Over the years, the Technological University of the Philippines sustains the rank as a highly performing State University in the Philippines in terms of the employability of the graduate students. This qualitative research aimed to explore the relevance of competencies of the graduates of Industrial Education from the school year 2013 to 2017. Convenience sampling techniques were employed in the selection of the respondents. A validated survey questionnaire was utilised to investigate the necessary educational competencies and their relevance to the current labour market. The gathered data were treated statistically using frequency counts, percentage, mean and ranking. Results revealed the relevance of the educational competencies to the current industrial curricula and the importance of academic–industry stakeholders. Hence, the results of the study can be utilised as a basis for the enhancement of collaboration among the academic-industry stakeholders and curriculum development in the aspect of the knowledge-based and competency-based academic performance for productivity. Keywords: Academic–industry stakeholders, collaboration, curriculum development, educational competency, industry competency.
The creation of various technology centers such as innovation center, incubation center, fabrication laboratory and science technology park is perceived to have a crucial role in the creation of jobs and social and economic empowerment. Nowadays, technology business incubation (TBI) is the current trend in capacitating the small and medium enterprises (SMEs) or even the start-up companies. This study explored the issues and challenges faced by TBIs in the three (3) major island of the Philippines. A qualitative approach was used in collecting the data through personal interviews to the TBI managers in order to gain in-depth knowledge and understanding to the issues and challenges they are facing. Content analysis was done to identify the relevant information. A total of eight (8) TBIs was selected randomly. The results showed that lack of funding, very slow procurement process, plantilla designation for faculty involve and no clear IP policy were among the issues and challenges that are hindering the development of an effective TBI in the Philippines.
<span lang="EN-US">Digital technology has become an integral aspect of an educational system. Every state university funded the creation of Information Technology Offices to secure its Management Information System. The challenge on cybersecurity threatens the intellectual capital of students especially in a research university, theft of crucial information, and financial loss. The current study is a multiple case study of cybersecurity threats and challenges of Selected Philippine State Universities and Colleges in the National Capital Region. Sample participants were purposively selected Information Technology experts from various selected State College and Universities. A structured interview as the main instrument of the study investigated threats and challenges of cybersecurity to assess active and proactive approaches to developing a model framework for security resources in respective academic institutions. Responses gathered from the interview were consolidated and analyzed through a thematic coding process. The result of the study revealed the following challenges in cybersecurity are user education, cloud security, information security strategy, and unsecured personal devices. The creation of a program logic model will provide an informed cybersecurity planning, implementation, and assessment framework to the commission on higher education in collaboration with the Department of Information and Communication Technology, and the Philippine Association of the State Colleges and Universities.</span>
<span lang="EN-US">The study explored school teachers, school administrators, and staff exposure to the COVID-19 virus in the workplace, the risk reduction practices of their organizations, organization response to those workers who were found positive of Coronavirus, and lastly the respondents’ suggestions to help their organization protect their employees. The study used a researcher-made risk assessment questionnaire, through Google Forms. The questionnaire was used in 25 selected respondent schools in the Philippines. The study revealed that the majority of the respondents were adopting the work from home, the rest of the respondents are reporting to school 1 up to 6 days a week. There are three major categories in handling the COVID-19 positive person such as implementation of health protocols, support to dimension of wellness, quick and immediate response. Moreover, the top three suggestions of the respondents are: i) Embrace new normal (appointments, enrolment, admission, and other transactions should be online); ii) Regularly provide vitamins, health kits, face masks, face shields, alcohol, and other medical supplies; iii) Provide training and webinars on health, safety training, mental health awareness, and online teaching. </span>
Technical-Vocational Livelihood Education(TVLE) Strategies and Indicators (S&Is) are the strategic procedures needed to come up with a well-informed contextualised learning instruction. This study is aimed at exploring the trends in Technical-Vocational Livelihood Education. The focus of this study is on soliciting relevant strategies and indicators (S&I) that can be utilised to develop a contextualised mathematics teaching module. S&Is in this study are consolidated from various experts in the field of curriculum contextualisation who were purposively selected from various regions representing the DepEd Manila, DepEd Mindoro, Marinduque, Romblon, and Palawan (MIMAROPA), DepEd Bicol region (Region 5), and DepEd Central Visayas (Region 7) recommended by the Department of Education (DepEd) Manila. Formal interviews and coding of consolidated experts’ experiences havepassed through a qualitative thematic analysis to obtain a profound understanding of the strategies and indicators. After a thorough investigation of the information gathered, related studies, and theoretical reviews, the study resulted in the seven (7) stages of a contextualised mathematics teaching module such as 1) Planning, 2) Assessment of the curriculum guide and resources, 3) Collaboration and Consultative Meeting, 4) Crafting and Developing of the Contextualise Learning Modules/Lessons, 5) Implementation, 6) Monitoring, and 7) Evaluation and feedback. The first four (4) stages are the developmental phase cons Planning, Assessment, Collaboration, and Crafting of the workingmodule (PACC). While, the remaining three stages to implement, monitor, and conducts of evaluation and feedback are on the validation phase. As module, the contextualised mathematics teaching can be utilised as a training guide for teachers in Technical-Vocational Livelihood Education strands of the K-12 curriculum. Further research may be conducted to validate the most appropriate modular approach in teaching specific subjects.
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