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Journal articles on the topic 'Education Philippines'
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1
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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Batalla, Eric Vincent Celestial. "Police corruption and its control in the Philippines." Asian Education and Development Studies 9, no. 2 (November 19, 2019): 157–68. http://dx.doi.org/10.1108/aeds-05-2018-0099.
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Purpose The purpose of this paper is to analyse police corruption in the Philippines and to assess measures to control it. Design/methodology/approach The paper identifies the causes of police corruption and assesses anti-corruption measures adopted by the Philippine National Police and other agencies. The paper utilizes surveys, interviews, reported cases and official documents to determine the extent of police corruption, identify its causes and assess the effectiveness of anti-corruption measures. Findings Police corruption is systemic in the Philippines. Political and economic circumstances, both historical and contemporary, combined with weak internal controls and other inadequate anti-corruption measures perpetuate systemic police corruption. Originality/value The paper contributes to the academic literature on police corruption in the Philippines. It would be of interest to policymakers, scholars, as well as anti-corruption and development practitioners who are involved in institutional and governance reforms.
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Almadin, Harold, Jose Miguel Q. Antiporda, and Kristine April S. Suin. "An Empirical Analysis on the Determinants of Public Education Expenditure in the Philippines." Journal of Economics, Finance and Accounting Studies 4, no. 1 (March 13, 2022): 505–18. http://dx.doi.org/10.32996/jefas.2022.4.1.38.
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Using time-series data from 1989 to 2018, this study examines the determinants of public education expenditure in the Philippines. Following Wagner’s law, this paper investigated the relationship of gross domestic product per capita, unemployment rate, urban population growth, and lagged public education expenditure to public education expenditure. The ordinary least squares (OLS) method was used to determine the significance of the variables, and statistical tests were conducted to measure the overall significance of the model. The findings show that gross domestic product per capita and lagged public education expenditure were positively significant determinants contributing to the Philippines' growth of public education expenditure. On the other hand, the unemployment rate and urbanization growth were insignificant and did not contribute to the increase in expenditure. The results also provided strong evidence on the relationship between GDP per capita and public education expenditure, supporting Wagner’s law in the Philippine context. Finally, this study recommends that policymakers review budget allocation and utilization to achieve wider education accessibility and better quality of education in the Philippines.
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Termes, Andreu, D. Brent Edwards, and Antoni Verger. "The Development and Dynamics of Public–Private Partnerships in the Philippines’ Education: A Counterintuitive Case of School Choice, Competition, and Privatization." Educational Policy 34, no. 1 (November 11, 2019): 91–117. http://dx.doi.org/10.1177/0895904819886323.
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Educational public–private partnerships (EPPP) have been widely implemented in the Philippines, primarily through the Education Service Contracting (ESC) voucher. Yet, the effects of this voucher on privatization of education, school choice, and competition dynamics remain largely understudied. This article addresses this gap through an investigation of families’ school choice patterns and schools’ logics of action in the Philippines’ education. Paradoxically, despite the pro-private sector impetus of the Philippine government and the implementation of the voucher scheme, the privatization of school provision in the Philippines is diminishing, and the schools receiving the voucher are becoming increasingly unaffordable for the poor families to whom the voucher was initially targeted. In parallel, despite its initial equity focus, the voucher has led to different patterns of school choice among families and to an array of responses by schools, both of which have combined to accentuate school segregation and stratification dynamics—between and within schools.
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Cucio, Maria Rita R., and Ma Divina Gracia Z. Roldan. "Inclusive Education for Ethnic Minorities in the Developing World: The Case of Alternative Learning System for Indigenous Peoples in the Philippines." European Journal of Sustainable Development 9, no. 4 (October 1, 2020): 409. http://dx.doi.org/10.14207/ejsd.2020.v9n4p409.
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Education is integral to achieving sustainable development. It is through education that an improved quality of life ensues with people’s acquisition of knowledge and skills beneficial to society, at large. Inclusive education, however, is an issue among countries with marginalized ethnic groups. In Europe, the onslaught of migrants from various parts of the world challenges educational systems to be more attuned to the needs of children of migrant families. In Asia, on the other hand, a gnawing concern is for education to reach indigenous peoples in rural areas. This paper examines how inclusive education is key to accomplishing Sustainable Development Goal 4 which is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. It tackles the accessibility of alternative learning systems in the developing world, with the Philippines as a case in point. This paper focuses on the process of interface utilized by the Philippines’ Department of Education and the Ayta, an indigenous group living in the Philippine province of Zambales to address the unique conditions of this marginalized ethnic minority. It also investigates the effects of these indigenization efforts on the Ayta’s cultural rights. This paper uses mixed methods such as key informant interview, focus group discussion, survey questionnaire, secondary research and Filipino psychology research methods. This paper underscores how partnership between government and stakeholders is significant in arriving at the goal of inclusive education. This is reflected in the collaborative relationship fostered between the Philippine government and the Ayta and how the partnership positively affected the Ayta’s cultural rights based on a more culturally-appropriate educational curriculum.
Key words: inclusive education, indigenous people’s education framework, alternative learning system, ethnic minorities, Philippines
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Arif Fani, Mauliya Nandra, and Kholid Mawardi. "Perbandingan Pendidikan Madrasah di Thailand dan Filipina." Transformasi Manageria: Journal of Islamic Education Management 4, no. 1 (August 8, 2023): 115–31. http://dx.doi.org/10.47467/manageria.v4i1.4005.
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Madrasas are educational institutions that combine the national curriculum with the Islamic curriculum. Madrasa education is an alternative to advancing education in the midst of the times. In various countries, especially in Muslim minority countries in the Southeast Asian region, for example Thailand and the Philippines, madrasas are educational institutions that enable people to get an education, if they cannot afford to go to public educational institutions. Madrasas were once considered inferior in terms of their education system, but this did not solely apply to all madrasas, or more precisely, the education system in madrasas has now undergone modernization so as to allow for a better quality of education with combined scientific dualism, namely religion and science. general. Therefore, this paper aims to discuss, describe, and analyze the madrasah education system in the Southeast Asian region, in this case in Thailand and the Philippines. The research uses qualitative research methods with a library research approach. Madrasah education in basic Thailand starts from the ibtidaiyah level, then continues with mutawassitha, and continues at the final level, namely tsanawiyah. Meanwhile in the Philippines, there are madrasah madrasas, regular madrasah madrasas, and integrated madrasas. Regular madrasah diniyah have levels of education similar to the madrasah education system in Thailand.
Keywords: Islamic Education, Madrasah Education, Thai Islamic Education, Philippine Islamic Education, Southeast Asian Islamic Education
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Laro, Amelyn Lanada. "Teach for Gender Equality Project: An Input to Gender Responsive Curriculum in the Philippine Basic Education System." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 242–53. http://dx.doi.org/10.47772/ijriss.2024.803017s.
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In the Philippines, teen pregnancy has evolved from a local concern to a national issue, necessitating a comprehensive investigation into its underlying causes and broader implications. This phenomenon underscores a pervasive problem linked to gender inequality, significantly impacting the lives of women and girls. The urgency to address this matter propels the researcher to delve into the development of a curriculum responsive to gender and women’s issues. The primary research focus is on understanding the intricate dimensions of teen pregnancy in the Philippines and recognizing it as a prevalent gender issue. To address this, the study begins with a literature review, examining the national context of teen pregnancy in the Philippines, tracing its origins, and delineating its consequences as a gender issue. The subsequent steps involve exploring global research on gender-sensitive curriculum to extract essential insights and best practices applicable to the Philippine setting. Finally, the study aims to formulate a suggested framework for a gender-responsive curriculum based on the various literatures specifically tailored to address the challenges of gender inequality within the Philippine educational system by integrating knowledge from international literature. Thus, this study finally proposed the adaptation of TEACH Framework which can serve as guide to educators on how they can integrate gender sensitive concepts into their classroom.
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Moreno-Lacalle, Rainier C. "COMPARATIVE ANALYSIS BETWEEN NURSING CORE COMPETENCY STANDARDS OF AUSTRALIA AND THE PHILIPPINES." Belitung Nursing Journal 5, no. 5 (October 30, 2019): 176–79. http://dx.doi.org/10.33546/bnj.761.
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Philippines as one of the top producers of nurses worldwide must benchmark its national nursing standards to the rest of the world. Therefore, the standards must be compared and contrasted with other countries like Australia. The main purpose of this study is to compare and contrast nurse’s competency and performance indicators between the Philippines and Australia nursing competency system. This is a review article guided by Donnelly and Weichula’s Qualitative- Comparative Analysis (QCA). The process includes identification of the condition of interest, dichotomization and development of truth tables. Two official documents namely the Philippines’ National Nursing Core Competency Standards and Australia’s National Competency Standards for the Registered Nurse were selected as the condition of interest. Findings show that Australia adopted a one pronged-generalist, non-linear approach, and policy-based nursing education system while the Philippines emphasized on three-pronged specialization, work-based, and linear approach nursing competency standards. The Australia and Philippine nursing competency trails a different path in adopting standards for nursing education system. The strengths and weaknesses of each national nursing competency standards were discussed.
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Osias Kit T. Kilag, Marsha Heyrosa-Malbas, Se P. Villar, and Susan L. Arong. "Maria Montessori's Pedagogy and its Potential to Promote Peace Education in the Philippines." International Journal of Scientific Multidisciplinary Research 1, no. 6 (July 30, 2023): 591–606. http://dx.doi.org/10.55927/ijsmr.v1i6.3544.
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E This study aims to explore the potential of Montessori's pedagogy in promoting peace education in the Philippines. Using a qualitative research design, the study collected data from 10 participants, including teachers, parents, and Montessori school administrators. The findings of the study suggest that Montessori's approach can contribute to peace education by promoting a child-centered and experiential learning environment, which can foster critical thinking skills and empathy towards others. Moreover, the study identified several challenges to implementing Montessori's pedagogy in the Philippine context, such as the lack of awareness and understanding of the approach among educators and parents, limited availability of trained Montessori teachers, and the lack of resources and support for implementing the approach in schools. The study also proposed strategies for adapting and implementing Montessori's pedagogy in the Philippine context, such as providing training and professional development for teachers, building awareness and understanding of the approach among parents and educators, and developing partnerships and collaborations between Montessori schools and other educational institutions in the Philippines
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Gapasin, Anna Ruby, Kate M. Mirandilla, Rosel S. San Pascual, and Deejay Cromwell V. Sanqui. "Journalism Education in the Philippines." Media Asia 35, no. 2 (January 2008): 101–9. http://dx.doi.org/10.1080/01296612.2008.11726873.
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Navarro, Jose C., Alejandro C. Baroque, and Johnny K. Lokin. "Stroke Education in the Philippines." International Journal of Stroke 8, SA100 (March 19, 2013): 114–15. http://dx.doi.org/10.1111/ijs.12025.
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L. Manire, Rocky Niño. "For a Limited Period of Time: Implementing Emergency Remote Teaching in this Pandemic-Laden Times." International Multidisciplinary Research Journal 3, no. 1 (March 24, 2021): 50–59. http://dx.doi.org/10.54476/iimrj267.
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Since the outbreak of the virus, several countries including the Philippines was greatly affected, forcing the national government to implement various categories of quarantine protocols and drastic measures to ensure the containment of the disease. Among the greatly affected sectors of industry, educational system grieved immensely because of the suspension of classes and forcing several basic education schools as well as several colleges and universities to terminate the semester. As this global pandemic continue to threaten the basic education system in the Philippines, and with the unsecured and unsafe environment due to this health crisis, the possibility of resuming physical classes is very unlikely. Hence, the implementation of Emergency Remote Teaching (ERT) plays a crucial role in the Philippine educational context during this crisis. As a supervisory intervention, ERT is a temporary solution of reinforcing the lack of face-to-face interaction of learning through various platforms – digital media, radio, television learning and the likes. This paper adapts literature-based methodology using literature review as its method of presenting the nature and characteristics of ERT and its implications to Philippine educational system through various literatures found in the digital. More so, it presents an overview of the challenges the Philippine education system faced upon its implementation. Further empirical researches on the impact of implementing ERT among Philippine public and private educational institutions in the basic and higher education program is recommended.
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Rujube N. Hinoguin and Annabelle M. Hufalar. "Justifying Higher Education Expenditure Using Saturation Analysis." Journal of Educational and Human Resource Development (JEHRD) 6 (December 28, 2018): 133–39. http://dx.doi.org/10.61569/bh996y63.
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The massive allotment of funds for tertiary education in the Philippines prompted the researchers to examine whether this high budget is justifiable in terms of contribution to the GDP of the country. This study determined the extent of money that the Philippine government will spend for tertiary education per student, that will help increase the GDP per capita to the highest level using saturation analysis. The findings show that the saturation point for the government expenditure per tertiary student for ASEAN countries is 22.20% of the GDP per capita.
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B. Quinto, Joseph, and Denver M. Cho-oy. "TeachTokerists in the Philippines: A Husserlian Phenomenology." Asia Social Issues 16, no. 1 (November 11, 2022): e258636. http://dx.doi.org/10.48048/asi.2023.258636.
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The usage of TikTok in the educational environment appears to be sparse, in contrast to previous studies that assess methods of integrating various social media platforms. As a result, this study aimed to clarify this issue by exploring the experiences and viewpoints of teacher-Tiktokerists or TeachTokerists in the Philippines to comprehend Tiktok’s function in the field of education. Using Edmund Husserl’s (descriptive) phenomenology, the findings revealed that TeachTokerists are from all over the Philippines, handling various courses in primary education. Most were aware of the app before the pandemic but only started using it during the pandemic-related lockdowns. The acronym “EDU”, which refers to E - Entertainment Purposes, D - Development of Content, and U - understanding oneself and others, is an example of why teachers in the Philippines are on Tiktok. The acronym “TOK” was developed by the researchers based on the themes they identified regarding the roles TikTok has made in Philippine education: T for Tools for Teachers and Students, O for Optimization of Students’ Confidence, Video Editing Skills, and Talents (CVT), and K for Knowledge Resource for Teachers. In the arena of Philippine education, TikTok may be advantageous. With the help of its easy-to-use interface, teachers may better convey key ideas to students and help them create videos as part of their learning output or performance. Furthermore, teachers can include educational materials that are freely available online in their lessons. Regrettably, the TeachTokerists listed the dangers that TikTok poses to students, including, but not limited to, vulgar language, excessive app use, incorrect information, and criticisms from other users. In the future, a quantitative version of this study may be carried out to include more TeachTokerists, and the room to learn more about the experiences of TeachTokerists who produce educational content also remains open.
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R. Cabauatan, Ronaldo, Ronaldo A. Manalo, and Chin Uy. "Analysing the effects of selected economic indicators on education and on the causality between education and economic growth of the Philippines." Science and Technology Development Journal 19, no. 3 (September 30, 2016): 57–69. http://dx.doi.org/10.32508/stdj.v19i3.479.
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The study estimates the impact of inflation, unemployment and population on the education in the Philippines. This study determines the causality between the education expenditure and GDP. This study used the structural stability test to examine the stability of the coefficients of the model between different time periods despite the economic environment in previous years. Findings show that education expenditure granger causes economic growth as what introduced by the endogenous growth theory which emphasized the importance of education on economic growth, in estimating education on the economic growth of the Philippines as education conduit for accumulation of human capital that will have an effect to economic growth. This shows the value of the educated labor force in the Philippine economy, even though the study encountered difficulty in gathering data, specifically for education expenditure as a consequence of limited data published by the government. Findings also show that population and unemployment are statistically significant on education expenditure while inflation is statistically insignificant. This suggests that high demand in education due to an increase in population and unemployment will increase the education expenditure.
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Gatil, Tranie Balderrama. "Translanguaging in Multilingual English Language Teaching in the Philippines: A Systematic Literature Review." International Journal of Linguistics, Literature and Translation 4, no. 1 (January 30, 2021): 52–57. http://dx.doi.org/10.32996/ijllt.2021.4.1.6.
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The debate on language preference in English language teaching in a multilingual setting has stirred the traditional monolingual “English Only Policy” in the Philippines. As a result, the Mother Tongue-Based Multilingual Education (MTB-MLE) was institutionalized in 2009. The question still lies as to the multilingual teaching practices employed in the Philippine schools. This study was conducted in order to review the translanguaging strategies of teachers in teaching English in the Philippines. It utilized the qualitative approach using systematic literature review. 14 papers were initially examined using 4 inclusion and exclusion criteria. 7 papers have qualified and selected as samples. The findings of the literature review showed that: 1.) Both natural and official translanguaging are employed in ELT and 2.) Translanguaging bridges the linguistic gap of learner’s L1, L2 and the target language, which in common in a linguistically diverse country such the Philippines. Future researches may look at building a theoretical framework of translanguaging as a language teaching pedagogy in mainstream education.
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Gumarang Jr., Bernardo K., and Brigitte K. Gumarang. "Unraveling Deterioration in the Quality of Philippine Education." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 10 (October 12, 2021): 914–17. http://dx.doi.org/10.11594/ijmaber.02.10.08.
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Education has a great role on the growth and development of economy. It builds the young generation to become competent and future leaders of a country. It is observed by the Filipino people that there are problems in the Philippine education. This paper identified and discussed the problems occurred in the education system of the Philippines. A Literature review process was utilized by the researchers. The researchers also identified solutions on the problems being identified using the findings of the different studies. The result showed three major problems in the Philippine education system such as overcrowded students in a classroom, teacher are teaching subjects that is not their expertise, and poor quality in instruction. It is recommended that the Philippine Education must review their policies in hiring educators and address the needs of its stakeholders. These findings can be used as basis in creating policies to ensure quality in education.
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Crisostomo, Lieza, Sachiyo Uenoyama, Kanae Sagisaka, and Akihiko Tomita. "Comparison of Astronomy school education curricula between Philippines and Japan." Revista Latino-Americana de Educação em Astronomia, no. 29 (September 29, 2020): 87–102. http://dx.doi.org/10.37156/relea/2020.29.087.
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As a case study for developing countries aiming at improving science and Astronomy school education, we compare the Philippine and Japanese school science curricula. The Philippines recently changed its national curriculum with a view of strengthening science education. Japan, on the other hand, already has a reputable national curriculum and continues to be one of the outstanding countries in science education. Likewise, higher education and informal Astronomy education of the two countries were reviewed for similarities and differences. The Philippine and Japanese National Curriculum Standards and government approved science books were used in the analysis of their respective Astronomy learning competencies. The findings show that the Astronomy-related topics in both countries are almost the same, but Filipino students have more time and exposure to Astronomy concepts compared to Japanese students. On the other hand, Japan is rich in student research presentation in high school. Japan offers more opportunities and facilities to students who would like to pursue both Astronomy education and research. It seems that these backgrounds are the basis for richer Astronomy research environment in Japan.
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Canieso-Doronila, Maria Luisa. "7. The Philippines." International Review of Education 42, no. 1-3 (1996): 109–29. http://dx.doi.org/10.1007/bf00597961.
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Putra, Roni. "ANALYSIS OF EDUCATIONAL POLICY AND ITS IMPLEMENTATION ON THE AUTONOMOUS TERRITORY OF THE MORO NATION: CHALLENGES AND TRANSFORMATION." Edusoshum : Journal of Islamic Education and Social Humanities 3, no. 2 (October 28, 2023): 67–74. http://dx.doi.org/10.52366/edusoshum.v3i2.69.
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The Philippine government's education policy has not been able to run as expected because it has been responded to differently by the Muslim community, thus having an impact on the education system in the Philippines. This situation reflects the dynamics of interests in different directions between the government and society. Therefore, this article will identify education policies and their implementation in the Bangsa Moro autonomous region. The purpose of this article is to analyze educational policies for the Muslim community in Moro. This writing uses the literature review method, which tells about reviews, summaries and written thoughts about various library sources. The Philippines began to accommodate madrasa educational institutions in their national education system. The results of the research show that the educational policy that is implemented is based on a combination of knowledge and cultural integration in society. This combination requires educators to present Islamic education that is integrated and close to students' lives.
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Debuque-Gonzales, Margarita, and John Paul Corpus. "Understanding Financial Inclusion in the Philippines." Philippine Journal of Development 48, no. 01 (2024): 01–38. http://dx.doi.org/10.62986/pjd2024.48.1a.
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This paper examines financial inclusion in the Philippines, benchmarking it against other developing Asian economies using the latest supply-side and demand-side data. It uses probit regressions on Philippine microdata from the World Bank’s 2021 Global Findex Database, providing a comparative analysis with the country’s regional peers. The study finds the Philippines leading in creating an enabling environment but shows mixed performance in financial outreach and uptake and lagging outcomes in account ownership and usage. Probit regressions reveal positive associations between financial inclusion and individual characteristics like education, income, and employment, and a nonlinear relationship with age. The study uncovers a smaller gender gap in formal account ownership and use and emerging disparities in financial technology access across education and income levels, particularly mobile money. Barriers such as high cost, distance, and lack of trust in financial institutions significantly hinder lower-income households, with Filipinos more affected by these barriers than their Association of Southeast Asian Nations counterparts.
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Aguilar, Mark Gabriel, Jayson Olayta, and Victa Sari Dwi Kurniati. "Productivity, Efficiency, and Convenience of Tourism Management Students in Online Education versus Traditional Education." Tamansiswa International Journal in Education and Science 4, no. 1 (October 1, 2022): 35–52. http://dx.doi.org/10.30738/tijes.v4i1.13533.
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The COVID-19 pandemic has caused changes in the global education system, requiring all educational institutions to adapt online instruction in response to government regulations such as lockdowns, travel restrictions, and the ban of public meetings, among others. As the country recovers from the effects of this pandemic, the Philippine government has chosen to return educational institutions' activities to face-to-face mode. During the pandemic, several academics sought to learn about the influence of online education on students' academic achievement, students' attitudes about online learning, the impact on students' mental health, and parents' perceptions and experiences. However, despite the abundance of published material, there is a lack of studies on students' preference between online education and traditional education, notably among tourism management students in the Philippines, as well as studies that have determined the differences on students' choice in terms of the type of institution they are enrolled at, motivating the researchers to conduct this study. Using a descriptive research design taking on quantitative research approach, the researchers aimed to determine the experience of tourism management students in selected colleges and universities in Region IV-A, Philippines towards online and traditional education in terms of productivity, efficiency, and convenience. Findings of this study serve as guide for government agencies concerned with education and educational institutions to understand their stakeholder, allowing them to come up with more preferable policy decisions in the future.
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Parreño, Samuel John. "School dropouts in the Philippines: causes, changes and statistics." Sapienza: International Journal of Interdisciplinary Studies 4, no. 1 (January 17, 2022): e23002. http://dx.doi.org/10.51798/sijis.v4i1.552.
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School dropout is a major problem as it has negative impacts that result in high social costs. A learner can be called a dropout when the learner fails to enroll in school despite having reached the mandatory school age. This paper aims to identify the root causes of school dropouts in the Philippines, specifically in all regions for the years 2008 and 2013. The secondary data on the proportion of population 6 to 24 years old who are not attending school from the website of the Philippine Statistics Authority were used. The data were analyzed using R version 4.2.1. This paper employed descriptive statistics, namely frequency and percentage to identify the root causes of dropping out in the Philippines when grouped according to region and year. Percentage change (increase and decrease) were explored to track changes in the causes of school dropouts. The findings indicated that the high cost of education, and student employment or when the student is seeking employment were the root causes of dropouts in the Philippines for the years 2008 and 2013, respectively. Based on the findings, it is recommended that the Philippine government, through the Department of Education, should prioritize programs that will address the root causes of the school dropouts with the goal of decreasing the dropout rate in general.
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Ancho, Inero. "Quality Assurance And The Philippine Education System: Inputs From Future Filipino School Leaders." Jurnal Penjaminan Mutu 5, no. 2 (September 11, 2019): 197. http://dx.doi.org/10.25078/jpm.v5i2.850.
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<table><tbody><tr><td><div><p class="s7"><span class="s10">This study involves future education leaders and managers in the Philippines and their conceptual understanding of “quality” in the context of education, the streams of teaching and learning to be specific. Respondents were enrolled in a graduate program in a teacher education institution based in Manila, Philippines and were asked the following: (1) concepts identified with quality; (2) conceptual understanding of quality assurance; (3) quality assurance mechanisms employed in the Philippine education syst</span><span class="s10">em; and (4</span><span class="s10">) proposed quality assurance mechanisms to uplift the academic achievement of Filipino students. It has been revealed that while future education leaders and managers possess sufficient ideas and knowledge about quality assurance, it is still vital to provide them with technical know-how and discourses on the theoretical-practical connection of quality and students’ academic achievement. Quality assurance mechanisms being implemented are considered to be effective in the Philippine education system. </span></p><div><span class="s10"><br /></span></div></div></td></tr></tbody></table>
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Kilag, Osias Kit T., Junrel P. Zarco, Maribel B. Zamora, Jelly D. Caballero, Claudine Acece L. Yntig, Jodhel D. Suba-an, and John Michael Sasan. "How Does Philippines's Education System Compared to Finland's?" Basic and Applied Education Research Journal 4, no. 1 (June 5, 2023): 19–27. http://dx.doi.org/10.11594/baerj.04.01.03.
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This study examines the differences between the education systems in Finland and the Philippines. The education systems in both countries have significant differences in terms of policies, teacher qualifications, and curriculum structure. Finland has a highly decentralized curriculum that allows teachers to develop their own curriculum according to the needs and interests of students, while the curriculum in the Philippines is centralized and designed by the central government. The quality and competence of teachers in Finland are also higher compared to those in the Philippines, where a Bachelor's or Diploma Four degree is the minimum requirement for teaching. Finland's success in education can be attributed to the government's persistence and consistency in implementing education policies formulated over the years, and their emphasis on teacher quality and competence. On the other hand, the Philippines has struggled to improve the quality of education, with some policies having little to no positive impact. Given the differences between the two education systems, the study suggests that the Philippines should learn from Finland's education system and adopt some of its policies to improve its own education system. By doing so, the Philippines can improve the quality of education and potentially achieve the same success that Finland has achieved.
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Genelza, Genesis Gregorious. "Higher education’s outcomes-based education: Bane or boon?" West African Journal of Educational Sciences and Practice 1, no. 1 (May 18, 2022): 34–41. http://dx.doi.org/10.57040/wajesp.v1i1.206.
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Outcomes-Based Education (OBE) encompasses the learning, awareness, abilities, and viewpoints that students should learn to attain their successful and satisfying life cycles as human beings, members of society, and at employment. However, OBE has recently become a topic of debate and controversy. Some critics consider this educational approach ineffective, while others see it as solution to a country's educational problems. In this context, it is important to consider the nature of outcomes-based education and the challenges that come with its implementation in the Philippines. Rather than criticizing the notions associated with it, this paper focuses on such a reflection. The paper introduces several important notions (both good and bad) in Outcomes-Based Education and recommends methods in which these concepts may perhaps be studied further. This paper is not purposed to negate the system nor to agree with the sets of standards embedded in this kind of system in Philippine education but to establish awareness on how this system works. But if OBE will be a miracle cure in the Philippines (or a plague to the country), Filipinos must play their part in order to achieve the ideal goals since they are the ones who are greatly affected either way.
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Roldan, Aurora H. "The Philippines Movement in Gifted Education." Gifted and Talented International 9, no. 1 (March 1994): 27–28. http://dx.doi.org/10.1080/15332276.1994.11672786.
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SANTOS, LEONOR M., and RIZA S. O. AGUILAR. "Postgraduate fisheries education in the Philippines." Fisheries science 68, sup2 (2002): 1915–18. http://dx.doi.org/10.2331/fishsci.68.sup2_1915.
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Rodrigo, Maria Mercedes T. "Computer Science Education in the Philippines." ACM Inroads 15, no. 1 (February 20, 2024): 48–53. http://dx.doi.org/10.1145/3644818.
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Gangoso, Paul Omar. "A Framework for Technical Vocational Education and Training for Indigenous Peoples in the Philippines." East Asian Journal of Multidisciplinary Research 2, no. 4 (April 28, 2023): 1727–48. http://dx.doi.org/10.55927/eajmr.v2i4.3733.
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Technical education and vocational training (TVET) serves as a key strategy for raising employability of the Philippine labor force and reducing the polarity between skilled and non-skilled workers along with employed and unemployed graduates since the development of the Philippine Qualifications Framework. This study establishes a working model or a Competency-based TVET Framework for Indigenous Peoples in the Philippines. It will serve as an intervention paradigm that will guide TVET curriculum developers and policymakers in identifying and integrating theoretical and culturally appropriate disciplines into the curricular design of education and skills training for Indigenous Peoples. It will be a new framework, separate from but parallel to the current TVET Framework.
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Abdul Sali, Abdul Haiy. "POSNER’S CURRICULUM ANALYSIS FRAMEWORK TOWARDS THE DEVELOPMENT OF PHILIPPINE MADRASAH EDUCATION." Journal of Southeast Asian Studies 26, no. 1 (June 30, 2021): 163–85. http://dx.doi.org/10.22452/jati.vol26no1.8.
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The madrasah education curriculum is imperative in the implementation of madrasah education in the Philippines. The importance of the curriculum processes and products as collection of work encompasses the significant involvement of key stakeholders in curriculum development. The purpose of this paper was to provide a detailed curriculum analysis of the Refined Elementary Madrasah Curriculum using Posner’s curriculum analysis and its implication towards the development of Philippine madrasah education. The study employed a qualitative research design mainly through document analyses and key informant interviews of program implementers. Based on the analysis, the perspective of the curriculum is to provide appropriate and relevant educational opportunities within the context of accepted cultures, customs, traditions and interests of Muslim Filipino learners. In addition, there is an attempt to contextualise the learning goals of the Philippine classroom. However, some of the participants described the curriculum as relevant but not age-appropriate. In addition, as basic tenets in designing a curriculum, there were no specific learning activities elaborately explaining the instructional strategies and course resources. Also, there was no assessment task or evaluation explicitly incorporated in the curriculum. Conversely, the institutionalisation of the Madrasah Education Program (MEP) in public school provides an opportunity to develop and ensure access to quality and relevant education among Muslim learners. The results provide baseline data in understanding the curriculum and serve as an impetus for future curriculum development of madrasah education in the Philippines.
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Aimee, Abby. "Human Capital Public Investment and Economic Growth in the Philippines." Tamansiswa Management Journal International 4, no. 1 (January 31, 2022): 73–80. http://dx.doi.org/10.54204/tmji/vol412022011.
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In this study, the impact of government investment in health and education on Philippine economic growth is examined. For the years 2000 through 2020, we utilize statistics data from the World Bank. We use a quantitative analysis method.This study used the Dynamic ARDL model. If there is a cointegration connection between the study variables, the dynamic ARDL simulation model can be applied. We discovered that investments in health and education have a significant influence on economic growth, as shown by the positive causal association between these investments and economic growth. Education and health are two vital factors that must be considered in economic development in the Philippines.
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MANIRE, ROCKY NINO, and Emily B. Tan. "Quo Vadis?" International Journal for Innovation Education and Research 9, no. 6 (June 1, 2021): 381–84. http://dx.doi.org/10.31686/ijier.vol9.iss6.3187.
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The continuity of education must be seamless. Hence, adjustments in the basic education curriculum also calls for adjustments in the higher education curriculum to ensure the continuity of the learning process after transitioning from senior high school to tertiary education. Philippine Higher Educational Institutions is challenged everyday with the series of developments happening in the country. As such, adapting to these developments must be captured though curricular reforms in the PHEI curriculum. This short reflection deals with the adjustments made by the higher education in the Philippines in order to align themselves with the curricular reforms made in the basic education.
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Ancho, Inero, and Kadek Aria Prima Dewi PF. "Philippine Qualifications Framework and South Korea’s New Southern Policy: Towards Quality Tech-Voc Education." Jurnal Penjaminan Mutu 7, no. 1 (March 7, 2021): 53. http://dx.doi.org/10.25078/jpm.v7i1.1953.
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<p><em>This study is an attempt to revisit the Philippine Qualifications Framework (PQF) vis-à-vis South Korea’s New Southern Policy (NSP). The focus is on the tech-voc education given PQF mandates concerning NSP’s agenda. The PQF-NSP alignment in the context of tech-voc is emphasized as inputs are provided towards quality tech-voc education in the Philippines. </em><em>This qualitative study uses policy document analysis as a methodology, primarily involving PQF and NSP. According to Cardno (2018), policy document analysis is a significant instrument for leaders in the education sector as it also functions as a research technique. Policies are accessed through retrieval from website searches (Patel, et al., 2017). Harmonizing mandates provisions, and agenda of the NSP and PQF provides clear-cut directions towards quality tech-voc education in the Philippines.</em><em> Institutionalizing qualifications and standards through the PQF serve as a mechanism to complement existing practices not just in the country but in the ASEAN region as well. As PQF acts as an instrument to advance policy planning, creation, and implementation, the Philippines affirms its role in contributing to the region’s qualifications framework by gaining recognition and impact. This is a prime invitation for NSP to maximize and be an active partner in upholding quality and standards, and in this case, through the context of tech-voc education. </em></p>
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Alda, Rivika, Helen Boholano, and Filomena Dayagbil. "Teacher Education Institutions in the Philippines towards Education 4.0." International Journal of Learning, Teaching and Educational Research 19, no. 8 (August 30, 2020): 137–54. http://dx.doi.org/10.26803/ijlter.19.8.8.
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Timbang, vangeline E., and Mary Caroline N. Castano. "A MODEL FOR A FUNCTIONAL AND ENTREPRENEURIAL INTERNSHIP PROGRAM FOR HOSPITALITY EDUCATION IN THE PHILIPPINES." International Journal of Entrepreneurship and Management Practices 3, no. 12 (December 1, 2020): 09–27. http://dx.doi.org/10.35631/ijemp.312002.
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The main objective of this study is to develop a functional and responsive entrepreneurial internship model for the Philippine Hospitality Management Education program. Mixed methods research design was employed using a combination of the following: a survey that contained an assessment of compliance to a checklist from the Philippines’ Commission on Higher Education [CHED] Student Internship Program in the Philippines [SIPP] Requirements, a survey questionnaire containing proposed requirements for the quantitative portion of the study, and a semi-structured interview with key informants was utilized for the qualitative side. The study showed that there were no significant differences in the level of compliance to CHED’s SIPP between autonomous and non-autonomous HEIs. Moreover, the elements of an entrepreneurial internship program namely entrepreneurial objectives, internship trainer/facilitator, pre-entrepreneurial internship stage, entrepreneurial internship stage, and post-entrepreneurial internship stage were perceived to be important but non-existent in most hospitality management internship programs.
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Calma, Angelito. "Challenges in preparing academic staff for research training and supervision." International Journal of Educational Management 28, no. 6 (August 5, 2014): 705–15. http://dx.doi.org/10.1108/ijem-06-2013-0092.
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Purpose – Little attention has been given to the preparedness of academic staff for their role as research trainers or supervisors. In addition, limited work has been done on this topic in developing countries such as the Philippines. The Philippines is an important case, as it is a national priority to develop university research and improve research training practices, and there is a graduate skill deficit (in terms of critical thinking, academic writing, and data analysis skills). The purpose of this paper is to identify the challenges confronting the government and universities that relate to academic staff development, research supervision, and staff and student support, involving 53 government and university executives and academics from the Philippines. Design/methodology/approach – The survey involved the participation of selected government and university executives, including the zonal research centre directors, via interviews; and survey of academic staff via a questionnaire. Findings – Results indicate that the most critical challenges for government and universities in the Philippines relate to effectively meeting the dual demands of teaching and research, building a critical mass of researchers, and developing excellent research skills and competences among staff and students. Originality/value – The paper is the first to study research training and supervision in Philippine universities, providing a case for the Philippines internationally, which is less featured in research.
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Al Tobi, Abdullah Saif, and Solane Duque. "Quality assurance in higher education: The Philippines and Oman experience." Perspectives of Innovations, Economics and Business 15, no. 1 (April 15, 2015): 41–48. http://dx.doi.org/10.15208/pieb.2015.03.
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Manalastas, Eric Julian, and Beatriz A. Torre. "LGBT psychology in the Philippines." Psychology of Sexualities Review 7, no. 1 (2016): 60–72. http://dx.doi.org/10.53841/bpssex.2016.7.1.60.
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This paper presents an account of the initial developments towards an LGBT psychology in the Philippines. We situate this on critical events leading to: (1) an official policy by the Psychological Association of the Philippines (PAP) against anti-LGBT discrimination in 2011, the first in south-east Asia; and (2) the institutionalisation in 2014 of the PAP’s LGBT Psychology Special Interest Group. Organising efforts have focused in four areas: research, education, advocacy, and practice. National conferences have served as naturally occurring moments for mainstreaming and visibility within the profession. Research progress is evidenced by the publication in 2013 of a special LGBT issue of the Philippine Journal of Psychology. Education efforts have involved teaching an undergraduate elective on LGBT psychology, training of psychology teachers to integrate sexual and gender diversity, and conduct of ‘LGBT Psych 101’ seminars. Advocacy has focused on ‘giving away’ LGBT psychology through engagement with the activist community, media, and support for anti-discrimination legislation. Finally, initial work in professional practice has been around raising awareness of LGBT issues in counselling. We reflect on these initial successes and present lessons learned as well as next steps for the development of an LGBT-inclusive psychology in south-east Asia.
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Dagdag, Januard Denola. "Organizational structure and procedure barriers to obedizing Philippine higher education: Implications to policies and practice." Journal Of Research, Policy & Practice of Teachers & Teacher Education 10, no. 1 (May 21, 2020): 27–44. http://dx.doi.org/10.37134/jrpptte.vol10.1.3.2020.
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The claim that higher education institutions are outcome-based education-aligned or obedized necessitates evidence in practice. This policy perspectives article discusses the implications of the following prevailing inputs-based structures and procedures to the implementation of outcome-based education in Philippine higher education: (1) segmenting learning time and prescheduling examination; (2) covering curriculum contents over achieving desired outcomes; (3) imposing regular classroom meetings; (4) quantifying inputs targets; (5) quantifying learning performance using a mark; (6) aligning assessments with the licensure examination; (7) and screening and clustering students through a test. The paper offers insights necessary for strengthening policies and practice to obedizing tertiary education in the Philippines and beyond.
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Yang, Jian, and Guangyuan Tian. "The Current Situation of Chinese Education in Philippines Based on SWOT Analysis." International Journal of Education and Humanities 9, no. 2 (June 29, 2023): 53–56. http://dx.doi.org/10.54097/ijeh.v9i2.9588.
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This paper will make a comprehensive evaluation of the current situation of Chinese education in the Philippines through SWOT analysis. By analyzing its advantages, disadvantages, opportunities and threats, we will provide useful suggestions for the future development of Chinese education in the Philippines. It is hoped that this study can provide reference for relevant educational institutions, policy makers and Chinese communities, and promote the prosperity and progress of Chinese education in the Philippines.