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Empirical Study on Trainers’ Perspectives of National Teacher Standards in the Philippines


Posted:
07.11.2019 by SEA-VET Content

Author:
Felino Javines Jr. & Cristie Ann Jaca

Publisher:
TVET @ASIA

Year of Publication:
2019

Description

This study aims to present and analyze the development of the national standards for TVET personnel in the Philippine context. Using a unified survey questionnaire from the collaborative research on the research project entitled “Development of National and Regional Core Standards for TVET Personnel” employing convenience sampling method and some selected interview schedule, and pertinent data was collected. Based on gathered data, it was found out first that there are differences in the terminologies used regarding the words teachers and trainers. In the Philippines, some schools call their practical arts teachers as trainers based on their practice, while some teachers are also called trainers because they have acquired national certifications. However, there are also trainers who become assessors because they have met certain qualifications. In terms of the development of the national standards or TVET teachers, the Philippine’s TVET Trainers-Assessors Qualification Framework was used as a basis in determining the National Core Standards for Teachers who are handling Technical-Vocational courses. The development of the National Core Standards of TVET personnel were developed by the Technical Education Skills Development Authority (TESDA) national office based on the agency’s centralized process of organizing these guidelines in which were then cascaded to the regional offices for implementation. This implies limited consultation and collaboration among stakeholders from the other local regions in the country. Despite the uniform set of guidelines set nationwide, schools and training centers have varied implementation depending on the availability of resources. Teacher-trainers expressed that they have different contexts and interpretations of the guidelines and they rely on the TESDA training regulations for their program delivery specific to the subjects they are teaching. Moreover, they emphasized that they wanted to be consulted about their ideas and suggestions so it can be incorporated in the design and development of the National Teacher Standards in the Philippines so it will have a fair and equal representation among the different delivering institutions in the country.

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