The document discusses trends in education in the Philippines, including higher education reforms, vocational training programs, and technology adoption. It notes that the government budget for education was increased in 2014 to support the K-12 program. Higher education institutions are working to address unemployment through programs transforming agricultural colleges and quality control measures. Vocational training through TESDA is promoted as more practical and affordable than university. TESDA also partners with other countries to share best practices in technical education.
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Current Issues in Education - Meeting the Challenges of the 21st Century Todaypolchan
Current Issues in Education - Meeting the Challenges of the 21st Century Today, a Powerpoint presentation for the subject Current Issues in Education, Graduate Studies.
Ppt report on current issues (reforms on tech-voc education and training)Lyn Agustin
Technical-Vocational Education and Training Reforms
The Technical Vocational Education and Training reforms consists of four (4) major components, namely:
1. Quality Assured Philippine TESD System
2 .TESDA Occupational Qualification and Certification System
3. Unified Program Registration and Accreditation System
4. TVET Quality Awards
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Current Issues in Education - Meeting the Challenges of the 21st Century Todaypolchan
Current Issues in Education - Meeting the Challenges of the 21st Century Today, a Powerpoint presentation for the subject Current Issues in Education, Graduate Studies.
Ppt report on current issues (reforms on tech-voc education and training)Lyn Agustin
Technical-Vocational Education and Training Reforms
The Technical Vocational Education and Training reforms consists of four (4) major components, namely:
1. Quality Assured Philippine TESD System
2 .TESDA Occupational Qualification and Certification System
3. Unified Program Registration and Accreditation System
4. TVET Quality Awards
In 2015, PISA asked students about the occupation they expect to be working in when they are 30 years old. Students’ responses were later grouped into science-related and non-science-related careers – with the former including science and engineering professionals; health professionals; science technicians and associate professionals; and information and communication technology (ICT) professionals. Girls and boys are almost equally likely to expect to work in a science-related career.
On average across OECD countries, almost one in four students (24%) reported that they expect to work in an occupation that requires further science training beyond compulsory education. Specifically, 8.6% of students expect to work as professionals who use science and engineering training (e.g. engineer, architect, physicist or astronomer), 11.4% as health professionals (e.g. medical doctor, nurse, veterinarian, physiotherapist), 2.6% as ICT professionals (e.g. software developer, applications programmer), and 1.4% as science-related technicians and associate professionals (e.g. electrical or telecommunications engineering technician).
Presentación-Conferencia de prensa de Gabriela Ramos,
Consejera Especial del Secretario General,
Directora de Gabinete y Sherpa de la OCDE
14 de septiembre de 2016
Higher education policy is the key to lifelong learning and this is particularly important as the ageing population is increasing in many countries. It is a major driver of economic competitiveness in an increasingly knowledge-driven global economy and it also brings social cohesion and well-being. Countries are increasingly aware that higher education institutions need to foster the skills required to sustain a globally competitive research base and improve knowledge dissemination to the benefit of society. Kazakhstan’s higher education system has made progress over the past ten years. However, there is scope for improvement in delivering labour-market relevant skills to Kazakhstanis, and in supporting economic growth through research and innovation.
In examining the higher education system in Kazakhstan, this report builds on a 2007 joint OECD/World Bank review: Reviews of National Policies for Education: Higher Education in Kazakhstan 2007. Each chapter presents an overview of progress made in the past decade across the main areas explored in the 2007 report. These include quality and relevance, access and equity, internationalisation, research and innovation, financing and governance. The report also examines policy responses to evolving dynamics in higher education and the wider socio-economic changes.
The implications of MOOCs, OERs and other forms of informal learning on tradi...EduSkills OECD
This presentation was given by Francisco Marmolejo (Tertiary Education Global Coordinator The World Bank) to present the work of group 4 at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Global Education and Skills Forum 2017 - Educating Global CitizensEduSkills OECD
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
Each year the Global Education & Skills Forum brings together world leaders from the public, private and social sectors seeking solutions to achieving education, equity and employment for all.
Skills of the future and transformation of global educational ecosystem by Pa...EduSkills OECD
This presentation was given by Pavel Luksha of Global Education Futures Professor, Moscow School of Management (SKOLKOVO) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
42 - A digital transformation in education by Olivier Crouzet (42 France)EduSkills OECD
This presentation was given by Olivier Crouzet of 42 at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Schooling Redesigned - Towards Innovative Learning SystemsEduSkills OECD
What does redesigning schools and schooling through innovation mean in practice? How might it be brought about? These questions have inspired an influential international reflection on “Innovative Learning Environments” (ILE) led by the OECD. This reflection has already resulted in publications on core design principles and frameworks and on learning leadership. Now the focus extends from exceptional examples towards wider initiatives and system transformation. The report draws as core material on analyses of initiatives specially submitted by some 25 countries, regions and networks. It describes common strengths around a series of Cs: Culture change, Clarifying focus, Capacity creation, Collaboration & Co-operation, Communication technologies & platforms, and Change agents. It suggests that growing innovative learning at scale needs approaches rooted in the complexity of 21st century society and “learning eco-systems”. It argues that a flourishing middle level of change around networks and learning communities provides the platform on which broader transformation can be built.
This report is not a compendium of “best practices” but a succinct analysis presenting original concepts and approaches, illustrated by concrete cases from around the world. It will be especially useful for those designing, researching or engaging in educational change, whether in schools, policy, communities or wider networks.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
Trends Shaping Education 2016 provides an overview of key economic, social, demographic and technological trends and raises pertinent questions about their potential impact on education. This compilation makes use of a variety of robust international sources of data, including the OECD, the World Bank and the United Nations.
2017 Education Investor Indonesia Opportunities for Education Investments Upd...TonyMitchener1
This 2017 paper provides an overview of the landscape of Indonesian education. In particular the preference of parents wanting a better education for their children has driven private education to be dominant position in terms of number of private institutions run by religious organizations (ie Muslim, Christian and Buddhist) and by independent foundations. Paper outlines opportunities for investing in education assets in Indonesia and refers to the Indonesian Governments Negative List which limits investments in some sectors. Significant opportunities for private investment in English language colleges, vocational education and training, schools and universities. Government legislation to prosecute fake institutions issuing fake qualifications.
2017 Education Investor Philippines Education and Training Updated March 2022...TonyMitchener1
The Philippines education and training system is quite unique in that not only does it aim to reduce poverty and provide skills for its nationals to participate in and develop their economy, but also to enable those skilled citizens to be competitive and obtain employment globally.
The Philippines has a population of around 98 million people which is projected to reach 128 million by 2030; around 50 per cent of the population live in the national capital region around Manila. The average age of the population is becoming older and the number of young people aged 0-14 years is expect to decrease from 34 per cent of the population to 27 per cent by 2030.
The Philippines is the third largest English speaking country in the world.
The education system is based on that of the United States.
Education and training institutions can be for-profit but foreign ownership, establishment and administration of education and training institutions is limited to 40 per cent by virtue of the Philippines Constitution.
The Adopt-A-School Program, which started in 1998, was created to help generate investments and support to education outside the mainstream funding and the national budget. They are enjoined to support the schools in any of the following areas: infrastructure, health and nutrition, teaching skills development, computer and science lab equipment and learningsupport.
Is the education sector of uae serving its customers well: Part 1Amal
Growth prospects and developing positive trends are making UAE a favorable hub for investments & private organizations to enter & improve quality of education. For more information visit http://www.customerservice.ae
This reflection was used as my project in social dimensions of education during my third year in college. It is about the implemented curriculum here in the Philippines and its advantages and disadvantages - the K-12 program. :)
Similar to Trends, Issues, Challenges and Concerns of Philippine Education In the Third Millennium (20)
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. The Department of Education receives the 2014
lion’s share of the national budget, with PHP 336.9
billion (over US $7.7 billion) which is 14% more
than the amount allocated in 2013. Most of this new
funds will work to stimulate and develop the K-12
program.
1
3. Higher Education Adjustments
Higher education institutions (HEIs) and the
Philippines government are doing what they can to
create solutions to the unemployment problem.
Two examples include:
• reforms transforming agri-colleges into state
universities to provide more opportunities to
disadvantaged students;
• quality control by the Commission on Higher
Education (CHED) shutting down programmes that
aren’t up to standard.
2
4. The Department of Labor and Employment (DOLE) is
doing its part by launching a ‘My First Job’
facilitation programme which will provide skills
training to the tune of US $5.6 million. Funding for
the programme was provided by the Asian
Development Bank (ADB) and the Canadian
International Development Agency (CIDA) in the
hopes that it helps “Filipino youth find jobs at much
faster rate and encourages more foreign investors to
put up business in the country.”
3
5. Higher education institutes are responding too.
Some are offering programmes which they believe
will give students the skills they need to find work.
Business World Online reported that of the nearly
2,300 highered institutes in the Philippines, 1,259 of
them were offering business degrees in 2012.
4
6. A higher education summit took place in early 2013
between business executives and university
administrators, and the outcome was a list of
recommendations for HEIs, one of which was the
“identification of competencies that will be expected
from graduates of higher education institutions in
four courses: business management, information
technology, electronics engineering, tourism and
hotel/restaurant management.”
5
7. These four subjects were chosen because they are the
“academic areas producing the workforce for…
industries important to the economy’s continued
growth… Their improved relevance to industry,
resulting from their redesign, would only mean
greater employability for their graduates and a
stronger workforce for associated industries.”
6
8. Education authorities in the Philippines are also
embracing technology.
-In June the Manila Bulletin reported that the
University of the Philippines system has joined forces
with Google to provide Google Apps for Education
on campuses across the country. This means that over
70,000 students, faculty, staff and alumni of the
University of the Philippines will have access to
email, more memory and a file sharing space.
7
9. Google Apps for Education is popular there; the
universities are not the only ones using it: “The
Commission of Higher Education (CHED) and the
Department of Education (DepEd) have already
adopted the system last year, and the Technical
Education and Skills Development Authority
(TESDA) adopted it earlier this year, effectively
making the entire education department of the
Philippines users of the Google suite of apps.”
8
10. The University of the Philippines also recently made tech
headlines when the Open University, an autonomous unit
within UP, partnered with The Australian Agency for
International Development (AusAID) to “study of
effective use of tablet computers for public school
students.” Students in nine schools around the capital
have been given 1,000 tablets to use in their classrooms,
and the aim of the study, which is being funded in the
region of PHP 24 million (nearly US $500,000), is “to
understand how digital devices can complement
traditional ways of pedagogy and learning.”
9
11. Vocational education reacts
In response to the youth unemployment rate and
the desire for students to learn employable skills, the
TESDA has been actively promoting its schools and
learning centres as the more practical option to high
school students. TESDA Director General Joel
Villanueva said: “I know the idea of a college or
university education is always appealing. But TVET
is more affordable, hands-on, and the path to a good
job is shorter.”
10
12. TESDA supports a number of TVET centres across the
Philippines, all of which train students in vocations that
are vital to the country’s growing economy.
For example:
• The Auto Mechanic Training Center in Tacloban,
Leyte is funded by Isuzu Motors Limited of Japan
and has seen 117 graduates since the centre opened in
2008, most of whom are now working for Isuzu
Philippines.
• Carpentry training courses are proving popular:
“Labor Secretary Rosalinda Baldoz recently
announced that a study showed that the high demand
for carpenters is expected to continue in the next five
to ten years.”
11
13. A similar but different response to TESDA training
centres is the ‘boutique’ college. A private hospitality
management school called Enderun Colleges is
growing in popularity and expanding the number of
courses it offers. President Javier Infante explained,
“Just like big hotels and boutique hotels, we are a
boutique management school. It’s smaller, it’s new
and a different approach.” Enderun has partnered
with a number of schools and colleges in Europe, the
US and other parts of Asia to send its students on a
semester abroad.
12
14. TVET goes international
A number of countries have partnered with TESDA
either to receive its expertise or to train its experts.
Projects like those listed below are there for the
taking for any overseas providers wishing to
develop their international influence in technical
and vocational education.
In July 2012, Bangladesh sent 22 vocational
education teachers and supervisors to the Philippines
to study the technical education and training system.
This was the third such group, the first two having
visited in 2010 and 2011.
13
15. Two teams of officials from various Indian and
Bangladesh ministries spent time studying TVET
best practices in January of last year, hoping to take
away ideas with them to adopt in their own
countries. Secretary Joel Villanueva, Director
General TESDA said, “We hope we can be a good
role model to countries in pursuing the TVET
track.”
14
16. TESDA schools and centres are creating graduates
with employable skills which will contribute to the
thriving economy. As Director General Villanueva
has said,“TVET could just offer the best chance at a
solid career to graduates, and the savior against the
rising unemployment.”
15
17. Education in the Philippines, from primary to secondary
to tertiary and beyond, is evolving and responding as
the country develops and grows. The nation’s
government wants education at all levels to provide its
citizens with knowledge and skills to keep it
progressing long into the next century.
16
18. The Philippine Midterm Progress Report on the 2007
MDGs noted that the country is lagging behind its
targets of achieving access to primary education.
Millions of children remain deprived of educational
opportunities, many of them because of poverty.
17
19. The UNESCO EFA Global Monitoring Report
2009 that children in the poorest 20% of the
population receive five years less education than
children from the wealthiest families. Poverty
compels school children to engage in income
generating activities, resulting in frequent non-
attendance in school and subsequent dropping out.
Official figures put the number of working children
between the ages 5-17 at 4 million, with 70% of them
from the rural areas (2000-2001 National Survey of
Children). Of the 4 million, about 30% are not
attending school.
18
20. The prevalence of malnutrition among children 0-5
years old in 2005 is 25% percent (2008 Draft
Common Country Assessment Philippines). It is sad
to note that the malnourished are more prone to repeat
grade levels and drop out or achieve less in school.
The World Bank (WB) (2006) reported that the
Philippines ranked nearly last in student performance
on mathematics and science tests compared to the rest
of the East Asia region. Also, more that 90% of
elementary graduates failed the High School
Readiness Test, which assessed mastery of basic
competencies in the elementary curriculum.
19
21. Tertiary education is generally of low quality, as
evidenced by:
(1) low passing percentage in professional licensure
examinations conducted by the Professional
Regulation Commission (PRC);
(2) incompatibility of graduates’credentials with
desired competencies for the workplace or for
entrepreneurship, and
(3) lack of ability of graduates to be gainfully
employed, with only 20 percent of college graduates
readily finding employment (Syjuco, 2006).
20