Developing Competitivenes Proposal
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Transcript of Developing Competitivenes Proposal
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7/24/2019 Developing Competitivenes Proposal
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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
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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
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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
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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$
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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
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(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
o
n
s
u
l
t
a
n
t
T
e
Dr$0d
elaida
C$
;ines
Dr$Ro
semar
ievic
#illen
a=
Dia%
O+er
3#**
cons
(*t#n
t of
the
Pro
ect
Con&
(cts
o+er3
#**"eet
in)s
2ith
the
te#"
Moni
tors
pro)
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a
m
/
e
a
d
e
r
ress
of
rese
#rch
De+e
*ops
theo+er3
#**
prop
os#*
#n&
instr
("e
nts
to !e
(se&
.
Con&
(cts"eet
in)s
to
)(i&
e the
con&
(ct
of
the
o+er3
#**
rese
#rch
proc
ess.
4rit
es
the
o+er3
#**
rese
#rch
repo
rt
#cro
ss&isci
p*ine
s.
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C
o
=
R
e
s
e
ar
c
h
e
r
s
Perspeciali%ation
ie*&
s the
s(r+
e'
instr
("e
nt
#n&inter
+ie2
s
se*ec
te&
)r#&
(#te
s per
speci
#*i5#
tion.
Pro0
*es)r#&
(#te
s
#cco
r&in
) to
speci
#*i5#
tion.
An#*
'5es
#n&
inter
pret
s
t#
per
speci
#*i5#
tion.
4rit
es
rese
#rch
repo
rt
perspeci
#*i5#
tion.
!
t
a
t
i
An#*
'5es
6(#n
tit#ti
+e
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s
t
i
c
i
a
n
t#
(sin
)
SPSS
.
!
t
u
d
e
n
t
0
s
s
i
s
ta
n
t
s
Enco
&es
t#/
pro0
*e
per
speci
#*i5#
tion.
!
u
p
p
o
r
t
st
a
Assis
ts
the
rese
#rch
er
per
speci
#*i5#tion
in
the
rese
#rch
proc
ess
1II.
Sche&(
*e
of
Acti
+iti
es
Stag
e Activities
Pre=
data
;athe
ring
Preparation o
the research
proposal and
its strategies
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Indic
ate
dura
tion
of
each
activ
ity
and
inclu
sive
date
s
or
implementatio
n
Revie)ing
related
literature and
studies
Drating the
data=
gathering
instruments
or internet
search RTD
and school
visits #alidating the
data
gathering
instruments
>rgani%ing
the internet
search RTDs
and school
visits
Stag
e Activities
Data
;athe
ring
Conduct
ing the
internet
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search and
document
analysis
Conduct
ing the RTDs
and !chool
#isits
Stag
e Activities
Post=
data
;athe
ring
0naly%in
g the results
Presenti
ng the
Roadmap to
N! through
RTD
Hinali%in
g the
Roadmap
@ritingand 5nali%ing
the Research
Report
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1III. B(&)et
,ma8imum
amount or
unding or !K
23??=23?2-
a$ 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
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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
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items$