Browsing by Type "Research Report For An External Body - Public Sector Report"

The Policy-Level Concept Note For Assessing Senior High School Achievement in the Philippines (Policy-Level Concept Note) is a project of the Basic Education Sector Transformation (BEST) Program, supported through funding by the Australian Department of Foreign Affairs and Trade (DFAT). BEST is working with a range of partners, and in particular the Philippine Department of Education (DepEd) and the Commission of Higher Education (CHED), within the Philippines' education system to support the implementation of the K-12 Education reforms. The current focus of the reforms relates to implementation of the Grade 11-12 curriculum for the first time in the Philippine education system.

Bhutan has accorded highest priority to education since the inception of modern education. Recognizing education as a principal social equalizer and as a means of preparing Bhutanese citizens to thrive in the everchanging global scenario. Bhutan continues to prioritize investment in education. In recent years, the need to improve quality of education has become a priority for the Ministty of Education against the backdtop of widespread public concern over a perceived decline in quality ot education. Among many factors that influence quality of education, teacher quality has been revealed by many researders as the most critical.

Education Pathways to Peace in Conflict-Affected Areas of Mindanao (PATHWAYS) is an Australian Aid investment program that focuses on children in the Autonomous Region of Muslim Mindanao (ARMM). The Program aims to contribute to more resilience, stability, peace and prosperity in Mindanao through improving educational performance and equity in the attainment of quality basic education.

To establish base-line data for as well as assist the monitoring of this aid program, the Department of Foreign Affairs and Trade (DFAT) of the Australian Government provided financial assistance for the development of more contextualized content tools that could be used for the assessment of elementary teachers, those teaching Grades 1 to 6, in the ARMM region.

This Report addresses the development of the content tools and implementation of the Pilot testing. The purpose of this study is to develop a final set of content tools tests that are relevant in assessing the agreed content knowledge and pedagogical skills of the teachers in the region using tools that are culturally sensitive.

This project explores the embedding of the Standards-the Philippine Professional Standards for Teachers (PPST), Philippine Professional Standards for School Heads (PPSSH), and the Philippine Professional Standards for Supervisors (PPSS) to the Results-based Performance Management System (RPMS) of the Department of Education (DepEd). In particular, this project explores how the RPMS tools, materials, and overall system of implementation can be linked to the Standards to allow for a more systematic and fair performance assessment.

The development of PPST-based RPMS tools for teachers is on its third year in SY 2021-2022. However, due to the impact of the COVID-19 pandemic in the country beginning 2020, the RPMS tools for SY 2020-2021 have been reviewed and reconsidered. In the same year, the national adoption of the PPSSH and the PPSS were signed into policy. This development makes it imperative to align the RPMS of school heads and supervisors with the PPSSH and PPSS, respectively.

This report covers the development and validation of three levels of RPMS: (1) RPMS-PPST tools and associated materials for SY 2020-2021 in the time of COVID-19 pandemic, (2) RPMS-PPST tools and associated materials for SY 2021-2022, and (3) RPMS-PPSSH tool for SY 2021-2022 and RPMS-PPSS tool for CY 2021.

This document presents the proposed features a pilot project titled Early identification of high potential and gifted Aboriginal students. This project is designed to respond to the findings of the Review of Selective Education Access (2018). It seeks to implement processes for the early identification of Aboriginal students who exhibit high potential or giftedness in the intellectual domain. These students are to be provided frontloading experiences aimed at preparing them for success in New South Wales (NSW) selective education settings (Opportunity Classes and Selective High Schools). This scoping document provides a literature review focused on Project Excite, a United States based frontloading program, and also explores programs that have reported success in supporting gifted Australian Aboriginal students. It also makes recommendations as to the form an Australian frontloading program could take. This includes consideration of project goals, the composition of the project team, identification measures, culturally relevant supplementary learning activities, wrap-around supports, community engagement, and evaluation.

This Executive Summary gives a brief overview of the project on the examination of teacher practices in the Philippine Science High School (PSHS) using the Philippine Professional Standards for Teachers (PPST) as the benchmark.

The PSHS was established through Republic Act 3661 in 1963 to offer free scholarships in secondary education with a special curriculum to prepare its students for careers in science. By the later part of 1980, additional PSHS regional campuses were established across the country. In 1997, the PSHS Law (R.A. 8496), which unified all the existing campuses into a single system of governance was signed.

THE TASK FORCE adopts recommendations within the National Educators Academy of the Philippines - Transformation Study Report to transform and upscale NEAP. Task Force members see the recommendations as an essential step to better meet the professional learning needs of classroom teachers and school leaders.

Background

The Validation is designed to gather evidence from across Saudi Arabia that reflects the views and aspirations of classroom teachers and key education stakeholders. Significantly, the construct of building the standards is established empirically by taking into account teacher perceptions, experiences and accounts of their own development and of the nature of their work.

The research design involves a developmental approach using tools and techniques designed to be contextually relevant to Saudi Arabia and the needs of its teachers. The result of this process is a robust, psychometrically sound and contextually relevant final set of national professional standards that have been built in collaboration and cooperation with the profession.

The research consists of a number of related studies. These share quantitative and qualitative methodologies built around a series of national surveys and data collection activities undertaken in regional workshops conducted across the country. The data collection activities are scheduled at critical periods throughout the validation process. Advanced statistical techniques that have been used by SiMERR in previous large-scale international research on teacher professional standards are employed. Overall, 10,376 educators directly participated in the validation and in total, over 27,000 educators contributed to the development of the teacher standards.

This document reports the results, findings, and recommendations of the Mapping Study of Teacher Education Institutions (TEIs) Serving the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) conducted by the Research Center for Teacher Quality-Science, ICT, and Mathematics Education for Regional and Rural Australia (RCTQ-SiMERR). The study, supported by the Australian Government through its Education Pathways to Peace in Mindanao (Pathways) program, aimed to provide broad baseline information on a sample of relevant TEIs including the general context of their teacher education programs.

This PETAA Paper provides vital insights into the major types of First Nations language ecologies on a national scale and shows how this translates into teaching considerations in schools - providing the knowledge and advice teachers need when differentiating planning, pedagogy and resources. The paper looks at the ramifications of language ecologies for guiding teaching, particularly English teaching, and examines different uses of literature depending on each ecology.

TEACHERS play a crucial role in improving the quality of the teaching and learning process. Good teachers are vital to raising student achievement. Hence, enhancing teacher quality ranks foremost in the many educational reform efforts toward quality education.

This report responds to a request from Secretary Leonor M. Briones, Secretary of Education, that priority be given to a study focussed on strengthening professional development provision to better support K to12 initiatives and the opportunities arising from the Philippine Professional Standards for Teachers (PPST) to enhance the system-wide quality of professional practice in education.

This report responds to a request from Secretary Leonor M. Briones of the Department of Education (DepEd) that priority be given to a study focused on the transformation of the National Educators Academy of the Philippines (NEAP), thereby strengthening professional development provision to better support K to 12 initiatives, and the opportunities arising from the Philippine Professional Standards for Teachers (PPST) to enhance the system-wide quality of professional practice in education.

The study has been funded through the Australian Aid-sponsored Basic Education Sector Transformation (BEST) program. The research and the writing of this report have been undertaken by staff at the SiMERR National Research Centre (SiMERR) based at the University of New England, Australia and staff at the Philippine National Research Center for Teacher Quality (RCTQ) based at the Philippine Normal University.

This report details the execution of the Outcome-based Pre-service Teacher Education Program: Curriculum Quality Audit project by the Philippine National Research Center for Teacher Quality (RCTQ), in partnership with the Basic Education Sector Transformation (BEST). It offers information on the Curriculum Quality Audit (CQA) process and how it has been implemented in partner institutions around the Philippines.

RATIONALE

School heads, as stewards of schools, play a crucial role in ensuring an enabling and supportive environment for effective teaching and learning to happen. Through their quality leadership and management, the Department of Education (DepEd) can develop quality teachers and "holistic learners who are steeped in values, equipped with 21st century skills, and able to propel the country to development and progress" (DepEd Order No. 42, s. 2017, p.3). This is in consonance with the DepEd's vision of producing "Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation" (DepEd Order No. 36, s. 2013).

Role of Teachers

Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop holistic learners who are steeped in values, equipped with 21^st century skills, and able to propel the country to development and progress. This is in consonance with the Department of Educationvision of producing: "Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation" (DepED Order No. 36, s. 2013).

Domain 3 emphasizes the central role of teachers in establishing learning environments that are responsive to learner diversity. This Domain underscores the importance of teachers' knowledge and understanding of, as well as respect for, learners' diverse characteristics and experiences as inputs to the planning and design of learning opportunities. It encourages the celebration of diversity in the classroom and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.

Frameworks serve as a compass to guide institutions and organizations towards attaining set goals. They establish an order by which principles and other relevant elements connect and interplay. It offers a set of standards and initial processes to ensure that all stakeholders have shared understanding of the system.

With DepEd's adoption of the Philippine Professional Standards for Teachers (PPST) as the framework for teacher quality, Teacher Education Institutions (TEIs) are expected to respond by ensuring that the curriculum and training they offer is aligned with what the system needs. To support TEIs, the Pre-service Teachers Practice-based Training (PSTePT) framework is designed to serve as guide in training pre-service teachers to reach the qualifications of the Beginning Teacher career stage as defined in the PPST.

This Activity Completion Report (ACR) provides advice on the completion of Public Sector Linkages Program (PSLP) 63154 to the Australian Department of Foreign Affairs and Trade (DFAT), through the Australian Embassy in the Philippines. PSLP 63154 was implemented by way of a partnership between the Philippine Normal University, Manila, and the University of New England, Armidale, NSW, through the Philippine National Research Centre on Teacher Quality (RCTQ) and the National Centre for Science, ICT and Mathematics Education for Rural and Regional Australia (SiMERR), respectively. PSLP 63154 was, in the first instance, a three-year Activity. However, the program was extended twice resulting in a cohesive, developmental nine-year program (July 2012 to June 2015) comprised of three distinct phases: Establishment Phase (July 2012 - June 2015); Consolidation Phase (July 2015 - June 2019); and Transformation Phase (July 2019 - June 2021). The overarching End of Investment Goal of the nine-year program was improving teacher quality, which supported the Philippine Department of Education's (DepEd's) goal of improved learner outcomes.

This Final Report relates to the partnership between the Northern Territory Department Correctional Services (NTDCS) and the SiMERR National Research Centre (SiMERR) at the University of New England (UNE). The partnership was for a three-year trial implementation of the twin QuickSmart Programs, QuickSmart Numeracy and QuickSmart Literacy, in the Northern Territory Correctional Centres, Darwin Correctional Centre (DCC) and Alice Springs Correctional Centre (ASCC). The implementation ran from March 2012 to March 2015.

From 2016 SiMERR, UNE employed a QuickSmart Coordinator in each of DCC and ASCC to:

1. oversee the program operations;
2. provide targeted support to Prisoner Instructors; and
3. provide supplementary instruction to prisoners in identification of learning needs and in advanced skills instruction.

A systems approach was adopted to identify how operational matters affected the delivery of QuickSmart instruction, and ways that issues identified might be better addressed.

The QuickSmart Numeracy and Literacy Programs continued to be delivered to a large number of students within both the Darwin Correctional Centre (DCC) and Alice Springs Correctional Centre (ASCC), and supported significant academic attainments and improvements.

The Classroom Observation Tool - Results-based Performance Management System (COT-RPMS) is a subset of the full COT. It is part of the package developed by RCTQ through the assistance of the National Educators Academy of the Philippines (NEAP) for use of DepED teachers. All tools in the RPMS package are aligned with the Developmental National Compet ency-Based Teacher Standards/ Professional Standards for Teachers (D-NCBTS).

The COT-RPMS captures the quality of classroom performance and practices of teachers captured through observation. In the proposed RPMS package, the results of classroom observations is a non-negotiable means of verification (MOV) for some objectives in the Key Result Areas (KRAs).

The Kingdom of Saudi Arabia seeks to achieve higher levels of economic development through the steady and rapid transformation into a knowledge-based society under the leadership of the Custodian of the two Holy Mosques, King Salman bin Abdul-Aziz Al-Saud.

The Kingdom has come a long way to achieve the visions of the leadership and the hopes of the nation for a qualified and knowledgeable Saudi society that depends on the human capital of qualified citizens capable of bringing about positive changes through quality education and a positive, supportive and engaging educational environment.

There is no doubt that education in general and especially public education is considered the corner stone for the advancement and development ofthe nation. It shows the cultural interface that reflects the extent of progress and seek to transform into a knowledge-based economy, which is one of the most important foundations in the national development strategy in the Kingdom of Saudi Arabia.

Teachers play a crucial role in improving the quality of the teaching and learning process. They are considered as the most significant part of any educational reform. In support of this role of teachers, DepEd adopted into policy the Philippine Professional Standards for Teachers (PPST) (DO 42, s 2017), which sets clear expectations of teachers along well-defined career stages.

The alignment of the new Teacher Education curriculum to PPST has lead to various support work in the TEIs. Beginning teachers are trained in the Teacher Education Institutions (TEIs) and suppported in the DepEd schools.

This module supports the development of the Beginning career stage of the PPST by equipping DepEd teachers, who serve as Supervisors for the Beginning Teachers from TEIs, with PPST-based coaching and mentoring program. The module guides DepEd teachers with the basics of coaching and mentoring. It describes the appropriate tools and processes to assess performance, and explains the general system and guidelines aim to render program successful.

The transformation of the National Educators Academy of the Philippines (NEAP) mandated through the issuance of Department Order (DO) 011, s. 2019, has two (2) major components: organizational and program transformation. Organizational transformation entails the review of the functions of NEAP as well as its structure and personnel complement to enable NEAP to carry out its mandate and functions, while Program transformation involves the development of an integrated professional development program as well as the establishment of mechanisms ensuring its alignment with the professional standards and integration in the wider NEAP professional development framework.

To support the Department of Education (DepEd) in transition towards a transformed NEAP, DepEd engaged the Philippine National Research Center for Teacher Quality (RCTQ) and its partner, SiMERR National Research Center based at the University of New England, "to provide the primary technical assistance" to the NEAP Transformation Transition Team (DepEd, 2019). RCTQ designated a technical staff to work at the Office of the Secretary to provide technical assistance directly to the Undersecretary and Chief of Staff Atty. Nepomuceno Malaluan who is also the head of the NEAP Transformation Transition Team. RCTQ and SiMERR's work included research and technical assistance on the organizational and program transformation.

This Technical Report discusses the work conducted by RCTQ and SiMERR in its provision of primary technical assistance to the DepEd in the implementation of the NEAP Transformation per DO 011, s. 2019

Purpose

This report presents a summary of the major findings of the Teacher Educator Development Needs Study (TEDNS) to the Directors of the participating Teacher Education Institutes (TEI). The TEDNS is one of the major research projects of the Philippine National Research Centre for Teacher Quality (RCTQ). The Centre conducts research to provide technical support in the implementation of the K to 12 Reform in the Philippines.

The objective of the TEDNS is to provide evidence-based findings and recommendations to inform professional development of academic staff in TEIs in the Philippines. The TEDNS is the third of three, closely linked, major studies concerned with improving teacher quality in the Philippines. The other two studies, which have already been reported on, are the Teacher Development Needs Study (TDNS) and the Pre-Service Teacher Development Needs Study (PTDNS.) The former is directed at providing an empirically sound evidence base for in-service development of DepEd teachers, and the latter at providing an empirically robust foundation for curriculum and syllabus development in the TEIs.

The TEDNS project is also closely linked to a large suite of studies conducted by RCTQ which have led to the specification of new standards for Philippine teachers called the Philippine Professional Standards for Teachers (PPST.) The new standards will inform teacher selection, development and promotion within DepEd and will be reflected in TEI curricula and syllabi.

TEACHERS play a crucial role in improving the quality of the teaching and learning process. Good teachers are vital to raising student achievement. Hence, enhancing teacher quality ranks foremost in the many educational reform efforts toward quality education.

This Executive Summary offers the Department of Education (DepED) information and insights into the validation of the Professional Standards for Teachers (previously referred to as the Developmental-National Competency-based Teacher Standards or D-NCBTS).

The validation process was designed to gather evidence from across the Philippines that reflected the views and aspirations of classroom teachers and key education stakeholders. Significantly, the construct of professional standards was established empirically by taking into account teacher perceptions, experiences and accounts of their current and future development, and of the nature of their work.