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All Journal Basic and Applied Education Research Journal (BAERJ) EJHEAA
Osias Kit T. Kilag
Vice President for Academic Affairs and Research, ECT Excellencia Global Academy Foundation, Inc. - Buanoy, Balamban, Cebu, Philippines
Education Languange, Linguistic, Communication & Media Mathematics Other

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Implication of Individual Plan for Professional Development (IPPD) on Teachers’ Professional Development and Career Advancement Osias Kit T. Kilag; Irene A. Bariquit; Cynthia G. Glipa; Renan A. Renan A. Ignacio; Geraldine U. Alvez; Ritchel T. Guilot; John Michael Sasan
Basic and Applied Education Research Journal Vol 4 No 1 (2023): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baerj.04.01.02

Abstract

The research was conducted to determine the needs of teachers for their continuous professional development and to create an individual professional development plan for this aim. This study utilized qualitative investigation; the Heideggerian Phenomenology design was employed. This study seeks to comprehend the phenomenon from the participant's point of view and through their experiences. In total, twenty teachers from Philippine schools were interviewed. The interviews were verbatim captured on tape and then transcribed. Three main themes emerged from the analysis of the data: (a) IPPD gives greater insights and improves performance; (b) IPPD allows putting into practice the appropriate trainings and seminars attended; and (c) IPPD impacts students’ learning and behaviour. Based on the findings, professional development can encourage teachers' creativity and help break up the monotony of daily work. Offering regular professional development can also assist individuals in acquiring fresh knowledge and viewpoints that may influence how they approach their work. Furthermore, it is critical to give financial support for teachers' professional growth, as seen by the difficulties they face.
How Does Philippines's Education System Compared to Finland's? Osias Kit T. Kilag; Junrel P. Zarco; Maribel B. Zamora; Jelly D. Caballero; Claudine Acece L. Yntig; Jodhel D. Suba-an; John Michael Sasan
Basic and Applied Education Research Journal Vol 4 No 1 (2023): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baerj.04.01.03

Abstract

This study examines the differences between the education systems in Finland and the Philippines. The education systems in both countries have significant differences in terms of policies, teacher qualifications, and curriculum structure. Finland has a highly decentralized curriculum that allows teachers to develop their own curriculum according to the needs and interests of students, while the curriculum in the Philippines is centralized and designed by the central government. The quality and competence of teachers in Finland are also higher compared to those in the Philippines, where a Bachelor's or Diploma Four degree is the minimum requirement for teaching. Finland's success in education can be attributed to the government's persistence and consistency in implementing education policies formulated over the years, and their emphasis on teacher quality and competence. On the other hand, the Philippines has struggled to improve the quality of education, with some policies having little to no positive impact. Given the differences between the two education systems, the study suggests that the Philippines should learn from Finland's education system and adopt some of its policies to improve its own education system. By doing so, the Philippines can improve the quality of education and potentially achieve the same success that Finland has achieved.
The Practice of Peace Education: Applied Research on Peace Education in the Twenty-First Century Osias Kit T. Kilag; Odilon C. Mambaje; Amor A. Rabi; Jhonrey C. Uy; Elaine G. Miñoza; John Byron G. Padilla
Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i2.104

Abstract

This study explores the practice of peace education in the Philippines in the twenty-first century. Data were collected through interviews and focus group discussions with teachers and students from various schools. Thematic analysis was used to analyze the data, which revealed several key findings. First, the implementation of peace education varies across schools, with some schools prioritizing it more than others. Second, teachers play a crucial role in promoting peace education, particularly those who are passionate about the topic and receive training and support in this area. Third, peace education should be integrated into the formal curriculum and tailored to be age-appropriate and culturally relevant. Fourth, the lack of resources and support is a major challenge in promoting peace education. Fifth, social justice education is an important component of peace education. Lastly, peace education should be promoted at all levels of education, from primary school to university. Overall, the findings highlight the importance of prioritizing peace education and providing resources and support to educators in promoting it. By integrating peace education into the formal curriculum and tailoring it to be age-appropriate and culturally relevant, students can develop positive values and attitudes towards peace and conflict resolution.
The Views of the Faculty on the Effectiveness of Teacher Education Programs in Developing Lifelong Learning Competence Osias Kit T. Kilag; Marsha H. Malbas; Jayson R. Miñoza; Millaine Mariel R. Ledesma; Ann Bernasyl E. Vestal; John Michael V. Sasan
Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v1i2.106

Abstract

The purpose of this research is to analyze the views of faculty members on the success of teacher education programs in developing lifelong learning competence. A review of the literature was conducted to gather information on the opinions of faculty members and to identify the key factors that they believe contribute to the success of teacher education programs in this regard. The results of the literature review suggest that the views of faculty members on the success of teacher education programs in developing lifelong learning competence are mixed. Some faculty members believe that these programs are successful in preparing students for a lifetime of learning, while others believe that there is room for improvement. Faculty members who believe that teacher education programs are successful in developing lifelong learning competence often point to the use of hands-on, practical experiences, the incorporation of technology, and opportunities for professional development as key factors in this success. Those who believe that there is room for improvement recommend incorporating more hands-on, practical experiences, providing opportunities for professional development, and incorporating technology in new and innovative ways. In conclusion, the views of faculty members on the success of teacher education programs in developing lifelong learning competence are diverse and complex. Further research is needed to determine the most effective ways to prepare students for a lifetime of learning and to assess the success of teacher education programs in this regard.
Co-Authors Amor A. Rabi Ann Bernasyl E. Vestal Claudine Acece L. Yntig Cynthia G. Glipa Elaine G. Miñoza Geraldine U. Alvez Irene A. Bariquit Jayson R. Miñoza Jelly D. Caballero Jhonrey C. Uy Jodhel D. Suba-an John Byron G. Padilla John Michael Sasan John Michael Sasan John Michael V. Sasan Junrel P. Zarco Maribel B. Zamora Marsha H. Malbas Millaine Mariel R. Ledesma Odilon C. Mambaje Renan A. Renan A. Ignacio Ritchel T. Guilot