Littérature scientifique sur le sujet « Quality, educational work, clinical and critical reflection »

With the growth of qualitative health research in low- and middle-income countries, local health professionals are increasingly involved in facilitating interviews with their fellow health workers. Understanding the methodological implications of such situations is required to ensure high-quality study findings and to build capacity and skills for interviewers with clinical backgrounds working with limited resources. This article reports a qualitative process evaluation of a study that assessed barriers and enablers of implementing bubble continuous positive airway pressure in Malawi. Findings were summarized through an iterative process of reflection on what worked, what did not work, areas for improvement, structural challenges, negotiating dual roles as nurses and researchers and the professional hierarchy within the health care system. Comprehensive practical training was critical to conducting qualitative research in a health setting. Interviewers were health workers themselves and required skills in reflexivity to effectively probe and navigate interviewing other health professionals, including senior staff. The main challenge in conducting interviews in a resource-limited healthcare setting was time constraints, which were compounded by staffing shortages. Lessons from this qualitative evaluation highlight the importance of training in reflexivity, engaging interviewers as collaborators and reserving adequate time to accommodate healthcare workers’ multiple roles and responsibilities.

Considering the strategic directions of modern higher education, dominant personality-oriented paradigm, which determines the rejection of understanding the educational process as a path which interns must comply, can be called This paradigm provides a variety of methods and tools that match the individual personality as a subject of education. The purpose of this work is the searching for new paradigms of educational reform and its new models and technologies, innovative approaches, learning and education. Employees of the Academy were customized modification techniques "competing groups" in training doctors ‒ dental interns, whose meaning is "doubles competition." At the same time, three main components of the concept of critical thinking were basis of the systematization of techniques and strategies within this methodology: cognitive (development of mental levels), communicative (development of interactions) and reflexive (the development of professional reflection). The process of learning by this methodology is carried out in three stages: The preparatory stage involves the definition of the purpose and the task of a substantiated motivation. The conditional clinical situation should be in line with the current standard of higher education, which presupposes the presence of normative disciplines. Intern doctors can propose a problematic situation for discussion, based on the great interest in this topic themselves (the theme of the course work, the specifics of the place of future work, etc.), they can choose their "opponent" independently. The condition of the business game is the planned agreement of one member of the group with the other, he must reasonably and correctly proves the opposite. The main stage takes place as an independent work of interns on their task. For a well-grounded objection, doctors-interns should propose a variety of modern methods of clinical, laboratory, instrumental research, the use of certain therapeutic options, hoping for its effectiveness. At this stage, an important work is going on: each intern must receive the data necessary for "competitiveness", find evidence or refutation based on a specific approach to the problem (subjective, facilitarial, holistic, and interactive), which may indicate the implementation of personality-oriented learning . The phases of work with the information are determined: 1) recognition of information; 2) its review; 3) determination of the main; 4) comparison of the main and secondary; 5) information analysis; 6) its synthesis; 7) information characteristics; 8) its application; 9) information evaluation; 10) personal attitude to information. The final stage is the report of each competitive pair, presentation of results and project protection. An important point is the discussion of the results in the presence of all interns in a specialty that is conducted under the guidance of a teacher or a working group. The use of the technique of "competitive couples" in the educational process of interns of dentistry significantly increases the quality of knowledge. Problematic clinical situations form the ability to self-organization cognitive activity, the ability to perform operations of mental activity. The element of competition, the opportunity to reveal its theoretical and practical potential greatly enhances the ability of young colleagues to think clinically. The introduction of stimulating, encouraging, exciting methods in the educational process can remove psychological stress from interns' doctors, encourage them to self-improvement. As a basis that determines the use of the methodology of individual creativity in the practice of working with young colleagues, the humanization of education, as well as self-improvement, is a necessary condition for obtaining the individually required knowledge and skills.

The formation of functional attachments is a critical developmental task of infancy and early childhood. Attachments play a significant role in the development of a child’s enduring beliefs about self, other and world (Attachment Representations). Infants become attached to the people who provide physical and emotional care on a continuous and consistent basis. Quality of care and the infant’s early experiences influence the type of attachment the infant develops. When care is grossly deficient and early experiences are characterised by physical and emotional distress, the infant’s attachment to its caregiver is also disturbed. Children who display markedly disturbed and developmentally inappropriate social relatedness in most contexts, and who have experienced grossly deficient care, might accurately be diagnosed with Reactive Attachment Disorder (RAD) or Disinhibited Attachment Disorder (DAD). Attachment-disordered children pose a substantial care and management challenge to all who care for and work with them in the home and educational contexts. Successful management of these children and the remediation of their attachment difficulties are predicated on understanding what function their apparently antisocial and defensive tendencies serve and approaches that support the development of functional attachments. Key roles are attributed to cortical arousal, attachment representations and beliefs about accessibility to needs provision in the diagnosis and remediation of attachment disorders. Drawing from observations of caregiving practices that promote functional attachments in infancy, strategies are presented for the home and classroom that address elevated cortical arousal levels, promote secure attachment representations and reassure the child regarding accessibility to needs provision.

This is the editorial for the eleventh edition of Exchanges: The Interdisciplinary Research Journal, published autumn 2018. This issue includes a number of interviews with key figures, two pieces considering issues around Narrating, Nation, Sovereignty and Territory as well as a critical reflection on a community art scholarship educational intervention. This editorial takes a brief look at the role of peer reviewers in supporting the work of Exchanges, and makes a call for more readers of the title to register their interest in supporting this activity. It concludes with acknowledgement and a call for submissions for the next and subsequent volumes of the title.

Under emergency conditions in the Brazilian educational system, since the turn of the 21st century, the National Curriculum Parameters consist of guidelines elaborated by the Federal Government with the purpose of guiding education, being separated by discipline. It is understood that reflective practice and critical involvement, in the context of extracting recreations in teaching, support debates and the development of teachers' productions and educational projects at the school, encourage reflection not only on pedagogical practice, but also about the planning of classes. Therefore, the objective of this work is to re-discuss, under the spectacles of the dialogic approach, some national parameters of education that govern Brazilian education, considering the expansion and potentializing of studies already carried out on the subject.

Introduction. The strive for high quality of Russian higher education, puts an emphasis on seeking the ways to improve it in the line with the topical Global educational agenda. In the context of this study provision of high quality education is defined as managing students experience in and out of the classroom as an integrative whole which is indispensable for maximising educational outcomes. Though Russian universities have a steady intake of international students on mobility programmes, there are not enough studies modelling the application of these dimensions in Russian academic setting. The current study seeks for the pathways to overcome this gap.Aim. The article is targeted to rethink the strategy of managing high quality education for international students and to work out and test an integrated model for the educational quality enhancement regarding two critical dimensions of their university training in curricular-related and co-curricular areas.Methodology and research methods. Mixed research methods were utilised. Individual interviews and a survey with close-ended and open-ended items were used to find out challenging issues impeding the development of high quality education offered in curricular and co-curricular related dimensions. Classroom observation, peer experts opinions and content analysis of the courses taught and their outcomes evaluation were applied at the University of Tyumen, being 5-100 project participant, to indicate the components, pedagogical toolkit and competencies for high educational quality of international students.Results and scientific novelty. The developed integrated model for high educational quality provision included the main interrelated curricular and co-curricular components of quality enhancement. They involved the designed up-to-date academic Russian course; teacher-student interactive support, socio-cultural and intellectual engagement such as “buddy” scheme studentto-student support, discussion workshops on intercultural awareness of students and teaching staff. Teaching methods of reflection, critical analysis, confirmatory feedback, communities, project-based and action oriented learning, group discussions, language tandems were proposed. Major competencies for international students’ curricular-based and co-curricular educational quality were suggested: critical reading and reflection, academic writing, negotiating, argumentation, logical cohesion, intercultural and cross-cultural awareness, conflict avoidance, tolerance to ambiguity.Practical significance. The integrated model can be applied for road-mapping the action plan of international policy at any university in Russia to provide high quality education for international students.

Critical reflection on own beliefs, within the context of cultural competence, has been acknowledged as an important skill doctors and medical students should have in order to enhance the quality of health care regardless of patients’ social and cultural background. Yet the guidelines for teaching students critical reflection on their own cultural beliefs are lacking. Based on the method of investigating short reflective narratives and Gibbs’ reflective cycle for development, this paper explores the experience of clinical communication tutors’ in examining cultural competence in OSCEs, how they felt, analyzed and concluded, and examines their account on how to construct a training model for dealing with such challenge in medical education.

The importance of critical thinking in training preservice and postservice speech-language pathologists (SLPs) is increasingly acknowledged in the collected works of communication sciences and disorders. Incorporation of critical thinking enhances the quality of clinical decision making, is important for interprofessional practice, and is an essential knowledge in educational services for SLPs at all levels (Finn, Brundage, & DiLollo, 2016). In this article, we propose the need to infuse critical thinking within cultural and linguistic diversity training and recommend the use of literature and instructional activities focused on guiding SLPs in working with Arab Americans to serve this mission. On the basis of existing resources in communication sciences and disorders literature on Arab Americans, we created a study module to target the 3 components of critical thinking: interpretation, evaluation, and metacognition. The first part of the module (Units 1 and 2) is designed to introduce students to critical thinking and facilitate their use of critical thinking in evaluating information presented within speech pathology resources on working with diverse population. The second part, Unit 3, assists learners in reflecting on the impact of their own preconceptions. The last part, Unit 4, facilitates students' understanding of best practices in servicing individuals from diverse populations.

ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. 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Purpose The Participatory Autism Research Collective (PARC) was initially set up with the purpose of bringing autistic people, including scholars and activists (but not exclusively), together with early career researchers and practitioners who work with autistic people, with the aim being to build a community where those who wished to see more significant involvement of autistic people in autism research could share knowledge and expertise. This paper aims to discuss this issue. Design/methodology/approach This paper explores the development of the PARC network, reflecting upon its activities and ethos within current higher education practices and structures. Findings In supporting autistic individuals in their attempts to establish themselves within academic systems that may not always be considerate or accommodating, the existence of PARC creates a structure with which autistic people can influence social change. PARC serves as a network of support, strengthening the presence of autistic scholars in academia. It also provides a structure through which autistic people are able to demonstrate helpful practices with which to engage more broadly. Originality/value The PARC network is the first autistic-led venture of its kind in the UK to have a sustained impact. PARC is growing to become an important element in the field of autism studies both by supporting emerging autistic academics and by promoting ethical and participatory research methods and practices.

Questo studio vuole indagare il concetto di qualità nel lavoro educativo, individuandone le possibili determinazioni a livello teorico e pratico, attraverso un confronto con le pratiche e i problemi concreti dell’educare. Quello della qualità è un tema assai complesso e costituito da numerose variabili, attorno a cui hanno preso avvio una serie di dibattiti (Abbott L., 1955; Feigenbaum A. V., 1951; Crosby P. B., 1979; Juran J. M., 1974; 1988; Parasuraman A., Zeithaml V.A., Berry L.L, 1985) che hanno contribuito a rendere la parola qualità un contenitore da riempire con le più varie attribuzioni di significato. Definire la qualità non è solo un processo difficile, ma anche in trasformazione. Questo è ancor più vero nei riguardi di un settore articolato come quello educativo, dove essa assume tratti di complessità che occorre considerare. Se da un lato è possibile riscontrare un’idea di qualità tecnica, orientata alla progettazione e al controllo, dall’altra esiste una qualità pedagogica che spesso rimane nell’ombra. Con l’intento di inquadrare il concetto di qualità nell’ambito di una riflessione pedagogica, lo studio prende avvio da una ricognizione teorica che ha come oggetto il sapere pedagogico (Bertolini, 1988; Cambi, 2000; Cambi, Cives, Fornaca, 1991; Frabboni, Pinto Minerva, 2003; Massa, 1987, 1990), di cui si evidenzia il carattere complesso e multidimensionale che lo rende capace di orientare le pratiche senza la pretesa di giungere a verità assolute. In seguito è stato approfondito il tema del lavoro educativo, un lavoro esercitato nel campo-dispositivo dell’educazione (Massa, 1987) e che è esaminato nelle sue dimensioni materiali, inconsce e pragmatiche. Dopo aver posto le basi concettuali e teoriche del sapere pedagogico e del lavoro educativo, si entra nel merito del concetto di qualità, ripercorrendone le origini storiche e le relative evoluzioni, per poi considerare i significati che essa può assumere a seconda delle diverse prospettive epistemologiche: positivismo, ermeneutica, approccio critico-decostruttivo e clinico. Si fa così ritorno all’educativo: si cerca di mostrare il rapporto che la qualità intrattiene con l’educazione e le possibili accezioni attribuite alla qualità in tale ambito, in termini di capacità di gestione delle relazioni, di costruzione e progettazione di setting educativi, di decostruzione e riflessione sulle pratiche e sulle esperienze educative. Infine, si pone la qualità a confronto con i problemi dell’educazione, entrando nel vivo delle questioni concrete concernenti la pratica. L’ultima parte dello studio è dedicata alla ricerca. Essa si colloca all’interno del più ampio Progetto PRIN, cui ho preso parte, che ha avuto come obiettivo esplorare le culture e le politiche della valutazione in due servizi educativi e di cura per adolescenti del territorio lombardo. L’approccio entro cui è inserita è di tipo qualitativo (Denzin & Lincoln, 2000) ed essa è stata condotta attraverso la strutturazione di un “collective case study” (Yin, 1994; Mortari, 2007; Riva, 2007), utilizzando un approccio metodologico di tipo ermeneutico, clinico-critico, in particolare quello della ‘clinica della formazione’ (Massa, 1992; Riva 2000). Per la raccolta dei dati sono stati utilizzati diversi strumenti: l’osservazione etnografica (Anderson-Levitt, 2006; Angrosino & Rosenberg, 2011; Bove, 2009) per esplorare quanto agito nei due contesti; interviste e focus group per indagare quanto dichiarato dai professionisti rispetto al loro sapere; un percorso clinico pedagogico per esplorare i significati attribuiti alle pratiche. La ricerca sul campo ha evidenziato alcune delle possibili accezioni che la qualità può assumere nel lavoro educativo; significati generati dai contesti e dai soggetti che li abitano, che si costruiscono e si determinano nel quotidiano e nelle relazioni tra i professionisti, con gli utenti e con i diversi stakeholder.

Active learning has been introduced in the Universities to reinforce the students’ skills development and increase their motivation and engagement while also fostering the transferability of knowledge into the profession, contrasting with a classical approach, where passive knowledge transfer occurs, and students act as sponges for information. Albeit not completely conceptualized, active learning demands the student’s involvement with the learning activities, the analysis and ability to respond to specific situations, and a critical reflection on the learning process. In Health Sciences, case-based and cooperative learning are among the most used active learning strategies. They present multiple configurations and vary greatly in terms of implementation. Students’ adherence to active learning depends on the perceived utility, level of effort requested by the activities, and self-confidence in the quality of achieved learning. Under the Think4Jobs, an Erasmus+ project, a University-Business collaboration was implemented to design work-based activities for pilot courses of the Veterinary Medicine program aiming to increase the students’ adherence to active learning strategies while reducing any mismatch in students’ competencies at graduation. In this chapter, we propose discussing how the collaboration was conceptualized and implemented. We also present some activities jointly designed to foster students’ clinical reasoning/critical thinking and decision-making.

Some patients in nursing homes require extra attention to enable staff to detect and manage deterioration at an early stage. Nursing skills are vital to make systematic observations and assessments of a patient’s condition. It is challenging for nurses in nursing homes to make professional decisions without being able to consult other nurses. To improve the quality and safety of health care for patients and their relatives, the focus must be on working to ensure patient safety in nursing homes. Simulation-based learning can be one way to increase reflection on patient safety and develop health professionals’ knowledge, skills and attitudes, while protecting patients from unnecessary risks. Simulation-based learning as a method in medical education offers activities that mimic a clinical environment, where students can practice procedures and decision-making and where their critical thinking can be enhanced through role-play, videos or simulators. While simulation often takes place in a simulation center, in situ simulation refers to a learning activity that takes place in participants’ everyday work environment where they actually provide patient care. In this chapter, we aim to describe nurses’ experiences of in situ simulation and their subsequent reflections on patient safety in nursing homes. Data were collected from two focus groups with 5–6 nurses per group. The transcribed material was analyzed using qualitative content analysis, and two categories were identified that described the nurses’ experiences: “to doubt oneself” and “being dependent on others”.

Taking into consideration the dynamic development of modern society, the requirements for the process of training future teachers of labor education and technology are growing. An effective factor in reforming the national higher education system is the humanization of the studying process, including: complex development and implementation into practice of individual potential for professional development in terms of master’s training and installation for continuous and complex improvement of professional and personal qualities, pedagogical skills development. The system of professional training of applicants for the second (master’s) level of higher education should be aimed at ensuring the quality of competitive teachers and lecturers with high level of competence, pedagogical skills and personal qualities. The subject of the research: technologies of pedagogical skills development of future labor education and technologies teachers. Research methodology is based on general research methods of analysis and synthesis. The purpose of the research work is to analyze the approaches of national and foreign researchers to determine the essence of the concepts “pedagogical skills” and “technology”; to reveal the essence of the basic construct “pedagogical skills of future labor education and technology teachers”, to determine and theoretically substantiate effective technologies for the development of pedagogical skills of future teachers of labor education and technology in terms of master’s training. Conclusion. Pedagogical skills of future teachers of labor education and technology is the highest level of professional development of the individual, determined by psychological and pedagogical training, ability to solve pedagogical problems optimally, innovation, creativity, mobility, high level of pedagogical techniques and pedagogical thinking, professional and pedagogical competence etc. Technology is a skillful, effective way of education organizing, the optimal set of methodological approaches, methods and tools for the educational process organizing, as well as pedagogical principles. In our opinion, it is advisable to use the following technologies to develop the pedagogical skills of future teachers of labor training and technology: project technologies (implementation by future teachers of labor training and technology of a professional project, for example, collection of materials (portfolio), presentation, music video, album, exhibition, etc), training technologies (training form that helps to reveal and improve personal potential, to establish means of interaction of verbal and nonverbal self-expression), coaching (interactive communication of undergraduates in the format of “question-answer”, partnership (equal, facilitative) interaction of the teacher-coach and future teachers of labor education and technology), technology for the critical thinking development (taking into account scientifically proved patterns of interaction between personality and information); organization of educational activities, which contains 3 stages (phases): challenge, comprehension and reflection, mnemonics (establishing associative links using special methods and techniques), dialogical training (maintaining the parity of partners in the process of communication with a culture of communication) and others. The use of innovative technologies which are identified by us significantly affects the quality of pedagogical skills development of future teachers of labor education and technology in terms of master’s training.

Educational research is only one of the areas of scientific research, or a branch of scientific research, as a careful, organized and critical attempt to address educational problems and issues of a practical nature, starting from monitoring and identifying the problem and subjecting it to the test of meditation, reflection and diagnosis in order to reach possible and appropriate solutions to it, as educational research is a mechanism of developing the work of teachers and raising the quality of their composition and improving their classroom practices, in addition to contributing to the drawing of educational policy, and providing information And the data needed for educational decision-making... If the educational research has all these and other advantages, we find that the ministry of the guardian of the national education sector in the Kingdom of Morocco did not give him the status that befits him, and the result was the emergence of an educational crisis in our country, where our educational system occupied very low ranks as will come later, which made king Mohammed VI Nasrallah warn of the seriousness of the crisis in his historic speech 20 August 2013.This was recently revealed by the Development Model Committee in April 2021. The Ministry has recently been alerted to the importance of educational scientific research in addressing this educational crisis and has issued some regulations and legislation to encourage it. Despite the state's efforts in this area, the meditator of the educational research situation in the various research centers in our country, as in other Arab countries, notes that there are many obstacles and difficulties in it and limit its performance of its expected role. From this point of view, this modest study came to shed more light on the reality of educational research in the regional centers of the professions of education and training, focusing on the most important difficulties facing it, hoping to find appropriate solutions to this situation in order to build a new Moroccan school that responds to the expectations of society and looks forward to its development prospects. From God, we derive help, conciliation and payment. Key words: Educational Research, Scientific Research, Regional Centers For Education And Training Professions.

In the transition to a post pandemic world, educational institutions are faced with the challenge of helping to build a more responsive and robust education system in the volatile, uncertain, complex, and ambiguous present and future. This requires critical reflection on lessons learned during the pandemic, reimagining the future of higher education as well as institutional directions, and adopting new strategies for development. This session describes a program to build the capacity of Philippine colleges and universities in this important work. // The Sustainable Institution Building for Open Learning (SIBOL) initiative, as it is called, aims to provide participating higher education institutions with training and mentoring in planning, managing, and sustaining blended, online, and open learning (BOL) programs. Phase 1 of SIBOL consists of seven online training modules, delivered synchronously and asynchronously, on planning BOL programs; systems for BOL materials development, technology management, faculty development, and student support; quality assurance; and research and innovation for sustainability of BOL. Phase 2 is a mentoring program for participating institutions as they implement their BOL institutional strategy. This second phase also aims to strengthen institutional collaboration and networking towards building the open and distance learning ecosystem in the Philippines. // In this paper, early findings from the design, development, and pilot implementation of SIBOL are discussed. SIBOL was conceptualized as UPOU’s pilot project under the EU-funded Advancing Equity and Access to Higher Education through Open and Distance Learning (BUKA) project.

[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose This study aims to determine where nursing students from a metropolitan university subsequently work following graduation, identify the factors that influence decisions to pursue careers in particular locations, ascertain educational plans in the immediate future; and explore the factors that might attract students to pursue postgraduate study. Background The global nursing shortage and high attrition of nursing students remain a challenge for the nursing profession. A recurrent pattern of maldistribution of nurses in clinical specialities and work locations has also occurred. It is imperative that institutions of learning examine their directions and priorities with the goal of meeting the mounting health needs of the wider community. Methodology Qualitative and quantitative data were obtained through an online 21-item questionnaire. The questionnaire gathered data such as year of graduation, employment status, the location of main and secondary jobs, the principal area of nursing activity, and plans for postgraduate study. It sought graduates’ reasons for seeking employment in particular workplaces and the factors encouraging them to pursue postgraduate study. Contribution This study is meaningful and relevant as it provided a window to see the gaps in higher education and nursing practice, and opportunities in research and collaboration. It conveys many insights that were informative, valuable and illuminating in the context of nurse shortage and nurse education. The partnership with hospitals and health services in providing education and support at the workplace is emphasized. Findings Twenty-three students completed the online questionnaire. All respondents were employed, 22 were working in Australia on a permanent basis (96%), 19 in urban areas (83%) with three in regional/rural areas (13%), and one was working internationally (4%). This pilot study revealed that there were varied reasons for workplace decisions, but the most common answer was the opportunity provided to students to undertake their graduate year and subsequent employment offered. Moreover, the prevailing culture of the organization and high-quality clinical experiences afforded to students were significant contributory factors. Data analysis revealed their plans for postgraduate studies in the next five years (61%), with critical care nursing as the most popular specialty option. The majority of the respondents (78%) signified their interest in taking further courses, being familiar with the educational system and expressing high satisfaction with the university’s program delivery. Recommendations for Practitioners The results of the pilot should be tested in a full study with validated instruments in the future. With a larger dataset, the conclusions about graduate destinations and postgraduate educational pursuits of graduates would be generalizable, valid and reliable. Recommendation for Researchers Further research to explore how graduates might be encouraged to work in rural and regional areas, determine courses that meet the demand of the market, and how to better engage with clinical partners are recommended. Impact on Society It is expected that the study will be extended in the future to benefit other academics, service managers, recruiters, and stakeholders to alert them of strategies that may be used to entice graduates to seek employment in various areas and plan for addressing the educational needs of postgraduate nursing students. The end goal is to help enhance the nursing workforce by focusing on leadership and retention. Future Research Future directions for research will include canvassing a bigger sample of alumni students and continuously monitoring graduate destinations and educational aspirations. How graduates might be encouraged to work in rural and regional areas will be further explored. Further research will also be undertaken involving graduates from other universities and other countries in order to compare the work practice of graduates over the same time frame.

In the transition to a post pandemic world, educational institutions are faced with the challenge of helping to build a more responsive and robust education system in the volatile, uncertain, complex, and ambiguous present and future. This requires critical reflection on lessons learned during the pandemic, reimagining the future of higher education as well as institutional directions, and adopting new strategies for development. This session describes a program to build the capacity of Philippine colleges and universities in this important work. // The Sustainable Institution Building for Open Learning (SIBOL) initiative, as it is called, aims to provide participating higher education institutions with training and mentoring in planning, managing, and sustaining blended, online, and open learning (BOL) programs. Phase 1 of SIBOL consists of seven online training modules, delivered synchronously and asynchronously, on planning BOL programs; systems for BOL materials development, technology management, faculty development, and student support; quality assurance; and research and innovation for sustainability of BOL. Phase 2 is a mentoring program for participating institutions as they implement their BOL institutional strategy. This second phase also aims to strengthen institutional collaboration and networking towards building the open and distance learning ecosystem in the Philippines. // In this paper, early findings from the design, development, and pilot implementation of SIBOL are discussed. SIBOL was conceptualized as UPOU’s pilot project under the EU-funded Advancing Equity and Access to Higher Education through Open and Distance Learning (BUKA) project.