Philippine Normal University

The National Center in Teacher Education

PR
OJE
CT
TIT
LE:
PR
OJE
CT
PR
OP
ON
ENT
/S:
UNIT/
COL
LEG
E/C
AM
PUS
:
I.
Brie
f
Des
crip
tion
of
the
proj
ect

R & D on Mega Issues in Teacher Education:

Developing Competitiveness

College of Science c/o

Rosemarievic V. Diaz, PhD

College of Science/PNU

The teachers are the most important resource

of educational institutions. Therefore, their
quality has to be given much attention if we
want their students to gain the competencies
they need for a successful and productive life.
Being mindful of the quality of teachers we
have in the Philippines necessitates looking
into the quality of teacher education (TE)
programs that produced them and the capacity
of their providers to meet the demands of the
profession. To assure the quality of TE
programs, the institution that offers them
usually goes through an accreditation process
as a measure of its capacity as a program
provider. Ingvarson,L., Elliott, A., Kleinhenz, E.,
and McKenzie, P. (2006) defined the term
accreditation as a report endorsed by an

independent external agency certifying that a

professional preparation course is adequate for
the purpose of a particular profession; that the
course is able to produce graduates who meet
the standards for entry to the profession and
are competent to practice their profession.
Thus, this study is being conducted to
benchmark the Accreditation Systems of
Teacher Education Programs in the local
and
international
levels
(selected
countries) as basis for designing the
Philippine TEIs Roadmap in developing
globally competitive Filipino teachers.
Education is an engine for economic growth of
some cities such as Boston, Bangalore and Beijing (Dr.
Goodnight, 2006). The education systems are not just for
preparing students and communities to thrive in todays
knowledge-based economy but also to prosper on the road
ahead. In order to achieve this, education policies and
practices must be bold, innovative and transformative.
Thus, the government must increase their investment in
education at all levels, but then, the educational budget is
only one variable in the equation translating knowledge to
economic growth. Redesigning the educational systems
policies, programs and practices toward bold, innovative
and transformative learning outcomes are more important
to achieve the goal of being a globally competitive
institution.
One of the challenges of TEIs focuses on educational
policies and practices that will build a lifelong learning
system for the 21st century.
Dr. Goodnight (2006)
suggested five priorities regarding the students access
and
success,
workforce
readiness,
research
and
development, infrastructure, global literacy and essential
disciplines that may improve and advance the learning
process.
This includes ensuring access to education,
continually assessing education performance in relation to
goals - learning and earning, implementing consistent
policies that will ensure workforce availability, advancing

innovative research and development and promoting

social, state and global business/education partnerships.
According to Dr. Bailey (2010), competing globally
means there is a great need for highly prepared educators
of all types who are capable of meeting changing lifelong
education. The institution that caters teachers education
must be more equipped for a challenging task in preparing
future teachers that will teach the students of today to
prepare them for the workplace of tomorrow. Teacher
education should not only be restricted to on-ground
preparation, instead, there must also be a program that
offers highly interactive opportunities, like utilizing
technology as part of the teaching and learning tools.
Curricula should also be shaped accordingly to
prepare competitive students for the jobs of the
future. Educators themselves must be good role
models and they should be creative and
innovative leaders to encourage and inspire their
students to tap potential characteristics within
themselves.
Moreover, part of being globally competitive is
having a place in the international ranking of some
recognized accrediting bodies such as the Academic
Ranking of World Universities (ARWU), University Ranking
by Academic Performance (URAP) and the QS World
University Ranking (QS WUR). The ARWU is compiled by
the Shanghai Jiao Tong University and is currently
maintained by the Shanghai Ranking Consultancy which
has been publishing annual global rankings of universities
since 2003. The URAP was developed by the Middle East
Technical University in Turkey and published its top 2000
universities in the world last 2010. Lastly, the QS WUR
ranking of the worlds top 500 universities is being
compiled and published by Quacquarelli Symonds, in
partnership with Times Higher Education, since 2004.
II.
Sig

The study will provide data on the LET performance

of graduates as one of the success indicators or
standards required as a performing TEI and NCTE.

nif
can
ce
of
the
proj
ect
to
the
res
ear
ch
prio
ritie
s of
the
Uni
ver
sity
III.
Sta
tem
ent
of
Pur
pos
e/O
bjec
tive
s

1. 1

This study is geared towards the designing of a

roadmap in internationalizing TEIs in the
Philippines to enable them to produce globally
competitive teachers through a comparative
analysis of the accreditation systems in the
Philippines and those of other countries. In
particular, the study attempts to find answers to
the following research questions:
1 What are the areas of concern of accrediting
bodies when certifying the level of status of TE
programs of a TEI?
In the Philippines
1.2
In Other Countries
2 How similar and different are the systems of
accrediting bodies of TE programs in the
Philippines and in other countries?
3 Based on the analysis of the accreditation
systems of different countries, what roadmap in
internationalizing TEIs in the Philippines could be
designed to produce globally competitive
teachers?

IV.
Gra
phi
cal
Con
cep
tual
Fra
me
wor
k

Figure

1:
Conceptual Framework in the
Designing of a Roadmap for Globally
Competitive Teachers

With the advent of globalization, teacher

education in the country perceives an evident
change and concern for quality assurance and
development. In order to be globally competitive,
Teacher Education Institutions need to enhance its
program to produce competent and quality
Filipino teachers committed to educate the future
generations. Although there exist different
accrediting agencies (AACUP, PAASCU, PACU-COA,
FAPE) in the country, the standards for
accreditation are set forth by the accrediting
agency, which are normally higher than those set
by the Commission on Higher Education (CHED).
The existing practices of quality assurance and

enhancement of teacher education at the national

level will be studied.
Moreover, current
developments in accreditation and program
approval policies and practices in developed and
developing countries like USA, UK, Australia,
Canada, India, and Hong Kong will be reviewed.
The data for such exercise will serve to define the
requirements
for
specific
and
essential
components of a program that will ensure and
enhance the quality of teacher education in the
Philippines. For this purpose, the development of
national standards will serve as guide towards the
detailed documentation of program and processes
for accreditation. These standards are meant to
support teacher education programs, in particular
and institutions in general, as they spiral through
the development stages.
The standards will embody a set of concepts or
theoretical ideas about accreditation. These
concepts can then be translated as statements of
principles representing the policies, practices and
the consequences associated with teacher
education.
Dr. Munawar S. Mirza, 2009, stated
that an important function of standards is to
inculcate
professionalism
among
teacher
educators and prospective teachers. Therefore,
once set, the standards will serve as guidelines
for designing a roadmap in internationalizing TEIs
and developing globally competitive Filipino
teachers.

V.
Met
hod
olo
gy

This study will employ the qualitative descriptive

research. Document analysis through internet search,
interviews, school visits, and Round Table Discussion
(RTD) will be employed as data gathering procedures.

The accreditation standards development process will

start with the review of the relevant literature. The
existing
practices
of
quality
assurance
and
enhancement of teacher education at national and
international levels will be studied and current
developments in accreditation and program approval
policies and practices will be reviewed in specific.
Data gathered from the documents and internet search
will be triangulated using interview and school visits.
The validation of the roadmap will be done through
RTDs. Through the convenient sampling technique, only
those countries whose accreditation systems are
available in the internet and those who are recognized
in international rankings will be included in the study.
The key people in foreign accrediting agencies will be
involved in interviews and the reachable institutions
and the good benchmarks they recommend will be
visited to actually see the conduct of the programs and
the facilities of these institutions. The Vice Presidents
for Academic Affairs or the Deans of the College of
Education from the 3NS will be invited in the RTD.
Moreover, the respondents in this study will include the
policy makers at the national and regional levels in the
public and private organizations interested to improve
and support any teacher education program.
The inputs in these exercises will provide the guidelines
for standards setting with the end in view of designing
the Roadmap for Internationalization. Figure 2 below
illustrates the flowchart of activities for the
development process.

Figure 2: The Development of the Model

I
Signifcance of the Study
Almost every Teacher Education Institution (TEI) in the
Philippines goes through an accreditation process to
assure its clientele of its capacity to meet the national
standards of the teaching profession. However, since
there are many Filipino teachers who migrate to other
countries and practice their profession in foreign lands,
TEIs that produce them have to satisfy not only the
national but also the international standards of the
teaching profession and they should pass the
requirements of any foreign accrediting body of a TE
program. Meeting the international standards of the
teaching profession will ensure that the graduates of
TEIs in the Philippines are globally competitive and are
assured of a productive and successful life wherever
they go.
Equally crucial also for the TEIs, in determining the
quality of universities, is the increasing legitimacy of
ranking systems based on international accrediting

bodies such as the Academic Ranking of World

Universities (ARWU), University Ranking by Academic
Performance (URAP) and the QS World University
Ranking (QS WUR).
It is at this juncture that this study is proposed to review
the accreditation process for teacher education
programs in the Philippines and those practiced in other
countries to prepare a roadmap in internationalizing
TEIs in the Philippines in order to make their graduates
globally competitive.

VI.
Personnel
and
their
specifc
job
descriptions

Personnel

R
o
l
e
C
o
n
s
u
l
t
a
n
t

Nam
e

Func
tion

Dr.Ad
elaida
C.
Gines

Over
-all
cons
ultan
t of
the
Proj
ect

Dr.Ro
semar
ievic
Villen
aDiaz
T
e

Cond
ucts
overall
meet
ings
with
the
team
Moni
tors
prog

a
m
L
e
a
d
e
r

ress
of
rese
arch
Deve
lops
the
overall
prop
osal
and
instr
ume
nts
to be
used
.
Cond
ucts
meet
ings
to
guid
e the
cond
uct
of
the
overall
rese
arch
proc
ess.

Writ
es
the
overall
rese
arch
repo
rt
acro
ss
disci
pline
s.

C
o
R
e
s
e
a
r
c
h
e
r
s

Per
speci
alizati
on

Field
s the
surv
ey
instr
ume
nt
and
inter
view
s
selec
ted
grad
uate
s per
speci
aliza
tion.
Prof
les
grad
uate
s
acco
rdin
g to
speci
aliza
tion.
Anal
yzes
and
inter
pret
s
data
per
speci
aliza
tion.
Writ
es
rese
arch
repo
rt
per
speci
aliza
tion.

S
t
a
t
i

Anal
yzes
quan
titati
ve

s
t
i
c
i
a
n

data
usin
g
SPSS
.

S
t
u
d
e
n
t

Enco
des
data/
prof
le
per
speci
aliza
tion.

A
s
s
i
s
t
a
n
t
s
S
u
p
p
o
r
t

Assis
ts
the
rese
arch
er
per
speci
aliza
tion
in
the
rese
arch
proc
ess

s
t
a
f
f

VII.
Sch
edu
le
of
Acti
viti
es

Stag
e
Predata
Gathe
ring

Activities

Preparation of
the research
proposal and
its strategies

Indic
ate
dura
tion
of
each
activ
ity
and
inclu
sive
date
s

Stag
e
Data
Gathe
ring

for
implementatio
n
Reviewing
related
literature and
studies
Drafting
the
datagathering
instruments
for
internet
search,
RTD
and
school
visits
Validating the
data
gathering
instruments
Organizing
the
internet
search, RTDs
and
school
visits

Activities

Conduct
ing
the
internet

search
and
document
analysis

Conduct
ing the RTDs
and
School
Visits

Stag
e
Postdata
Gathe
ring

Activities

Analyzin
g the results

Presenti
ng
the
Roadmap
to
3NS through
RTD

Finalizin
g
the
Roadmap

Writing
and finalizing
the Research
Report

VIII. Budget
(maximum
amount
for
funding for SY
2011-2012)
a. Php 75, 000
for individual
research
b. Php 100,000
for
a
departmentbased/unit
based
research
c. Php 125,000
for collegewide/interdepartmenta
l research
d. Php 150,000
for
universitywide/centerbased/intercollege

Line-item Budget

Over-all Summary of Expenses

Phase

Total

A. Personnel Services

925,000

B. Operating Expenses

328,000

research
e. Php 200,000
for regional/
interuniversity/in
terinstitutional/
national
research
f.

Php 250,000
for
international
research/int
er-country
research

Total

1,253,000.00

Detailed Budget

A. Personnel Services

Position

Rate in Php/month/phase

Team Leader

P8, 000/mo.

Co-Researchers

P7, 500. /mo.x 16

Statistician

P5, 000 for SPSS

Student Assistants

per specializationP1,000/mo x 16

Total
P

48,
000.00
720,
000.00
5,
000.00

(6 months)
P
P

96,
000.00

(6 months)-

P2000/mo. x 3
Support staff

(6 months)

Others:
Consultant

P10, 000

P
36,000.00
P

20,
000.00
925,
000.00

Partial Sum

B. Operating Expenses

Budget per
researcher
(16 researchers)
1. Supplies and materials
(paper, ink,
reproduction)
2. transportation and
representation (to gather data
from the schools where the
respondents are employed)
3. Communication and
mailing expenses
4. Food for the meetings
(approximately 10 meetings)
Partial Sum

Total

P6,000.00

P
96,000.00

P10,000.00

160,000.00

P4,000.00

64,000.00

P500

P8,000.00

P328,000.00

Reminder: All expenses incurred from the conduct of the research should be properly
receipted for auditing procedures. Unspent money will have to be returned to the
University. In case the applicant(s) failed to complete the project within the proposed timeframe,
s/he/they shall return all incentives provided within the period of one year.

Special Provision: Deficiency in one item may be augmented from savings of other

items.