Dissertations / Theses: '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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Trinidad, Ana Raissa T. "Learning to be indigenous : education and social change among the Manobo people of the Philippines." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/learning-to-be-indigenous-education-and-social-change-among-the-manobo-people-of-the-philippines(e603fd06-9a31-499d-9419-5eb09205c269).html.

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This ethnographic study describes the intersection between politics and education, and between discourses and practice pertaining to indigeneity among the Manobo of Tagpalico in a highland area of the Philippines. The analysis reveals the interrogation of my own personal values as I came to understand what are held to be important values by the Manobo. For example, my idealistic perceptions of indigenous leaders were challenged by what I came to appreciate about their leadership skills relative to strategic and situated participation in the context of complex relations with various outsiders. This study further explains how adults and children actively engage in social processes through which they negotiate what counts among them as significant, appropriate knowledge and learning. It discusses how global discourses of education, literacy, and indigenous peoples are spoken about in ideal terms, but enacted differently in local practice. Salient in understanding this study is an appreciation of how the role of learning in practice (Lave and Wenger, 1991) plays an important part in situated participation of actors in the educational enterprise. Against a background of local understanding about what it is important to know about – principally farming and other economic activities - and international discourses of indigeneity, schooling, literacy and development, children, parents, leaders, teachers, and nuns have appropriated and negotiated their notions of being ‘educated’ and ‘indigenous’ within a social space that is the school setting. As the Manobo explore what it means to be ‘educated’ in a politically volatile environment, they also learn to use their understanding of what it means to be ‘indigenous’ in order to negotiate their positionalities relative to external groups like the nuns, teachers, anthropologists, the military, guerrillas, and other non-Manobo groups.This study argues that learning to become educated transforms understanding of what it is to be a more valued person in the community, which altogether translates into significant differences in the children’s sense of self or personhood. Children are allowed to negotiate their social position within the family and the community through education but at the same time it also creates new forms of ‘inequality’ and ‘social separation’ (Froerer, 2011:695). For example, emerging forms of social differentiation in Tagpalico are evident in the processes through which more female members are becoming educated, bringing in a greater contribution to the family’s economic resources and thereby, developing a sense of choice about their lives as ‘individuals’ in charge, to a certain extent, over their own destinies.

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Ladores, Minerva M. "A cross-cultural study of two teacher education technology classes United States and the Philippines /." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1116276758.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.
Title from electronic thesis title page (viewed Apr. 14, 2006). Includes abstract. Keywords: teacher education, instructional technology, cross-cultural studies, international research, cultural maturity. Includes bibliographical references.

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LADORES, MINERVA M. "A CROSS-CULTURAL STUDY OF TWO TEACHER EDUCATION TECHNOLOGY CLASSES: UNITED STATES AND THE PHILIPPINES." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116276758.

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Seager, Michael Allen. "Placing civilization progressive colonialism in health & education from America to the Philippines, 1899-1920 /." Diss., [Riverside, Calif.] : University of California, Riverside, 2009. http://proquest.umi.com/pqdweb?index=3&did=1957340901&SrchMode=5&Fmt=2&retrieveGroup=0&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1269450997&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Available via ProQuest Digital Dissertations. Title from first page of PDF file (viewed March 24, 2010). Includes bibliographical references (p. 440-461). Also issued in print.

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Caronan, Faye Christine. "Making history from U.S. colonial amnesia Filipino American and U.S. Puerto Rican poetic genealogies /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3259634.

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Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed June 11, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 185-196).

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Ndiege, Caleb Omolo. "The need for research in education." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/388.

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KITAMURA, Yuto. "Education Reforms for Contributing to National Stability and Integration : Cases of thr Philippines, Cambodia and Bangladesh." Graduate School of International Development, Nagoya University, 2007. http://hdl.handle.net/2237/8802.

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Hoffmann, Roman, and Sebastian Uljas Lutz. "The health knowledge mechanism: evidence on the link between education and health lifestyle in the Philippines." Springer, 2018. http://dx.doi.org/10.1007/s10198-017-0950-2.

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Studies have found substantial differences in health-related behavior and health care usage between educational groups, which may explain part of the well-documented educational gradient in health. The allocative efficiency hypothesis offers a behavioral explanation for these reported differences. According to this theory, the educated possess more health knowledge and information, allowing them to make better health choices. We perform a mediation analysis to study this mechanism using original survey data from the Philippines, a lower-middle-income country. As an extension of previous empirical research, we construct a comprehensive index that captures different dimensions of health knowledge. Using generalized propensity scores, we find strong support for the allocative efficiency argument. Schooling is significantly associated with health knowledge levels, which explain up to 69% of the education effect on health lifestyle. This corresponds to twice the mediation strength of economic resources, suggesting an important role of this factor in explaining education effects on health decisions.

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Spires, Philip Hepworth. "Formal education and the development of modern attitudes and values in the Philippines in the 1990s." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434226.

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Young, Catherine M. B. "Enablers and constraints of an effective and sustainable mother tongue-based multilingual education policy in the Philippines." Thesis, Bangor University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540747.

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Symaco, Lorraine Pe. "Higher education and development in the Philippines and Malaysia : an analysis of the perception of the main stakeholders in government, education and business." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503990.

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Gallos, Florenda L. "Evaluating action research as a model for school-based professional development of secondary mathematics teachers in the Philippines." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1428.

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This study documented a school-based professional development activity conducted in a secondary school in the Philippines where five secondary mathematics teachers and the head of the school participated in a program of action research. The effectiveness of action research as a form of professional development and the constraints in using this form of professional development in the Philippines were evaluated based on the changes on teachers in terms of pedagogical knowledge, practices and beliefs. Qualitative research techniques were used. The methodology included questionnaires, interviews, class observations and diaries. The results indicated that the involvement of the participants in the action research has broadened their pedagogical knowledge and changed their teaching practices and beliefs. They started to use practical work; recognized and used a variety of resources including manipulatives; allowed students to do group activities and started trialing student-centered approaches. The teachers seemed to prefer an action research approach to professional development. This study found that the major constraints to professional growth of teachers arose from their students' attitudes and abilities, classroom factors and the educational system in general. Finally, the research has demonstrated that within the parameters of certain constraints, the action research process can be successfully carried out by secondary mathematics teachers in the Philippines and that this form of professional development has positive effects on teachers' professional growth.

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Holland, Dean. "Empowerment through agricultural education : how science gets in the way : the case of farmer field schools, the Philippines." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270313.

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Nical, Iluminado C. "Language usage and language attitudes among education consumers : the experience of Filipinos in Australia and in three linguistic communities in the Philippines." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phn582.pdf.

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Errata inserted facing t. p. Bibliography: leaves 406-457. A comparative investigation of language usage and language attitudes in relation to Filipino/Tagalog, Philippine languages other than Tagalog and English among senior high school students and their parents in two countries, the Philippines and Australia. The study provides an historical overview of the development of national language policies in Australia and in the Philippines, focussing on the way in which multiculturalism in Australia influenced language policies, and on the reasons for the adoption of the Bilingual Education Program in the Philippines.

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Adams, Frederick Allan. "A case study of the Elim Farm Project of the Filipino Free Methodist Church." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Dahlin, Kretz Karin, and Signe Harlén. "Registered nurses’ experience caring for patients subscribed antibiotic treatment in The Philippines : An interview study." Thesis, Högskolan i Borås, Akademin för vård, arbetsliv och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-8705.

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Background: Antibiotic treatment of humans was introduced in 1930. The drug improved the living conditions globally due to the fact that bacterial diseases now could be treated. The development of antibiotic resistant bacteria is undeniable and globalization increases the spread of the resistant bacteria. The main reason for the emergence of resistant bacteria are incorrect and excessive use of antibiotics. Aim: The aim of the study is to investigate registered nurses’ experiences when caring for patients that have been subscribed antibiotic treatment. Method: A qualitative study with a semi-structured interview design based on interviews with eight nurses from one private hospital in The Philippines. The interviews were transcribed and analyzed using a qualitative content analysis. Result: Three themes were identified in the study, “To increase compliance”, “Nurses’ knowledge of antibiotic treatment” and “The nurses’ reflections on antibiotic treatment”. The first theme describes how the nurses provide a safe and open-minded environment for the patients, how to support and encourage the patient during treatment and how to give comprehensible information to the patient. The second theme describes the nurses’ knowledge of the emergence of antibiotic resistance, reasons for antibiotic treatment, the manifestation of antibiotic resistance and also the effects of antibiotic resistance. The third theme describes the nurses’ reflections and thoughts concerning antibiotics as well as how they perceive the population’s knowledge of antibiotics. Discussion: All of the nurses highlighted the poverty in The Philippines as the main reason for poor compliance. A large part of the population cannot afford to consult a doctor which results in people treating themselves without the proper knowledge. A majority of the nurses therefore request health education provided from the government. A private hospital also strives to please the patient which can result in doctors prescribing a lot of antibiotics to please their patients.

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Coloma, Roland Sintos. "Empire and education: Filipino schooling under United States rule, 1900-1910." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086209087.

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Facun-Granadozo, Ruth, Abidah Abutaeb, Bolatito Alaofin, and Lydia Kwaitoo. "Perspective- Taking: the Joys, Challenges, and Hopes of Early Childhood Education in Four Countries (Ghana, Nigeria, the Philippines, and Kingdom of Saudi Arabia)." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4324.

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Floresta, Jonamari Kristin. "The Influences of Schools and Communities on the Identities and Pathways of the Subaltern Students Who Experience War in the Southern Philippines’ Mindanao." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/20939.

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Conflict-ridden areas in Mindanao, the southern part of the Philippines, have schools that educate students who are living in a demanding environment generated by war. The ‘subaltern’ are people who are most oppressed in society; they are unable to express their concern to those in power (Spivak, 1994). These students are the ‘subaltern’ in this context as they are most affected during a conflict. They may have experienced the death of a loved one, threats to life, exposure to violence, extreme poverty, interrupted schooling, and recruitment as child-combatants. Mindanao has been undergoing armed conflict for almost 500 years. Different affiliations with conflicting subgroups, along with influences that lead the youth to participate in armed conflict, make peace elusive. Schools in Mindanao have the opportunity to influence and empower these subaltern students. However, most educational strategies in the Philippines are centralized by the government, and schooling is shaped based on students unaffected by conflict. This condition creates inequality, as schooling offered for these subaltern students is unreflective of their own culture and identity. The thesis addresses a gap in previous research as it looks into the influences of the school environment and the community towards subaltern students who experience conflict from students’ perspectives. Guided by the precepts of phenomenology, a post-colonial approach and Herbert Kelman’s (2006) concept of legitimate authority, the study seeks to better understand how schooling affects the identities and pathways in the society of the subaltern students. Using art-based activities, focus group discussions and in-depth interviews, current secondary students and former students who have transitioned from school to community were gathered to participate in this study. This study found that different factors in the school environment which pertain to social interactions, religious doctrines, and practices either contribute to the influence on students’ identity towards peacebuilding, insurgency, or neutral involvement with conflict. Further, the influences from the community can either support or contradict these influences. The study established that schools are institutions that can aid students to cope with the demands from the conflict-ridden community. However, most schools are inadequately equipped and informed to cater to the needs of the subaltern students.

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Hutchinson, Eunice G. "What do teachers and learners actually do with textbooks? : teacher and learner use of a fisheries-based ELT textbook in the Philippines." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337343.

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Hoffmann, Roman, and Raya Muttarak. "Learn from the Past, Prepare for the Future: Impacts of Education and Experience on Disaster Preparedness in the Philippines and Thailand." Elsevier, 2017. http://dx.doi.org/10.1016/j.worlddev.2017.02.016.

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This study aims at understanding the role of education in promoting disaster preparedness. Strengthening resilience to climate-related hazards is an urgent target of Goal 13 of the Sustainable Development Goals. Preparing for a disaster such as stockpiling of emergency supplies or having a family evacuation plan can substantially minimize loss and damages from natural hazards. However, the levels of household disaster preparedness are often low even in disaster-prone areas. Focusing on determinants of personal disaster preparedness, this paper investigates: (1) pathways through which education enhances preparedness; and (2) the interplay between education and experience in shaping preparedness actions. Data analysis is based on face-to-face surveys of adults aged 15 years [or older] in Thailand (N = 1,310) and the Philippines (N = 889, female only). Controlling for socio-demographic and contextual characteristics, we find that formal education raises the propensity to prepare against disasters. Using the KHB method to further decompose the education effects, we find that the effect of education on disaster preparedness is mainly mediated through social capital and disaster risk perception in Thailand whereas there is no evidence that education is mediated through observable channels in the Philippines. This suggests that the underlying mechanisms explaining the education effects are highly context-specific. Controlling for the interplay between education and disaster experience, we show that education raises disaster preparedness only for those households that have not been affected by a disaster in the past. Education improves abstract reasoning and anticipation skills such that the better educated undertake preventive measures without needing to first experience the harmful event and then learn later. In line with recent efforts of various UN agencies in promoting education for sustainable development, this study provides a solid empirical evidence showing positive externalities of education in disaster risk reduction.

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van, den Bosch Inge. "Beyond Education : Perspectives of rural graduate Filipinas on labor market participation." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145064.

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The Republic of the Philippines is an example country when it comes to gender equality within education. However, this trend does not persist when it comes to female labor market participation. Current research shows that a mere 53,4% of all Filipinas are currently employed in the labor market against 81% of their male counterparts, indicating a wide engendered gap. This study investigates why so few of the highly educated female population find gainful employment by studying the perspectives of university graduate students in the rural province of Antique through the use of a wide range, quantitative survey across three universities, and 9 qualitative in-depth interviews. By using Nussbaum and Sen’s capability approach, an inventory of both known and new barriers is made, which are organized in the following categories: barriers on the supply side of the labor market, barriers on the demand side of the labor market, and other barriers. Revealing those barriers that have not been researched before contributes to the existing body of knowledge on impediments that hinder graduating Antiqueñas to enter the labor market. The hindrances as described and discussed in this thesis can be used to improve gender sensitive policies that have the ability to expand freedoms, capabilities, and functioning for Antiqueñas, but also for Filipinas in general, since the barriers; lack of good and productive vacancies, (early) motherhood, a wide gender wage gap, unpaid family work, patriarchic views on traditional female roles, and a divide in male and female jobs are all barriers that hinder Filipinas on a national level.

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Chrétien, Amélie. "Intervention et prise en charge: Étude de cas d'un programme éducatif destiné à des travailleuses du sexe et des survivantes d'agression sexuelle Philippines." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26607.

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La thèse porte sur les initiatives d'un organisme non gouvernemental (ONG) de femmes aux Philippines destinées à des travailleuses du sexe et des survivantes d'agression sexuelle. Plus particulièrement, en se basant sur l'approche de la prise en charge issue des organisations locales et des écrits féministes des pays en voie de développement, cette étude se penche sur les facteurs du programme qui favorisent la prise en charge de ces femmes marginalisées et les éléments qui y font obstacle. Une intervention qui vise la prise en charge d'un groupe marginalisé s'inscrit dans le cadre de l'éducation non formelle. L'étude, qui marie les traditions de l'ethnographie et de l'étude de cas, s'est déroulée aux Philippines de la mi-novembre 2001 à la mi-février 2002 dans une maison d'hébergement d'un ONG national. Ving-neuf informatrices (directrice de l'organisme, intervenantes et participantes) ont pris part à la recherche. Pour recueillir les données, diverses méthodes ont été employées, soit la consultation de documents, les entretiens et échanges informels, l'observation participante et les récits de vie. L'analyse, fondée sur la théorie émergente, à enfin fait ressortir des thèmes qui ont permis de mieux comprendre les éléments qui facilitent ou entravent le processus de prise en charge des personnes à qui le programme s'adresse.

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Go, J. "A critical realist epistemology and the Catholic notion of 'sensus fidei' as key to critical thinking in confessional Catholic religious education in the Philippines." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1498895/.

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The research question is: ‘Is critical thinking compatible with confessional Catholic religious education as practiced in the Philippines? If so, in what way can it be taught to students and promoted in the classroom?’ Adopting an epistemological approach to critical thinking, I conducted a survey among 1,068 teachers in our network of fifteen Catholic schools in the Philippines and found that a significant percentage of our teachers—especially those teaching religious education—exhibited a level of epistemic cognition considered incompatible with critical thinking. Drawing from critical realism and the Catholic notion of the believer’s ‘sense of the faith’ (sensus fidei), I proposed that critical thinking be understood not only as (a) the expression of one’s commitment to judgemental rationality to serve as the basis for one’s motivation for critical thinking, but also as (b) the exercise of one’s sensus fidei to guide the actual practice of Catholic religious critical thinking in particular. Based on these two conceptions, corresponding to the disposition and competence components of critical thinking, respectively, I recommend two initial concrete steps to promote the practice of Catholic religious critical thinking in our confessional religious education classrooms in the Philippines: (a) the inclusion of a staff development programme that promotes epistemic self-awareness especially vis-à-vis a Catholic religious epistemology; and (b) the identification of the development and exercise of sensus fidei as an explicit learning objective and its implications on curriculum, pedagogy, and assessment.

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Hsu, Jean Edwina, and n/a. "An exploratory study of student and instructor characteristics to determine the extent to which self-directed learning can be introduced in the undergraduate curriculum in the Philippines." University of Canberra. Professional and Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20050418.100706.

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This research was in the area of self-directed learning, largely resulting from the researcher's experience with it whilst in Australia. However, the intent of this study was to consider factors which would affect the implementation of self-directed learning principles into the Philippine context. Education in the Philippines can be described as primarily engaged in the transmission of knowledge. The structure and culture of education in the Philippines is one that largely supports a teacher-directed learning environment. Students are conditioned to be dependent on teachers and are used to studying with the security of a clear structural plan with very limited opportunities to apply self-directed learning principles. This approach to education produces static knowledge and denies the expression and cultivation of the learner. Hence, there is a need to promote self-directed learning as part of the curriculum. In attempting to introduce self-directed learning (SDL) in the Philippines, it is important to analyse student and instructor characteristics which could influence the extent to which it is applied in the undergraduate university curriculum. This research project gathers in-depth information on the conduciveness of integrating self-directed learning in the undergraduate curriculum of De La Salle University (DLSU) in the Philippines. This exploratory study aimed to respond to the statement "What is the level of readiness for self-directed learning of undergraduate students from De La Salle University? What are the student's perceptions of education, their role in the educational process, the role of peers and the role of their instructors? What is the instructor's education orientation? What are the perception of instructors on the purpose of education, the nature of learners, characteristics of learning experiences, management of learning experiences, evaluation and the relationship between the educators and learners and between learners themselves? Are these perceptions similar and would it be possible to introduce self-directed learning principles to an undergraduate curriculum for traditional students in De La Salle University?" The response to these questions could be used in determining whether self-directed learning principles could in fact be applied in the Philippines, as well as determine the appropriate balance of pedagogical and andragogical instruction techniques. Twenty-three instructors and one hundred students from De La Salle University in the Philippines participated in the study. Instructors completed the Educational Orientation Questionnaire and students completed the Self-Directed Learning Readiness Survey. Follow up intewiews were also conducted to confirm findings resulting from the survey. Findings indicate that instructors have an orientation that is a combination of both pedagogical and andragogical techniques and that students perceive themselves as having self-directed learning readiness. As a number of learning situations already utilise andragogical and self-directed learning principles, the challenge is to promote and encourage SDL and implement it on a wider scope. Some recommendations have been included in this research on how to implement it in De La Salle University.

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Wissmann, Ross B. "The Christian ministry : case studies of preachers of the Churches of Christ in Bicol, Philippines." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/5919.

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This thesis examines the challenges faced by the ministers of religion in Churches of Christ (Restoration Movement) in Bicol, Philippines. The goal is to do theology from below, not from above, as pastoral ministry must come from the experience of those who practice it, not from textbooks. The pastoral perspectives of the dilemmas that the ministers raise are heard, observed, documented, and then reflected upon. To do this, case studies of four preachers are used and the mga problema that they present are explored with them. As a result, first, I introduce some of those challenges which are perplexing on the ground level and which appear to be under-researched in serious theological circles, especially in an Asian context. Second, I hope that these case studies can be used to stimulate reflection in ministerial and spiritual formation. Third, I document some of the theology and methodology of the Churches of Christ, particularly as practiced in the Philippines. Chapter 1 explores the dichotomy between the perceived satisfaction in the pastoral ministry with the crisis of role and identity. In particular, issues such as forced exits and stress are presented while baptism and preaching are scrutinized. Chapter 2 centres on the conundrums experienced in planting a new church and being the lone planter. Chapter 3 examines three challenges–the task of ministering in a home congregation, the issue of accreditation in ministerial training, and how the minister can be a success and grow the church. Never far from the thoughts and actions of any of the Bicolano ministers is the problema of poverty, so Chapter 4 considers some of the Filipino, personal, and spiritual complexities of poverty, delineates a number of factors that need to be taken into consideration in any effort to overcome this malady and concludes with a particular reference to ministry.

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Soffronow, Maria. "Multilingual Classrooms : A study of four Filipino teachers' experiences." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Övrig skolnära forskning, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-27319.

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The majority of the world's population is multilingual, and there is an increase of demands on teachers worldwide to meet pupils' diverse linguistic needs and abilities. This paper on multilingualism aims to explore four Filipino teachers' experiences of working in a multilingual context. The study is based on a sociocultural perspective on language and learning, and views the school as an institution within a larger context. Through thematic interviews, the linguistic environments in the four teachers' classrooms are described. The paper also aims to describe the status of the languages used within the context of the schools, and how the teachers express the correlations between language and identity. The results demonstrate a complex linguistic situation where the teachers have a pragmatic approach to the three languages in their everyday lives, and the use of code-switching is common. English has a high status in the society, which is also noticeable in the classroom, but the teachers work to support pupils' identity development by also allowing them to express themselves in their mother tongue.

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PRINA, MANUELA. "Politiche sul capitale umano e sviluppo: il caso della Filippine dal 1974." Doctoral thesis, Università Cattolica del Sacro Cuore, 2007. http://hdl.handle.net/10280/118.

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La tesi intende analizzare i nessi tra politiche di investimento in capitale umano e sviluppo, attraverso il caso specifico delle Filippine. Alla luce dei risultati del caso paese la tesi suggerisce come la teoria classica sul capitale umano sia ancora valida nel panorama odierno nelle sue affermazioni di base. Alcuni fenomeni globali tuttavia richiedano una rivisitazione della teoria classica ed introducono nuove variabili nello studio dell'efficacia ed efficienza degli investimenti in capitale umano. Nel caso specifico delle Filippine, la tesi si sofferma sull'evoluzione storica delle politiche sul capitale umano nel paese, raggiungendo l'obiettivo di analizzarle in relazione alla crescita economica, la riduzione della poverta' e poi, in modo piu' specifico, misurando i ritorni a livello individuale e pubblico sugli investimenti fatti in capitale umano dal 1974. Il ruolo del governo emerge come fattore critico nel guidare le politiche di sviluppo del paese.
The relationship between human capital policies and development is analyzed through a case study of the Philippines. The case study evidences the validity of the principal assumptions of classical human capital theory. Emerging global issues, however, point to the need for introducing new factors and variables in the study of human capital policies and development, in order to assess their efficiency. In the case of the Philippines, the evolution of human capital policies in the country is assessed since 1974. The analysis shows the relationship between human capital and economic growth, poverty reduction and public and private returns on investments in human capital, identifying the role of government as a critical factor in leading national development.

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39

PRINA, MANUELA. "Politiche sul capitale umano e sviluppo: il caso della Filippine dal 1974." Doctoral thesis, Università Cattolica del Sacro Cuore, 2007. http://hdl.handle.net/10280/118.

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La tesi intende analizzare i nessi tra politiche di investimento in capitale umano e sviluppo, attraverso il caso specifico delle Filippine. Alla luce dei risultati del caso paese la tesi suggerisce come la teoria classica sul capitale umano sia ancora valida nel panorama odierno nelle sue affermazioni di base. Alcuni fenomeni globali tuttavia richiedano una rivisitazione della teoria classica ed introducono nuove variabili nello studio dell'efficacia ed efficienza degli investimenti in capitale umano. Nel caso specifico delle Filippine, la tesi si sofferma sull'evoluzione storica delle politiche sul capitale umano nel paese, raggiungendo l'obiettivo di analizzarle in relazione alla crescita economica, la riduzione della poverta' e poi, in modo piu' specifico, misurando i ritorni a livello individuale e pubblico sugli investimenti fatti in capitale umano dal 1974. Il ruolo del governo emerge come fattore critico nel guidare le politiche di sviluppo del paese.
The relationship between human capital policies and development is analyzed through a case study of the Philippines. The case study evidences the validity of the principal assumptions of classical human capital theory. Emerging global issues, however, point to the need for introducing new factors and variables in the study of human capital policies and development, in order to assess their efficiency. In the case of the Philippines, the evolution of human capital policies in the country is assessed since 1974. The analysis shows the relationship between human capital and economic growth, poverty reduction and public and private returns on investments in human capital, identifying the role of government as a critical factor in leading national development.

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Lòpez, Muriel del Castillo. "Academic achievement in Filipino children." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/890.

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Bernardino, Caridad S. "Exploring education for sustainable development its theory and practice in Philippine higher education institutions /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/NQ59564.pdf.

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Tabora, Florecita Gornes Hines Edward R. Strand Kenneth H. "Personality profiles of Muslim and Christian Filipinos implications for Philippine education /." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514785.

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Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 21, 2005. Dissertation Committee: Edward Hines, Kenneth Strand (co-chairs), Douglas Lamb, David Tucker, Mary Ann Lynn. Includes bibliographical references (leaves 132-140) and abstract. Also available in print.

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Ruiz, Neil G. "Made for export : labor migration, state power, and higher education in a developing Philippine economy." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/92054.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Political Science, 2014.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 251-271).
Development scholars, heavily influenced by the cases of the four Asian Tigers (Hong Kong, Singapore, South Korea, and Taiwan), have attributed success in economic development to education. Although the Philippines seemed even more promising before the Asian Tigers began developing, the educational advances in the Philippines have led to an enormous exodus of labor. Failing to integrate its highly educated labor force in the domestic economy, the Philippine state focused its attention on exporting college-educated/highly-educated workers by creating a set of elaborate institutions to facilitate overseas employment. As a result, currently over 10 percent of its citizens live abroad in over 160 countries and about 4,600 Filipinos leave the country every day for overseas work. Why did the Philippine government develop institutions for exporting labor and why has it continued for the past four decades? This dissertation explains how the management of post-secondary educational institutions influenced the initiation and continuation of the Philippine labor export program. From its start, two interrelated problems motivated the creation of the Philippine labor exporting state: (1) over-development of the educational system through an unregulated, laissez-faire approach to private higher education and (2) underdevelopment of the economy to absorb high-skilled labor in the domestic labor market. President Ferdinand Marcos and his technocrats developed the 1974 labor export program to relieve the country of these twin problems by providing overseas employment for the educated unemployed and generating foreign currency revenues from the remittances received from Filipinos working abroad. Over time, political pressures from overseas Filipinos and migrant households, coupled with growing remittance revenue and a large private recruitment industry, led to further development of the labor exporting state with the creation of new state emigrant institutions for managing, protecting, and representing Overseas Filipino Workers (OFWs). These new state institutions, overseas demand for Filipino workers, domestic demand for remittances, and a highly flexible and unregulated private higher educational system continues to drive the exporting of Filipino labor to this day. Empirically, this dissertation is based on twelve months of fieldwork in the Philippines and relies on multiple research methods: archival research, statistical methods empirically testing the relationship between post-secondary education and out-migration, over one hundred interviews of key actors in the labor export and higher education industries, quantitative data analysis using survey and census data from the 1950s through 2011, the creation and analysis of an original dataset of family ownership of all private higher educational institutions in the Philippines, and a review of government documents and legislation.
by Neil G. Ruiz.
Ph. D.

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Salazar, Robert C. "The implementation of an agroforestry project in a Philippine village: a study in direct change /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662146582.

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Murray, Don Charles. "Cosmopolitanism and conflict-related education: The normative philosophy of cosmopolitanism as examined through the conflict-related education site of the Philippine-American conflict." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1622558189254457.

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Absuelo, Ruby. "Employability of Philippine college and university graduates in the United States." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/868.

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Limited economic opportunity for many Filipinos has created substantial emigration of the country’s educated work force. The economic opportunities in the United States have attracted Philippine immigrants seeking employment opportunities. Thus, the U.S. now has a substantial foreign-born Filipino population. Although the majority of Philippine immigrants to the U.S. possess bachelor’s degrees or advanced degrees (Allard & Bureau of Labor Statistics, 2011; Camarota, 2012; Commission on Filipinos Overseas, 2012), many are underemployed or work in fields relatively unrelated to their education and experience. This thesis examines Philippine college and university graduates’ social networks, educational attainment, degree field, English language proficiency, immigration status, age, and gender, factors which influence and determine Philippine graduates’ employability in the U.S. labour market. The Triangulation Mixed Methods Design also known as the Concurrent Triangulation Design was employed to effectively measure the complex phenomenon of Philippine graduates’ employability by integrating quantitative and qualitative data sets. The null hypotheses for this thesis were rejected exclusive of age and gender differences. Data revealed employability was enhanced when Philippine graduates networked with Weak Ties during initial employment and continued to be advantageous for being adequately employed (i.e. resulted in lower underemployment). However, lower employability and underemployment negatively affected graduates with a bachelor’s degree (particularly a business-related degree), those who were less proficient in English, and those who were Green Card holders. The factors that were influential in the employability of Philippine graduates coincided with the labour market demands of the American employers sampled in this study. The thesis found that the current status of Philippine graduates has improved substantially with a higher percentage of the respondents obtaining jobs commensurate with their educational qualifications as opposed to their initial employment. Philippine graduates with medical technology degrees were particularly successful at obtaining jobs commensurate with their educational qualifications despite relatively few holding advanced degree, but on average this group had resided in the U.S. the longest. Graduates with business-related degrees continued to lag behind those in other degree fields and experienced lower employability and higher underemployment. Despite their initial employment disadvantage, these degree holders were less likely to pursue continuing education or receive additional U.S. school/educational credits. The findings of this thesis provide insight into the employability of Philippine graduates. Because of the sampling restrictions, the findings cannot be extrapolated beyond the scope of this research. These results should only be treated as indicative within the context of this research. However, they provide useful insights for policy-makers, stakeholders and academics in the Philippines.

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Andal, Guillrey Anthony M. S. J. "Leading from the Margins: The Educational Leadership Experiences of Jesuit Directors of Mission High Schools in the Philippines and the Implications for the Leadership Formation of Filipino Jesuits." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/935.

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Educational leadership preparation is not an explicit priority in the scholastic formation of future Catholic priests in the Philippines. Consequently, there may be those assigned to lead in parochial mission schools early on in their ordained ministry but lack leadership training and experience. Thus, this study sought to answer the following research questions: What are the experiences of educational leadership successes and challenges of newly ordained Jesuit priests assigned as directors of Jesuit mission high schools in the Philippines? What are the perceptions of newly ordained Jesuit priests assigned as directors of Jesuit mission high schools in the Philippines on how their seminary formation contributed to their preparation as school leaders? This phenomenological research explored the experiences of seven first-time Jesuit school directors of mission high schools in the Southern Philippines and examined their perceptions about the leadership formation that they received as seminarians before being missioned to the ministry of leading high-needs schools in the peripheries of rural Philippines. Through a modified educational leadership preparation framework presented originally by Capper, Theoharis, and Sebastian (2006), I analyzed the qualitative data from the field and determined how the participants’ peculiar leadership experiences and keen assessment of their seminary formation can inform enhancements in the Jesuit leadership formation’s context-specific curriculum, andragogy, and holistic evaluation to prepare future Jesuit educational leaders’ critical consciousness and socially just leadership knowledge and skills. In line with this, I recommended the institutionalization of programmatic leadership training modules for Jesuits before they are missioned as first-time school directors.

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Salter, Tiffany M. "Decolonizing Forms:Linguistic Practice, Experimentation, and U.S. Empire in Asian American and Pacific Islander Literature." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494246148681761.

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(12970651), Noel P. Miranda. "Elementary home-based education centres for geographically isolated children of the Philippines." Thesis, 1999. https://figshare.com/articles/thesis/Elementary_home-based_education_centres_for_geographically_isolated_children_of_the_Philippines/20174258.

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Meeting the educational needs of children in geographically isolated areas of the Philippines is of critical importance. This study identifies and elaborates the establishment principles and operational strategies needed to ensure that the proposed introduction of elementary home -based education centres in the 26 poor provinces in the Philippines is appropriate and relevant to their educational purposes.

Theoretically, the study applies the concepts of border crossing and border pedagogy developed by Giroux (1992) and the notions of the management of change (Fullan, 1993; Wilenski, 1986) to a non -Western setting to inform the introduction of the proposed centres in the Philippines.

Methodologically, the study follows the constructivist paradigm, uses the case study method, employs semi -structured interview and textual analysis techniques and considers appropriate issues in the ethics and politics of research. Data were collected from fourteen respondents (some in the form of audiotaped interviews, the others providing written responses to the interview schedule), from the Capricornia School of Distance Education in Queensland and the Department of Education, Culture and Sports of the Philippines, and texts provided by the Brisbane and Capricornia Schools of Distance Education and the Department of Education, Culture and Sports.

The analysis of the data revealed several establishment principles and operational strategies that are applicable to the proposed centres and some assumptions and practices

that are needed to indigenise the elementary home -based education centres in the Philippines. These findings suggest the need to indigenise the distance education mode in the Philippines that will enable the creation of a truly Filipino distance education system at the Philippine elementary education level.

This research also clearly identifies other areas for future research which are critical. These are: professional development programs for teachers and home tutors; parental and community support; technological alternatives; cost effectiveness; and government financial support.

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LO, WEI-NA, and 羅維娜. "A Study on Current Implementation on Taiwan’s Elementary School’s Life Education: Compared to Philippines’ Values Education." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/bf9gnt.

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碩士
國立雲林科技大學
應用外語系
106
This study explores the status quo of life education in Taiwan’s curriculum and provides insights into Philippines’ values education among elementary schools. This thesis is a comparison in perspective and is qualitative in nature and semi-structured interview was conducted. A total of seven teachers, four from the Philippines and three from Taiwan, were selected purposively. The findings are summarized as follows. First Values/life educations are integral part of education wherein they help the student to become a better person. However, life education teachers are unclear as to the content of what to include in teaching life education. Second values education teachers find three values (discipline, politeness and cleanliness) that need pay more attention by the students. Third Activities of values education being an abstract subject should be presented in a way students will convey the messages. Fourth for values/life education to achieve its goal, teachers must have visions in fulfilling the mission and family involvement is a must. The pedagogical implications were given as follows: (1) values education should continue its implementation and put more emphasis on the discipline, politeness and, cleanliness (2) in teaching life and values educations, methods such as role-playing, video showing and life-experiences activities are the methods that can be used, (3) government can provide seminars or workshop that will allow teachers to gain more knowledge and expertise on this field. It is also suggested to let teachers attend seminars that will enhance their mind and energy, for example mindfulness. Furthermore, some suggestions are also given for school administration, curricular development of life education, and future research.

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Dissertations / Theses on the topic 'Education Philippines'

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