Developing Competitivenes Proposal

7/24/2019 Developing Competitivenes Proposal

1/17

Philippine Normal UniversityThe National Center in Teacher Education

PR

OJECT

TIT

LE:

R & D on Mega Issues in Teacher Education:

Developing Competitiveness

PR

OJE

CT

PR

OP

ON

ENT/S:

College o !cience c"o

Rosemarievic #$ Dia% PhD

UNIT/

COL

LEG

E/C

AM

PUS

:

College o !cience"PNU

I.

Brief

Des

crip

tion

of

the

pro

ect

The teachers are the most important resource

o educational institutions$ Thereore their'uality has to (e given much attention i )e

)ant their students to gain the competencies

they need or a successul and productive lie$

*eing mindul o the 'uality o teachers )e

have in the Philippines necessitates loo+ing

into the 'uality o teacher education ,TE-

programs that produced them and the capacity

o their providers to meet the demands o the

proession$ To assure the 'uality o TE

programs the institution that o.ers them

usually goes through an accreditation process

as a measure o its capacity as a program

provider$ Ingvarson/$ Elliott 0$ 1leinhen% E$

and Mc1en%ie P$ ,2334- de5ned the term

6accreditation7 as a report endorsed (y an


2/17

independent e8ternal agency certiying that a

proessional preparation course is ade'uate or

the purpose o a particular proession9 that the

course is a(le to produce graduates )ho meet

the standards or entry to the proession and

are competent to practice their proession$

Thus this study is (eing conducted to

!ench"#r$ the Accre&it#tion S'ste"s of

Te#cher E&(c#tion Pro)r#"s in the *oc#*

#n& intern#tion#* *e+e*s ,se*ecte&

co(ntries- #s !#sis for &esi)nin) the

Phi*ippine TEIs Ro#&"#p in &e+e*opin)

)*o!#**' co"petiti+e i*ipino te#chers.Education is an engine or economic gro)th o

some cities such as *oston *angalore and *eiing ,Dr$;oodnight 2334-$ The education systems are not ust or

preparing students and communities to thrive in today


3/17

innovative research and development and promoting

social state and glo(al (usiness"education partnerships$

0ccording to Dr$ *ailey ,23?3- competing glo(ally

means there is a great need or highly prepared educators

o all types )ho are capa(le o meeting changing lielongeducation$ The institution that caters teachers< education

must (e more e'uipped or a challenging tas+ in preparing

uture teachers that )ill teach the students o today to

prepare them or the )or+place o tomorro)$ Teacher

education should not only (e restricted to on=ground

preparation instead there must also (e a program that

o.ers highly interactive opportunities li+e utili%ing

technology as part o the teaching and learning tools$

Curricula should also (e shaped accordingly to

prepare competitive students or the o(s o the

uture$ Educators themselves must (e good role

models and they should (e creative and

innovative leaders to encourage and inspire their

students to tap potential characteristics )ithin

themselves$

Moreover part o (eing 6glo(ally competitive7 is

having a place in the international ran+ing o some

recogni%ed accrediting (odies such as the 0cademicRan+ing o @orld Universities ,0R@U- University Ran+ing

(y 0cademic Perormance ,UR0P- and the A! @orld

University Ran+ing ,A! @UR-$ The 0R@U is compiled (y

the !hanghai Biao Tong University and is currently

maintained (y the !hanghai Ran+ing Consultancy )hich

has (een pu(lishing annual glo(al ran+ings o universities

since 233$ The UR0P )as developed (y the Middle East

Technical University in Tur+ey and pu(lished its top 2333

universities in the )orld last 23?3$ /astly the A! @UR

ran+ing o the )orld


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ni0

c#n

ce

of

the

pro

ect

to

the

res

e#r

ch

prio

ritie

s of

theUni

+er

sit'

III.

St#

te"

ent

of

P(r

pose/O

!ec

ti+e

s

This study is geared to)ards the designing o a

roadmap in internationali%ing TEIs in the

Philippines to ena(le them to produce glo(ally

competitive teachers through a comparative

analysis o the accreditation systems in the

Philippines and those o other countries$ In

particular the study attempts to 5nd ans)ers tothe ollo)ing research 'uestions:

? @hat are the areas o concern o accrediting

(odies )hen certiying the level o status o TE

programs o a TEIG

?$ ? In the Philippines

?$2 In >ther Countries

2 o) similar and di.erent are the systems o

accrediting (odies o TE programs in the

Philippines and in other countriesG *ased on the analysis o the accreditation

systems o di.erent countries )hat roadmap in

internationali%ing TEIs in the Philippines could (e

designed to produce glo(ally competitive

teachersG


5/17

I1.

Gr#

phi

c#*Con

cep

t(#*

r#

"e

2or

$

Higure ?: Conceptual Framework in the

Designing o a Roadmap or ;lo(ally

Competitive Teachers

@ith the advent o glo(ali%ation teachereducation in the country perceives an evidentchange and concern or 'uality assurance anddevelopment$ In order to (e glo(ally competitiveTeacher Education Institutions need to enhance itsprogram to produce competent and 'ualityHilipino teachers committed to educate the uture

generations$ 0lthough there e8ist di.erentaccrediting agencies ,00CUP P00!CU P0CU=C>0H0PE- in the country the standards oraccreditation are set orth (y the accreditingagency )hich are normally higher than those set(y the Commission on igher Education ,CED-$

The e8isting practices o 'uality assurance and
http://www.ched.gov.ph/http://www.ched.gov.ph/


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enhancement o teacher education at the nationallevel )ill (e studied$ Moreover currentdevelopments in accreditation and programapproval policies and practices in developed and

developing countries li+e U!0 U1 0ustraliaCanada India and ong 1ong )ill (e revie)ed$The data or such e8ercise )ill serve to de5ne there'uirements or speci5c and essentialcomponents o a program that )ill ensure andenhance the 'uality o teacher education in thePhilippines$ Hor this purpose the development onational standards )ill serve as guide to)ards thedetailed documentation o program and processesor accreditation$ These standards are meant tosupport teacher education programs in particular

and institutions in general as they spiral throughthe development stages$

The standards )ill em(ody a set o concepts ortheoretical ideas a(out accreditation$ Theseconcepts can then (e translated as statements oprinciples representing the policies practices andthe conse'uences associated )ith teachereducation$ Dr$ Muna)ar !$ Mir%a 233 statedthat an important unction o standards is toinculcate proessionalism among teacher

educators and prospective teachers$ Thereoreonce set the standards )ill serve as guidelinesor designing a roadmap in internationali%ing TEIsand developing glo(ally competitive Hilipinoteachers$

1.

Met

ho&

o*o

)'

This study )ill employ the 'ualitative descriptive

research$ Document analysis through internet search

intervie)s school visits and Round Ta(le Discussion

,RTD- )ill (e employed as data gathering procedures$


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The accreditation standards development process )ill

start )ith the revie) o the relevant literature$ The

e8isting practices o 'uality assurance and

enhancement o teacher education at national and

international levels )ill (e studied and currentdevelopments in accreditation and program approval

policies and practices )ill (e revie)ed in speci5c$

Data gathered rom the documents and internet search

)ill (e triangulated using intervie) and school visits$

The validation o the roadmap )ill (e done through

RTDs$ Through the convenient sampling techni'ue only

those countries )hose accreditation systems are

availa(le in the internet and those )ho are recogni%ed

in international ran+ings )ill (e included in the study$

The +ey people in oreign accrediting agencies )ill (e

involved in intervie)s and the reacha(le institutions

and the good (enchmar+s they recommend )ill (e

visited to actually see the conduct o the programs and

the acilities o these institutions$ The #ice Presidents

or 0cademic 0.airs or the Deans o the College o

Education rom the N! )ill (e invited in the RTD$

Moreover the respondents in this study )ill include the

policy ma+ers at the national and regional levels in thepu(lic and private organi%ations interested to improve

and support any teacher education program$

The inputs in these e8ercises )ill provide the guidelines

or standards setting )ith the end in vie) o designing

the Roadmap or Internationali%ation$ Higure 2 (elo)

illustrates the Jo)chart o activities or the

development process$


8/17

Higure 2: The Development of the Model

I Si)ni0c#nce of the St(&'

0lmost every Teacher Education Institution ,TEI- in the

Philippines goes through an accreditation process to

assure its clientele o its capacity to meet the national

standards o the teaching proession$ o)ever since

there are many Hilipino teachers )ho migrate to other

countries and practice their proession in oreign lands

TEIs that produce them have to satisy not only the

national (ut also the international standards o the

teaching proession and they should pass the

re'uirements o any oreign accrediting (ody o a TE

program$ Meeting the international standards o the

teaching proession )ill ensure that the graduates o

TEIs in the Philippines are glo(ally competitive and areassured o a productive and successul lie )herever

they go$

E'ually crucial also or the TEIs in determining the

'uality o universities is the increasing legitimacy o

ran+ing systems (ased on international accrediting


9/17

(odies such as the 0cademic Ran+ing o @orld

Universities ,0R@U- University Ran+ing (y 0cademic

Perormance ,UR0P- and the A! @orld University

Ran+ing ,A! @UR-$

It is at this uncture that this study is proposed to revie)

the accreditation process or teacher education

programs in the Philippines and those practiced in other

countries to prepare a roadmap in internationali%ing

TEIs in the Philippines in order to ma+e their graduates

glo(ally competitive$

1I. Personne*

#n& their

speci0c o!

&escriptions

Personne*

R

o

*

e

N#"

e

(nc

tion

C

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n

s

u

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n

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e

Dr$0d

elaida

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semar

ievic

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cons

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Pro

ect

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(cts

o+er3

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in)s

2ith

the

te#"

Moni

tors

pro)


10/17

a

m

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e

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ress

of

rese

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prop

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to !e

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ss&isci

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C

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12/17

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1II.

Sche&(

*e

of

Acti

+iti

es

Stag

e Activities

Pre=

data

;athe

ring

Preparation o

the research

proposal and

its strategies


13/17

Indic

ate

dura

tion

of

each

activ

ity

and

inclu

sive

date

s

or

implementatio

n

Revie)ing

related

literature and

studies

Drating the

data=

gathering

instruments

or internet

search RTD

and school

visits #alidating the

data

gathering

instruments

>rgani%ing

the internet

search RTDs

and school

visits

Stag

e Activities

Data

;athe

ring

Conduct

ing the

internet


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search and

document

analysis

Conduct

ing the RTDs

and !chool

#isits

Stag

e Activities

Post=

data

;athe

ring

0naly%in

g the results

Presenti

ng the

Roadmap to

N! through

RTD

Hinali%in

g the

Roadmap

@ritingand 5nali%ing

the Research

Report


15/17

1III. B(&)et

,ma8imum

amount or

unding or !K

23??=23?2-

a$ Php L 333

or individual

research

($ Php ?33333

or a

department=

(ased"unit

(ased

research

c$ Php ?2333

or college=

)ide"inter=

departmenta

l research

d$ Php ?3333

or

university=

)ide"center=

(ased"inter=

college

Line3ite" B(&)et

O+er3#** S(""#r' of E7penses

Ph#se Tot#*

0$ Personnel !ervicesP 2333

*$ >perating E8penses P 2333


16/17

research

e$ Php 233333

or regional"

inter=

university"inter=

institutional"

national

research

$ Php 23333

or

international

research"int

er=country

research

Tot#* P ?2333$33

Det#i*e& B(&)et

A. Personne* Ser+ices

Position R#te in Php/"onth/ph#se Tot#*

Team /eaderP 333"mo$,4 months-

P 89

;;;.;;

Co=Researchers PL 33$ "mo$8 ?4 P

;;;.;;

!tudent 0ssistants

per speciali%ation=

P?333"mo 8 ?4,4 months-=

P ?@

;;;.;;

!upport sta.

P2333"mo$ 8 ,4 months-

P

@;;;.;;

>thers:

ConsultantP?3 333

P =;

;;;.;;

P#rti#* S(" P ?=>

;;;.;;

B. Oper#tin) E7penses

B(&)et per

rese#rcher

,@ rese#rchers-

Tot#*

. S(pp*ies #n& "#teri#*s

,p#per in$

repro&(ction-

P@;;;.;;

P

?@;;;.;;

2$ transportation and

representation ,to gather data

rom the schools )here the

respondents are employed-

P?3333$33 @;;;;.;;

$ Communication and

mailing e8penses

PF333$33 @8;;;.;;

F$ Hood or the meetings

,appro8imately ?3 meetings-

P33 P9;;;.;;

P#rti#* S(" P=9;;;.;;

Re"in&er:0ll e8penses incurred rom the conduct o the research should (e properly

receipted or auditing procedures$ Unspent money )ill have to (e returned to the

University$ In case the applicant,s- ailed to complete the proect )ithin the proposed timerames"he"they shall return all incentives provided )ithin the period o one year$

Speci#* Pro+ision: De5ciency in one item may (e augmented rom savings o other


17/17

items$

Documents

Developing Competitivenes Proposal