol], 2005.

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Book chapters on the topic "Education Philippines"

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Canieso-Doronila, Maria Luisa. "The Philippines." In Adult Education — The Legislative and Policy Environment, 109–29. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-007-0795-5_9.

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Canieso-Doronila, Maria Luisa. "The Philippines." In Adult Education — The Legislative and Policy Environment, 109–29. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-3450-5_9.

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Chao, Roger Y. "Higher Education in Philippines." In International Handbook on Education in South East Asia, 1–28. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-16-8136-3_7-3.

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Ocampo, Dina Joana, and Jerome Buenviaje. "Basic Education in Philippines." In International Handbook on Education in South East Asia, 1–28. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8136-3_5-2.

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Aguas, Jove Jim S. "Catholic Education in the Philippines." In Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_147-1.

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Aguas, Jove Jim S. "Catholic Education in the Philippines." In Encyclopedia of Teacher Education, 136–42. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_147.

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Milligan, Jeffrey Ayala. "Islamic Education in The Philippines." In Springer International Handbooks of Education, 1–16. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53620-0_34-1.

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Milligan, Jeffrey Ayala. "Islamic Education in the Philippines." In International Handbooks of Religion and Education, 781–95. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64683-1_34.

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Chao, Roger Y. "Higher Education in the Philippines." In International Handbook on Education in South East Asia, 1–28. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8136-3_7-2.

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De La Cruz, Robert John D. "Science Education in the Philippines." In Science Education in Countries Along the Belt & Road, 331–45. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6955-2_20.

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Conference papers on the topic "Education Philippines"

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Reston, Enriqueta, and Lisa Grace Bersales. "Reform efforts in training statistics teachers in the Philippines: challenges and prospects." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08604.

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In the Philippines, the growing concern in the teaching of statistics at the secondary and tertiary levels is evident in various reform efforts initiated by individuals and professional groups of statisticians. This paper examines the past and on-going individual and institutional activities geared towards teacher training and preparation of statistics teachers in all levels of the Philippine educational system. It presents the Philippine experience as a good example of how the different individuals and groups work together to achieve reforms. Institutional efforts towards statistical capacity building are primarily done through the Philippine Statistical System and the Philippine Statistical Association . The challenges encountered in these reform efforts are examined as basis for recommended courses of action towards more effective institutionalization of reforms in statistics education.
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"Science Education Program in Leyte Normal University: Teachers’ Perspective." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 26-27, 2017 Cebu (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.dir0117529.

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"Education for Sustainability in Global Youth Initiatives: A Stakeholder Approach." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 26-27, 2017 Cebu (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.uh0117456.

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"Research Competency of Teacher Education Students in Eastern Samar State University Main Campus." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 26-27, 2017 Cebu (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.dir0117524.

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"Teacher Education Graduates: A Tracer Study." In Sept. 21-22, 2017 Cebu (Philippines). URUAE, 2017. http://dx.doi.org/10.17758/uruae.uh09171010.

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Dimasindel, Mobarac R., and Norodin D. Salam. "Readiness of Higher Education in Southern Philippines: Internationalization of Higher Education System in the Philippines." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.159.

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"Social Constructivism and Clinical Teaching in a Selected Higher Education Institution in Cavite, Philippines." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 23-24, 2017, Manila (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.uh0117801.

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"Students’ Climate Change Literacy: Implication for Climate Change Education in Public Secondary Schools in Kabacan, North Cotabato." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 26-27, 2017 Cebu (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.dir0117204.

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"Gramsci’s Framework for Inclusive Education through Literary Production." In June 12-13, 2018 Manila (Philippines). Eminent Association of Pioneers, 2018. http://dx.doi.org/10.17758/eares2.ae0618401.

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"Applying Drama and Narrative Structure in ESL Language Education." In Jan. 29-30, 2019 Cebu (Philippines). Emirates Research Publishing, 2019. http://dx.doi.org/10.17758/erpub3.uh0119424.

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Reports on the topic "Education Philippines"

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Abrigo, Michael, and Kris Francisco. Compulsory Kindergarten Education and Early-Teenage Literacy in the Philippines. Asian Development Bank Institute, May 2023. http://dx.doi.org/10.56506/hcks6480.

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Cornelio, Glenndale J. A national values education agenda: The key to reform in the Philippines. East Asia Forum, May 2010. http://dx.doi.org/10.59425/eabc.1273802665.

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Dabrowski, Anna, Maya Conway, Yung Nietschke, Amy Berry, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building resilience in the Philippines: Readiness, response, and recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-704-5.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and prepare for subsequent waves of COVID-19 infection, there is a need to develop a higher capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have effectively supported learning continuity during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the research findings undertaken in the Philippines and Southeast Asia. This report forms part of a broader study that explores the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the policymaker practices that supported teaching and learning and consider ways school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of Asia countries, this study will highlight innovations in the system and school policies and programs in the Philippines and make recommendations based on insights from the Philippines’ education system. The study will focus on the school system and participants that support students in the Philippines but will not include students themselves.
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Landicho, L., and J. C. Fernandez. Agroforestry education in the Philippines: status report from the Southeast Asian Network for Agroforestry Education (SEANAFE) ICRAF Working paper no. 96. World Agroforestry Centre (ICRAF), 2010. http://dx.doi.org/10.5716/wp10020.pdf.

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Herrin, Alejandro N., and Marilou P. Costello. Sources of future population growth in the Philippines and implications for public policy. Population Council, 1996. http://dx.doi.org/10.31899/pgy1996.1004.

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Rapid population growth, poor and uneven economic performance, and slow progress in health and education are interrelated phenomena. However, while there is strong support for public policies aimed at economic recovery and human resource development in the Philippines, there is still a lack of consensus on the need for public policy to moderate population growth and on the role of a government-sponsored family planning program in overall population and development activities. This paper examines alternative population projections and analyzes the contribution to future population growth of unwanted fertility, high desired family size, and population momentum. The aims are to highlight the multiple policy responses that are needed to moderate rapid population growth and to clarify a number of factors that have prevented the development of a consensus on Philippine population policy.
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Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study in Asia: Executive summary. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-701-4.

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This document provides a summary of research exploring the systems, policies, and school-level practices that have supported learning continuity in Asia during and after the COVID-19 pandemic. Based on a review of policy documents on COVID-19 responses in Asia and a deep dive analysis of system and school-level responses in the Philippines and the Kyrgyz Republic, the findings from this study provide policymakers and education stakeholders with evidence of promising practices that could be leveraged to support learning recovery and education system resilience. In addition, a policy review was conducted on the Lao People’s Democratic Republic (Lao PDR), which focused on the practices of policymakers that have the potential to support teaching and learning. The study's intent is not to compare and contrast countries' responses but to highlight innovations in the system and school practices and make recommendations based on insights from system leaders and educators.
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Parker, Rachel, Jennie Chainey, Payal Goundar, Sarah Richardson, Anna Dabrowski, Amy Berry, and Claire Scoular. Summary report. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Australian Council for Educational Research; Asia-Pacific Centre of Education for International Understanding (APCEIU), September 2023. http://dx.doi.org/10.37517/978-1-74286-721-2.

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The relationship between global citizenship and education quality was established almost a decade ago, when it was described as a target under United Nations Sustainable Development Goal (SDG) 4.7 – to ‘ensure all learners acquire knowledge and skills needed to promote sustainable development.’ Despite efforts to define and frame global citizenship education (GCED), systems continue to grapple with understanding, enacting, and measuring it in ways that reflect changing local and global conditions for students, teachers and schools. This study responds to an identified need for tools and resources for systems to enact, monitor and evaluate GCED, particularly in primary school in the Asia-Pacific region. Presented here is a draft framework for monitoring effective GCED, which is relevant to systems, schools, and staff supporting upper primary school students. This was developed through a review of existing instruments and literature, consultation with experts, and data collected through questionnaires and focus group workshops with teachers from Australia, South Korea, and the Philippines.
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Parker, Rachel, Jennie Chainey, Payal Goundar, Sarah Richardson, Anna Dabrowski, Amy Berry, and Claire Scoular. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Australian Council for Educational Research, August 2023. http://dx.doi.org/10.37517/978-1-74286-718-2.

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Substantive work has been undertaken to define and frame global citizenship education (GCED). Global citizenship and related terms are included in the curricula and policy statements of many diverse nations around the world, however, the education sector often struggles to enact and monitor GCED in ways that reflect the changing conditions of students and schools. This study responds to an identified need for enhanced tools and resources for schools and systems to monitor and evaluate GCED, in accordance with United Nations (UN) Sustainable Development Goal (SDG) 4.7. This need is particularly pressing in the primary school sector, where little research has examined staff or student interpretations of GCED, and the Asia-Pacific (APAC) region, where despite significant interest, gaps in understanding and implementing GCED remain. This report presents a draft framework for monitoring effective GCED, which is relevant to systems, schools, and staff supporting upper primary school students. The framework has been developed from a review of existing instruments and research, including work undertaken to frame and assess global citizenship for the Southeast Asia Primary Learning Metrics (SEA-PLM). To develop this framework, we have also sought the input of GCED experts and teachers from the Republic of Korea, the Philippines and Australia to ensure relevance to these contexts. Accompanying the framework is a series of preliminary questions for systems, schools, and teachers designed to assist in exploring enabling conditions for the enactment of global citizenship, which is also underpinned by key findings and gaps from the literature.
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Raitzer, David A., Odbayar Batmunkh, and Damaris Yarcia. Intrahousehold Responses to Imbalanced Human Capital Subsidies: Evidence from the Philippine Conditional Cash Transfer Program. Asian Development Bank, December 2021. http://dx.doi.org/10.22617/wps210524-2.

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This paper looks at investments in children’s health and education among participants of the Philippine conditional cash transfer program. It suggests reforms to incentivize more balanced investments in all the children of each family.
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Hernandez, Philippe Jose S., Maria Carinnes P. Alejandria, Rowena S. Guiang, Alvie P. Bergado-Timbangcaya, Jean S. Taypa, Peejay D. Bengwasan, Ma Francia Sazon-de Chavez, et al. Guidance Counsellors on COVID-19 Experiences: Distance Education Successes and Challenges. Journal of the Australian and New Zealand Student Services Association, January 2024. http://dx.doi.org/10.30688/janzssa.2024-1-02.

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This qualitative exploration documented the lived experiences of 12 guidance counsellors in Philippine public and private universities. During the height of the COVID-19 pandemic (2020–2022), school closures forced counsellors to adapt to new modalities. Through online semi-structured interviews, counsellors shared how they delivered their services via distance/virtual means. Thematic analysis elicited findings on the successes and challenges reported. For successes, new learnings, wider reach of services through online platforms, involvement of faculty members in referrals, and mental health education were highlighted. Meanwhile, challenges included students discontinuing counselling, the stigma associated with seeking mental health support, and lack of manpower. The counsellors provided recommendations for improvement of services moving forward.
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