Academic literature on the topic 'DepEd schools'
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Journal articles on the topic "DepEd schools"
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Therese, P. Zipagan. "Disaster preparedness of DepEd schools in the first district of Isabela." Journal of Biodiversity and Environmental Sciences (JBES) 25, no. 3 (2024): 56–79. https://doi.org/10.5281/zenodo.15501071.
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Isabela Province is prone to various natural disasters, including typhoons, floods, and earthquakes. In the recent years, the frequency and intensity of natural disasters have highlighted the need for effective disaster preparedness and response strategies. Among the most crucial institutions affected are schools, which serve as vital learning environment for learners. In light of these hazards, ensuring the disaster preparedness of schools under the Department of Education (DepEd) in the province is of paramount importance. The study aimed to determine the level of disaster preparedness and awareness of public elementary and secondary schools in the First District of Isabela province in the perception of School Heads in terms of five (5) Disaster Risk Reduction Management (DRRM) program components: project & activities, personnel, budget, facilities & equipment and monitoring & evaluation. It also focused on the assessment of DepEd schools’ building vulnerability to disasters specifically strong winds and flooding through a rapid visual survey. It also aimed to address the challenges faced by DepEd schools in their disaster preparedness endeavors. Hence, the study emphasized the importance of disaster preparedness for DepEd Schools by implementing robust risk assessment processes, adhering to appropriate building codes, and developing comprehensive disaster preparedness plans ensuring the safety and resilience of schools and its buildings contributing to the overall well-being and educational continuity of learners, teachers and staff. published by the <strong>Journal of Biodiversity and Environmental Sciences (JBES)</strong>
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Solidarios, Froilan Mark, and Jemma Rose Solidarios. "Assessing Preparedness of DepEd-Schools Division of South Cotabato for Internationalization." Psychology and Education: A Multidisciplinary Journal 22, no. 7 (2024): 813–21. https://doi.org/10.5281/zenodo.12897093.
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This study was conducted to assess the preparedness of DepEd – Schools Division of South Cotabato for Internationalization. Descriptive-evaluative research design was used among four hundred forty-one (441) randomly selected respondents composed of one hundred four (104) school heads and three hundred thirty-seven (337) teachers in the whole school’s division of South Cotabato. A set of adopted survey questionnaires by Agosto and Sanchez (2017) was utilized in data gathering to assess the preparedness of DepEd – Schools Division of South Cotabato for Internationalization. Frequency, mean, and correlational analysis were used to analyze the result of the study. Findings revealed that the readiness of DepEd – SDSC for internationalization in terms of curriculum, teachers’ competence, student services and physical plant facilities is at “very much ready”. In terms of managerial flexibility of school heads findings revealed that the investment decision and marketing strategy is at “very much flexible”. However, there were internationalization challenges faced by the schools in the DepEd - SDSC. Among those challenges were lack of ICT, educational media and other available technologies for instructional use and few linkages with parents and stakeholders to support school project and education facilities. Likewise, there is significant correlation between the extent managerial flexibility of school heads and readiness of DepEd - SDSC for internationalization. Thus, this study claimed that the extent of readiness of DepEd-SDSC for internationalization was tested as related to the school head’s managerial flexibility in terms of investment decision and marketing strategy.
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Plaza, Jeshrel B. "SCHOOL HEALTH AND NUTRITION PROGRAM AMONG DEPED SECONDARY SCHOOLS." Ignatian International Journal for Multidisciplinary Research 2, no. 1 (2024): 299–322. https://doi.org/10.5281/zenodo.10566829.
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This descriptive quantitative research design evaluated and determined the implementation of School Health and Nutrition Program of the 3 divisions of Surigao del Sur Province namely Surigao del Sur,Tandag City, and Bislig City for the 3 consecutive School Years : 2015-2016,2016-2017, and 2017-2018. Findings revealed that in the profile of the school respondents, most of the teachers were not Masteral and Doctoral Degree holders, while all school nurses are baccalaureate graduates with no Masteral or Doctoral degee units. Thirty nine percent (39 %) of the school heads are doctoral degree holder, 22% are masteral holder, and 39 % were not masters or doctors degree holder. However, regardless of the educational attainment they were able to implement school health and nutrition program in every respective school. On the level of implementation of the school health and nutrition Program, findings revealed that all core component namely health and nutrition education, health and nutrition services, healthful school living and school-community coordination for health and nutrition are Well Implemented . Likewise, there is no significant relationship between the profile of the school to the level of implementation of school health and nutrition program among the three (3) divisions in Surigao del Sur, Bislig City and Tandag City division respectively. Moreover, <em>lack of health personnel</em> leads the problems encountered in the implementation of the school health and nutrition program with the adjectival description of Serious (S). However, based on the over-all result, the problems encountered are Slightly Serious.
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Rivamonte, Mariam B. "Learning Resources Acquisition, Management, and Utilization Practices of select IPED and Non-IPED Schools Divisions in Mimaropa Region: Basis for the Proposed Learning Resource Service Model." International Journal for Research in Applied Science and Engineering Technology 11, no. 5 (2023): 3023–54. http://dx.doi.org/10.22214/ijraset.2023.52252.
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Abstract: The study determined the practices of select IPEd and Non-IPEd Schools Divisions in terms of learning resources acquisition, management, and utilization. It also aimed to identify the extent of practices, its compliance with the DepEd guidelines, the significant differences between the IPEd and Non-IPEd schools divisions’ extent of practices and compliance with the DepEd guidelines, as well as the gaps and some major issues encountered in terms of learning resources acquisition, management, and utilization.
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Santerva, Ma. Ledevi, Asuncion Pabalan, and Jimmy Bucar. "DEPED Induction Program: Implementation and Challenges." Psychology and Education: A Multidisciplinary Journal 19, no. 7 (2024): 795–805. https://doi.org/10.5281/zenodo.11145248.
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In the midst of the increasing attention placed on teacher development and competence, there is a need to extensively explore the profound impact of the DepEd Teacher Induction Program (TIP) and Induction Program for Beginning Teachers (IPBT) on the professional growth of beginning teachers in Trinidad Districts, Schools Division of Bohol, province of Bohol, for the academic year 2021-2022.This study explored the: (1) the experiences of beginning teachers in the induction programs, (2) the perceptions of administrators and mentors regarding the effectiveness of the TIP and IPBT programs in supporting teachers' development and competence, (3) how the IPBT addresses the gaps and weaknesses of the TIP, (4) the bottlenecks, lags, issues, and concerns (BLICS) in the program implementation. The researcher employed Descriptive-qualitative research design, enabling an in-depth exploration of participants' experiences, perspectives, and behaviors within their natural settings. The study was conducted in Trinidad I and II districts, encompassing 30 schools in the province of Bohol, Philippines. Ten (10) beginning teachers and five (5) administrators participated in the study, selected purposefully based on their involvement and experience in the TIP and IPBT programs. The information power and data saturation principles guided the determination of the sample size, ensuring comprehensive insights were gathered. Semi-structured interviews, facilitated by an interview guide, were utilized as the primary data collection method. The Reflexive Thematic Analysis approach proposed by Braun and Clarke was employed to identify patterns and themes within the collected data. The study's findings highlighted key aspects of the induction programs. Teachers' experiences revealed three themes: learning and growth, support and community, and challenges and frustrations. Administrators and mentors perceived the TIP and IPBT programs as effective, attributing their success to well-structured designs and comprehensive support systems. The IPBT addressed the gaps in the TIP, offering a systematic and tailored framework. Bottlenecks in program implementation included a lack of qualified mentors, insufficient resources, coordination issues, and data gaps. Based on these findings, recommendations are put forth, including strengthening mentorship programs, increasing resource allocation, enhancing coordination and collaboration, implementing comprehensive data collection and evaluation, promoting networking and peer support, and suggesting future mixed-method research approaches.
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Genizera, John Bonnin, Wilson Tosino, Elma M. Santacera, and Arleen M. Moncera. "Implementation of Department of Education Programs, Projects, and Activities on Mitigating the Impact of Climate Change in the Philippines." Journal of Learning and Development Studies 2, no. 1 (2022): 35–39. http://dx.doi.org/10.32996/jlds.2022.2.1.4.
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This study sought to determine the extent of implementation of Department of Education (DepEd) programs, projects, and activities on mitigating the impact of climate change in one of the schools' divisions in the Philippines. The participants were 120 school heads, 240 teachers, 120 learners, 120 parent-teachers association officers (PTA), 120 Punong Barangays, 43 Sangguniang Bayan members representing the municipalities in a particular province and 20 schools division personnel. This is a one-shot descriptive-correlational study. The participants were given hybrid questionnaires to measure the level implementation of DepEd in the aspects of programs, projects, and activities to address environmental issues wherein the schools are located. Mean and Pearson’s r was used to determine the extent of implementation and if there is a significant relationship among the results set at 0.05 level of significance, respectively. The results revealed a very great extent of implementation of DepEd initiatives mitigating climate change through environmental awareness and education. A significant relationship existed between the mean scores on the aspects of DepEd’s implementation, which indicated a positive effect on mitigating the impact of climate change within the learning conditions and environments in schools. Having this, an innovation entitled “Sustainable Climate Change Mitigation Intervention Project” was conceptualized to enhance some aspects of these educational solutions to foster climate change and environmental education among child-friendly schools in the Philippines.
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Mula, Richard S. "Learners’ Level of Difficulty in Using Mother Tongue-Based Instruction on Mathematics and Metrobank-MTAP-DepEd Math Challenge." International Journal of Multidisciplinary: Applied Business and Education Research 6, no. 3 (2025): 1056–67. https://doi.org/10.11594/ijmaber.06.03.07.
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The main thrust of the study was to determine the learners’ level of difficulty in using Mother Tongue Based Instruction on the Metrobank-MTAP-DepEd Math Challenge to their Mathematics and MTAP performances of 195 Grades 3 learners in public elementary schools of Tubigon East and West Districts, Tubigon, Bohol. This research used quantitative methods through descriptive and corre-lational designs using the survey questionnaire that was used to collect the data from Grade 3 learners in 17 public elementary schools in Tubigon East District and 14 public elementary schools in Tubigon West District. This also included all the primary schools with multigrade classes in the said districts. The study used the Mann Whitney U Test to test the significant difference between the learners’ level of difficulty in using Mother tongue-based instruction on the Metrobank-MTAP-DepEd Math Challenge and the learners’ profile. Results of the investigation unfolded that there is a signifi-cant relationship between the level of difficulty in using Mother tongue-based instruction on the Metrobank-MTAP-DepEd Math Challenge and the learners’ profile with a p-value of .000. The result of the study led to the conclusion that using the mother tongue in teaching Mathematics significantly impacts pupils' performance in the Metrobank-MTAP-DepEd Math Challenge competition, often leading to lower scores; where the competition's questions are pre-sented in English, a language quite different from the student's first language, "Sinugbuanong Binisaya." Thus, this discrepancy creates a mismatch between the language used in the classroom and the me-dium of instruction in the competition. It is recommended that the organizers and administrators review the use of Mother Tongue-Based instruction. It is also recommended to have more intensive training and seminars for the Mathematics teachers that relate to the Metrobank-MTAP-DepEd Math Challenge. Furthermore, review materials may be developed and provided to the Grades 1 to 3 teachers.
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N. Padriquez, Maura, and Jocelyn Castro. "Factors Related to The Reading Readiness Among DepEd Pupils." FMDB Transactions on Sustainable Social Sciences Letters 2, no. 4 (2024): 221–29. https://doi.org/10.69888/ftsssl.2024.000326.
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This quantitative correlational study investigated the factors influencing reading readiness among Grade One pupils in central schools within the Guiuan Districts of Eastern Samar during the 2023-2024 school year. The research aimed to explore the relationships among nutritional status, family involvement, classroom environment, and reading readiness in three central elementary schools: Guiuan East, Guiuan South, and Guiuan North, involving a total of 90 pupils. Data were collected using a questionnaire divided into four parts: nutritional status, family involvement in the classroom environment and reading readiness measured by the Comprehensive Rapid Literacy Assessment (CRLA) for End-of-School Year. Descriptive statistics and correlational analysis were utilized for data interpretation. Results indicated that the majority of Grade One pupils (87.8%) had a normal nutritional status, a high level of family involvement mean of 4.52, and a favourable classroom environment mean of 4.26. Furthermore, 92.2% of pupils met expectations for reading readiness based on the CRLA assessment. However, the study found no significant relationships among nutritional status, family involvement, classroom environment, and reading readiness. Recommendations include regular nutritional assessments, incorporating nutrition education into the curriculum, enhancing communication between teachers and parents, assessing school climate, implementing early literacy intervention programs, and conducting more extensive research on reading readiness determinants.
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Agbayani, Junbryle B., Vida V. Antonio, and Marc Paul T. Calzada. "Physics Teachers’ Level of Knowledge and Integration of the Deped Core Values." International Journal of Religion 5, no. 10 (2024): 4166–81. http://dx.doi.org/10.61707/dxcaa729.
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This descriptive-qualitative research determined the level of knowledge and integration of the DepEd Core Values of Physics teachers and the challenges which the teachers encounter during the integration of the DepEd Core Values in teaching Physics, as well as the DepEd Core Values reflected in the self-learning modules. The sixty-five (65) JHS Physics teachers from the Schools Division of Ilocos Norte, who were chosen via total enumeration, were the participants of the study. The main tools used in gathering data were the adapted survey questionnaire, a researcher-made tally sheet, and an interview guide. The data gathered were statistically analysed using mean, frequency, and rank. Results show that the teachers are highly knowledgeable in the application of the DepEd Core Values in teaching Physics. Meanwhile, results also show that the teachers are advanced in integrating the DepEd Core Values in teaching Physics. However, there is a limited frequency of 15 DepEd Core Values reflected in the SLMs of JHS Physics, which affect the teachers’ integration of the DepEd Core Values in their lesson. Moreover, the teachers face challenges in the integration of the DepEd Core Values it is because teaching Physics as the subject focuses on content and skills development. Values integration is difficult to implement and time consuming, and there is limited integration of the DepEd Core Values in the prescribed SLMs.
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J, F. T. Balinas. "Stakeholders Support in the Brigada Eskwela Program of Department of Education in the Division of Negros Occidental, Philippines." Journal of Education and Technology Management 1, no. 1 (2018): 18–22. https://doi.org/10.5281/zenodo.2814306.
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This research study aims to determine the level of stakeholder support in the Department of Education, Division of Negros Occidental Brigada Eskwela Program as a basis for the crafting of DepEd, Division Partnership Development Plan. A descriptive research and a restructured questionnaire based on the Department of Education, Brigada Eskwela Guidelines was used by the researcher to conduct survey of elementary and secondary school administrators. The researcher used frequency and percentage to determine the profile of Schools in the Division of Negros Occidental in terms of the Enhanced Basic Education Information System (EBEIS) school classification while mean and standard deviation were used to determine the level of stakeholder support in both elementary and secondary. The results of the study revealed there were more small elementary schools and large secondary schools in the Division of Negros Occidental, while level of stakeholders’ support in elementary and secondary schools in terms of their diverse volunteer participation is moderate while resources generated are low in elementary schools and moderate in secondary schools. Guided by the results, the researcher conceptualized a three-year partnership development plan and framework for the DepEd, Division of Negros Occidental.
Dissertations / Theses on the topic "DepEd schools"
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Faircloth, Catherine. ""Work Hard, Depend on Yourself": The Transition Stories of Seven International Master's Students at an Elite U.S. School of Education." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107591.
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Thesis advisor: Audrey Friedman<br>As increasing numbers of international students enroll at US universities, these institutions must consider how best to create inclusive campus environments that serve varied learning needs. While international student enrollment at schools of education remains low, some elite programs are drawing growing numbers, but there is a dearth of research regarding international students' transitions into this culturally-embedded field. These experiences warrant investigation so that faculty, administrators, and fellow students might better understand, accommodate, and empower the international students in their midst. The purpose of this dissertation is to describe how 7 female international students from China, South Korea, and India perceive their transition experiences in Master’s programs at an elite US graduate school of education. Three interviews were conducted with each woman, using questions based on Charmaz's (2006) life change protocol. Research sub-questions concerned: a) the decision to study in the US, b) the women’s personal characteristics and background experiences, c) challenges and changes, d) strategies, and e) forms of support. Grounded theory was paired with narrative methods to analyze and present findings, highlighting themes within and across participants’ transitions. Schlossberg’s transition model (Anderson et al., 2012) was used to interpret results, especially women's coping resources. Three main themes emerged: the complexity of self-determination, hard work and its limits, and marginalization and attempts to minimize it. Despite positive experiences, the women faced challenges. While most gained a sense of independence, some resented their new responsibilities and missed previous support networks. All women reported hard work as a key academic strategy, but their diligence was not always enough to transcend language and cultural barriers. Faced with segregation and/or marginalization in America, most women attempted to enrich their experience, surrounding themselves with caring people, volunteering, or seeking resources to achieve goals. The findings suggest that institutions of higher education should assess the social and academic needs of international Master's students and offer tailored support services that address language and cultural barriers inherent in their programs<br>Thesis (PhD) — Boston College, 2017<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
Books on the topic "DepEd schools"
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Bringhurst, Reed Pat, ed. Westtown in word and deed, 1799-1999: An anthology. Westtown School, 1998.
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Kathleen, McNaughton, and Alpha Omega Publications, eds. History & geography: Unit 10- People Depend on Each Other (Lifepac History & Geography Grade 9 Unit 5). Alpha Omega Publications, 1996.
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Library, Harvard Law School. History in deed: Medieval society & law in England, 1100-1600 : an exhibition of deeds & charters from the Harvard Law School Library, November-December 1993. President and Fellows of Harvard College, 1993.
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Chernyavskiy, Aleksandr, and Natella Sinyaeva. Philosophical and legal foundations of the nature of inter-governmental and power relations. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2164859.
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The monograph is devoted to the issue of inter-governmental, governmental and intra-governmental relations, which is relevant at all stages of the development of the state. The possibility of philosophical and legal analysis, taking into account the psychological theory of law, appeared as a result of the accumulated diverse legal material that requires unification, and, according to the authors, it is the philosophy of law that is able to unite it. The problem of the relationship between the branches of government (with the separation of powers), among the departments within each branch of government, as well as interstate relations remains still undeveloped in the philosophy of law. In addition, the authors consider it possible and important to launch a monitoring mechanism to study current inter-governmental and power relations, especially since they largely depend on specific authorized persons. To this end, an attempt has been made to provide formulas that would allow analyzing the effectiveness of the use of power functions both independently by authorities and in interaction. For students, postgraduates, doctoral students and teachers of law schools and faculties.
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Business depend, on level reader grade 2: Harcourt school publishers social studies. Holt Mcdougal, 2005.
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Dart, Gladys. In Deed, Indeed: Teaching and Learning in a One Room School. Outskirts Press, Incorporated, 2009.
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People Depend on Each Other (Lifepac History & Geography Grade 2). Alpha Omega Publications (AZ), 2001.
Find full textBook chapters on the topic "DepEd schools"
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Rissanen, Inkeri. "Finland and Sweden: Muslim Teachers as Cultural Brokers." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_27.
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AbstractThis chapter focuses on the experiences and perspectives of Muslim teachers, who serve informally as “cultural brokers” in Finnish and Swedish schools. It begins by reviewing research on minority teachers and their roles as cultural mediators, as well as on Muslims in European public education. After that, the contexts, methodology and results of a case study are presented. The data includes semi-structured interviews with 14 “cultural broker” teachers. The results present the tasks of cultural brokering, as well as teachers’ perceptions of what makes a good cultural broker and how this role should be developed. The chapter includes a critical discussion on what is expected of minority teachers; they are not a homogenous group and their willingness to take on the tasks of cultural brokering depend on the nature of their jobs. The simplistic view of cultural broker teachers as role models for minority students is scrutinized, likewise the ways of outsourcing “all things multicultural” in the school to them.
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Uttl, Bob. "Lessons Learned from Research on Student Evaluation of Teaching in Higher Education." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_15.
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AbstractIn higher education, anonymous student evaluation of teaching (SET) ratings are used to measure faculty’s teaching effectiveness and to make high-stakes decisions about hiring, firing, promotion, merit pay, and teaching awards. SET have many desirable properties: SET are quick and cheap to collect, SET means and standard deviations give aura of precision and scientific validity, and SET provide tangible seemingly objective numbers for both high-stake decisions and public accountability purposes. Unfortunately, SET as a measure of teaching effectiveness are fatally flawed. First, experts cannot agree what effective teaching is. They only agree that effective teaching ought to result in learning. Second, SET do not measure faculty’s teaching effectiveness as students do not learn more from more highly rated professors. Third, SET depend on many teaching effectiveness irrelevant factors (TEIFs) not attributable to the professor (e.g., students’ intelligence, students’ prior knowledge, class size, subject). Fourth, SET are influenced by student preference factors (SPFs) whose consideration violates human rights legislation (e.g., ethnicity, accent). Fifth, SET are easily manipulated by chocolates, course easiness, and other incentives. However, student ratings of professors can be used for very limited purposes such as formative feedback and raising alarm about ineffective teaching practices.
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Homuth, Christoph, Simone Lehrl, Anna Volodina, Sabine Weinert, and Hans-Günther Rossbach. "From Preschool to Vocational Training and Tertiary Education—Study Design of the BiKS-3-18 Study." In Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43414-4_2.
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AbstractThe educational development and achievements of children depend on individual prerequisites as well as on familial and institutional learning contexts. Data from the study BiKS-3-18 (Educational Processes, Competence Development, and Formation of Educational Decisions in Preschool and School Age) enables educational research on mechanisms and long-term effects of early child development and different learning environments in Germany. This contribution provides an overview of the study design, sampling procedures and sizes, contents, and research potential of the BiKS-3-18 study. Starting in 2005, the study followed preschool children from Bavaria and Hesse from the age of three over fifteen years, from preschool through primary and secondary school, including their educational and vocational career paths beyond compulsory schooling into the labor market or tertiary education. The study comprehensively assessed children’s competencies and their familial and institutional learning environments particularly across preschool and primary school (ten assessment waves). Additionally, children’s parents and teachers were interviewed. The initial sample consisted of 547 preschool children and added 528 of their classmates in primary school after enrollment. Furthermore, both after the transition from primary to secondary education and after the transition from secondary education to vocational or tertiary education, children and their parents were again tested and interviewed until the children were 18 years old (three additional assessment waves).
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Umejima, Masaki, Cherry H. Y. Wong, Jiro Kokuryo, et al. "Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_8.
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AbstractA pre-existing partnership between the Japanese Government and Keio University paved the way for K-12 education to embrace distance learning. The university has been engaging in the revision of educational ICT policies in Japan for many years. In Japan, universities have been accumulating knowledge in distance learning practices since the emergence of the Internet, though earlier educational ICT policy required the ICT system in K-12 education to depend on dedicated Internet lines. In December 2019, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) announced a new ICT policy to allow K-12 education to launch distance learning classes via public cloud on the Internet. The university’s experience with running distance learning, bundled with the stipulations of the new educational ICT policy, enabled K-12 education to carry out distance learning. New subjects can be taught daily, and continuity of education is ensured in disaster situations, such as the Covid-19 pandemic. The research team at Keio University built the “Nagasaki-Takaoka Model” as a reference model with the added aim of ensuring data security and trust in the open network. In December 2020, Takaoka City successfully deployed the “Nagasaki-Takaoka Model” across all public schools.
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Umejima, Masaki, Cherry H. Y. Wong, Jiro Kokuryo, et al. "Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_8.
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AbstractA pre-existing partnership between the Japanese Government and Keio University paved the way for K-12 education to embrace distance learning. The university has been engaging in the revision of educational ICT policies in Japan for many years. In Japan, universities have been accumulating knowledge in distance learning practices since the emergence of the Internet, though earlier educational ICT policy required the ICT system in K-12 education to depend on dedicated Internet lines. In December 2019, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) announced a new ICT policy to allow K-12 education to launch distance learning classes via public cloud on the Internet. The university’s experience with running distance learning, bundled with the stipulations of the new educational ICT policy, enabled K-12 education to carry out distance learning. New subjects can be taught daily, and continuity of education is ensured in disaster situations, such as the Covid-19 pandemic. The research team at Keio University built the “Nagasaki-Takaoka Model” as a reference model with the added aim of ensuring data security and trust in the open network. In December 2020, Takaoka City successfully deployed the “Nagasaki-Takaoka Model” across all public schools.
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Broadway, Barbara, and Guyonne Kalb. "Labour Market Participation: Family and Work Challenges across the Life Course." In Family Dynamics over the Life Course. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_9.
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AbstractHaving a job is an important indicator of economic and social wellbeing, and two-earner families are becoming the norm rather than the exception. As a result, many more women, including mothers, are in the labour force now than ever before. Balancing family and work responsibilities therefore becomes ever more important, not just for women but also men who are sharing the caring load with their partners, especially when young pre-school children are present. However, employment is not equally distributed across families, and some families have noone in a job which leads to financial vulnerability. Even one-earner families that depend on a low-skilled, low-wage earner may struggle to get by and provide their children with the opportunities to succeed in life and achieve mental, physical and financial wellbeing. This may lead to the intergenerational transmission of disadvantage and poor outcomes from parents to children. Gender inequality and ongoing inequalities relating to gender divisions in work and family may lead to women being particularly vulnerable in terms of earnings capacity and retirement savings when a relationship ends. One-parent families are specifically at risk as they often have no partner with whom to share the care-taking role, making work-family balance difficult to achieve. In this chapter we review the Australian evidence on these issues and provide policy implications.
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Bongaarts, John, and Dennis Hodgson. "Does Fertility Decline Stimulate Development?" In Fertility Transition in the Developing World. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11840-1_6.
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AbstractAs the fertility transition proceeds, women have fewer births which in turn leads to fewer young people in subsequent years. The resulting changes in the population age structure include an increase in the proportion of the population of working age. The first dividend from lower fertility refers to an acceleration of growth in GDP per capita as the proportion of the working-age population rises. The benefits can last for decades but are ultimately transitory. The second dividend follows the first and refers to a rise in savings and investment in human and physical capital which raise worker productivity. The second dividend is typically larger than the first dividend and lasts longer. The magnitude and duration of these dividends vary from country to country and depend on the magnitude and pace of fertility decline and the ability if a county to take advantage of the changes in age structure. Over the six decades from 1955 to 2015, the first and second dividend together were highest in Asia and N. Africa (where the fertility transition was completed quickly and early) and lowest in SS Africa (where the fertility transition was slower and later). Projections to 2075 expect the situation to be reversed in the future: Asia’s dividend will likely be smaller than Africa’s. Although much of the contemporary literature on population and development focuses on the demographic dividend, there are other important benefits from fertility decline: the improvement of health, the empowerment of women, the government’s increased ability to maintain public capital (e.g. schools, clinics, infrastructure), increased political stability, an improved environment, and a slower depletion of natural resources.
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Bove, Giuseppe. "Measures of interrater agreement when each target is evaluated by a different group of raters." In Proceedings e report. Firenze University Press and Genova University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0106-3.28.
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Most measures of interrater agreement are defined for ratings regarding a group of targets, each rated by the same group of raters (e.g., the agreement of raters who assess on a rating scale the language proficiency of a corpus of argumentative written texts). However, there are situations in which agreement between ratings regards a group of targets where each target is evaluated by a different group of raters, like for instance when teachers in a school are evaluated by a questionnaire administered to all the pupils (students) in the classroom. In these situations, a first approach is to evaluate the level of agreement for the whole group of targets by the ANOVA one-way random model. A second approach is to apply subject-specific indices of interrater agreement like rWG, which represents the observed variance in ratings compared to the variance of a theoretical distribution representing no agreement (i.e., the null distribution). Both these approaches are not appropriate for ordinal or nominal scales. In this paper, an index is proposed to evaluate the agreement between raters for each single target (subject or object) on an ordinal scale, and to obtain also a global measure of the interrater agreement for the whole group of cases evaluated. The index is not affected by the possible concentration of ratings on a very small number of levels of the scale, like it happens for the measures based on the ANOVA approach, and it does not depend on the definition of a null distributions like rWG. The main features of the proposal will be illustrated in a study for the assessment of learning teacher behavior in classroom collected in a research conducted in 2018 at Roma Tre University.
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Skutlaberg, Kristin Belt. "Skolebasert kompetanseutvikling – mulighet til individuell og kollektiv utvikling i en lærende organisasjon?" In Samhandling, kompetansebygging og ledelse i skole og barnehage. Cappelen Damm Forskning, 2024. https://doi.org/10.23865/cdf.224.ch5.
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This article is about leadership of school-based competence development, a political instrument for decentralized continuing education of teachers in secondary schools. Three schools’ work with such competence development is analysed based on theory of learning organizations and theory of leadership of professional learning communities. The focus is on how principals facilitate structure and build a culture for both individual and collective learning in leading school-based competence development. The empirical evidence consists of teachers’ reflection notes and interviews with the administrative groups at the relevant schools. Findings show that most teachers in the three schools believe their individual competences have evolved. They are more uncertain about the collective development at the schools. The latter seems to depend to a greater extent on leadership that facilitates systematic work with binding-testing, teamtime with exploratory reflection, as well as joint focus on the same theme over time, rather than individually chosen focus areas. Structural changes at system level that facilitate collective learning processes have been carried out at all three schools. If this is combined with common mental models around content and norms for interaction, and the creation of a culture for sharing practical experiences, collective learning is strengthened. Both structure and culture are therefore central components for team learning and collective development.
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Huxtable, Simon. "From Word to Deed." In News from Moscow. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192857699.003.0005.
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Khrushchev’s vision of communism envisaged a key role for grass-roots initiative. Journalists supported energies from below in the belief that smaller collectives were crucial carriers of communist ideas. This chapter focuses on one attempt to build communism from the grass-roots: the Communard Method, a pedagogical movement started by activists in Leningrad and which, with the support of journalists at Komsomol’skaia pravda, became a national phenomenon. The method offered an antidote to traditional Komsomol and Pioneer activities by placing children at the heart of learning: children would decide on activities, take the lead in implementing new ideas, and later debate the effectiveness of their efforts. Adult involvement was kept to a minimum. Journalists at Komsomol’skaia pravda publicised the new method, printing articles that reported on the new phenomenon, devising new rubrics to encourage young people to become involved. This chapter places the Communard Method, and Komsomol’skaia pravda’s involvement with it, within a broader pedagogical and political context, linking it to the ideas of Ukrainian pedagogue Vasyl Sukhomlinsky as well as Khrushchev’s work-based school reforms. However, it also shows how the Communard method challenged the status quo by painting run-of-the-mill youth activities as top-down and dull. After Khrushchev’s ouster in October 1964, the new leadership placed pressure on Communard leaders to return to the political mainstream and forced many of its leading exponents—and their supporters in the press—to leave their positions.
Conference papers on the topic "DepEd schools"
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Tikerperi, Mari-Liis. "From Distant Target Groups to Involved Stakeholders: Developing Dialogic School Communication." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.15.
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Knowingly planned communication activities are an essential asset in the performance of organisations, including public schools. In this paper, the core premise is that communication management in general education schools is an important field which currently lacks scholarly attention as well as practical guidance for school management. Numerous communication management definitions and models have been proposed following different paradigms and perspectives. Still, they all have one aspect in common: the audience to whom the messages are directed. Some theorists suggest that communication does not exist without the recipient, and effectively planned communication should be based on their interests or, moreover, involving them for the institution’s success. Thus, it is crucial to map schools’ target groups and stakeholders to explain the nature of school communication in general. In this qualitative study, in-depth interviews were conducted with 19 Estonian school principals to understand their views about the role various target groups and stakeholders have on public elementary and high school communication. By applying a targeted sampling strategy, the most diverse representation of participants was ensured based on the profiles of both schools and school leaders. During the interviews, a projective technique was used enabling the principals to schematically position school’s stakeholders in accordance to social circles, importance, and communication intensity. The results showed that although the stakeholders of the schools are similar, the positioning of the stakeholders may differ even in between similar school types. School principals’ assessments of the intensity, importance, or quality of relationships depend on the school’s organisational culture, goals, current issues (e.g., school renovation), or sometimes the principal’s personal contacts. In addition, communication practices are influenced by the initiative and attitudes of external stakeholders towards the school.
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Parandjuks, Rihards. "The Impact of Additional Sports Activities on the Development of Students in General Education Schools." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.51.
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Sports can be diverse – dual career, sports for the general public, youth sports, and other levels. However, the level of general education schools is vital, as it is compulsory in the Latvian education system. Thus, for approximately 70% of Latvian children and young people, sports lessons are the only places to do sports. The study’s author has analyzed the “Sport everyone in the class” project organized by the Latvian Olympic Committee. The essence of the project is related to additional sports activities that depend on the capabilities of the particular school – both in terms of infrastructure and human resources. A quantitative and qualitative survey method has been performed. Data were obtained from 26 schools participating in the project. Number of respondents – students – n-582. The author analyzed the impact of additional sports activities on students’ work ethic, learning achievements, physical fitness, etc. Data were processed using the Windows SPSS program. It is concluded that students improve their ability to concentrate and complete the learning process and their eating habits. In qualitative surveys – interviews with school management, it was found that this type of process is recommended for all educational institutions because the benefits are more than the negative factors.
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Holberga, Anna. "Lesson Planning and Organising Strategies for Maintaining Students’ Focus During Computer Science Lessons." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.45.
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The first part of the research was conducted in November and December of 2020 as described in the author’s Term Paper “LESSON PLANNING AND ORGANISING STRATEGIES FOR MAINTAINING STUDENTS’ FOCUS DURING COMPUTER SCIENCE LESSONS IN FORM 4”. The aim of this Paper is to expand upon the scope of the research, to evaluate and discuss the developed recommendations on how various lesson planning and organising strategies can help to maintain students’ focus. The second part of the empirical study described in this Paper included a questionnaire, an interview with two Computer Science teachers from general education schools and a Computer Science teacher from an international school. It was found that there are several factors that have an impact on the focus of the students. It was concluded that the teacher must keep up with what the students are interested in, and students must be inspired to learn instead of having to learn mainly because they must achieve certain grades. However, since teachers may face several challenges when it comes to implementing different strategies, cooperation with school leaders, school administration and parents is crucial. From the second part of the study, it was found that it is significant that teachers are not micromanaged, that there is a set curriculum teachers and students can follow. Positive communication and trust in the whole school community is important when it comes setting up students for academic success. Whether teachers can implement different recommendations for keeping the students’ focus depends also on outside factors that depend on the school, therefore, it is important for teachers, school leadership, administration, and parents to all work together.
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Erokhina, Elena A. "SOCIOLOGIST LYUDMILA GLEBOVNA BORISOVA AND HER TIME." In All-Russian Conference with International Participation "Education, Social Mobility, and Human Development: to the 90th Anniversary of Prof. L.G. Borisova". Novosibirsk State University, 2022. http://dx.doi.org/10.25205/978-5-4437-1383-0-8-34.
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The article problematizes the possibility of replicating unique scientific and educational innovations in the institutional space of Russian society on the example of referring to the creative biography of Lyudmila Glebovna Borisova and her scientific sociological school. The methodology is based on the concept of the diversity of the transition to modernity by S. Eisenstadt; the method of researching scientific schools in the context of the relationship between the structure of science itself and the social problems of society, of which scientific institutions are a part; generational approach, biographical method and smart grid research method. The empirical base of the research is based on the documents of Lyudmila Glebovna Borisova from the Open Archive of the SB RAS: 10 office documentation, materials of personal origin, scientific publications. The key milestones in the biography of L.G. Borisova in the context of the institutional transformations of science and education of the late USSR, the development of the Novosibirsk Scientific Center (NSC); the history of the formation of sociological schools in the Novosibirsk Academgorodok is shown, the features of one of them, the school of sociology of education, are revealed. The characteristic of a special, selfless type of the Russian scientist is given. The history of the successes and failures of Lyudmila Glebovna Borisova is shown against the background of social changes in society and its institutions. In the context of the late USSR, the development of the scientific school of the sociology of education was influenced by the personality of L.G. Borisova, an ascetic scientist who underwent primary professional socialization in a pedagogical team with an ethos-oriented orientation, containing the ideas of humanism, the unity of word and deed, public service, and equality of interests between the elders and the younger. This ethos she conveyed in relationships with students and colleagues. The new stage of reforms significantly reduced the autonomy of professional communities of scientists and teachers, narrowed the base for recruiting scientific personnel in science and pedagogy, and increased the alienation of professionals from decision-making. In the changed conditions, her departure was irreparable for the scientific school.
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K. Dilangalen, Ali, and Emraida K. Dilangalen. "State of Religious Beliefs and Observance of Five Pillars of Islam Among the Muslim School Heads of the Department of Education (DepEd)." In Proceedings of the 4th International Conference on Education and Management (COEMA 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/coema-19.2019.3.
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Jhei-Ar Paurillo, Eboni. "IMPACT OF TEACHER FEEDBACK ON STUDENT PERFORMANCE." In Singapore International Conference on Teaching, Education & Learning, 03-04 March 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.275276.
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Feedback is one of the most powerful influences on learning and achievement, but this impact can either be positive or negative. While feedback is generally considered essential in learning and development, negative impact may have degrading impacts on students’ self-esteem, engagement and motivation, and overall achievement (Hattie & Timperley, 2007). In the Senior High School alone, teacher feedback plays an important role in how the learners perceived the assessment process. They give so much weight to the comments of their teachers and even their nonverbal responses. It is obvious to have been affecting the students either positively or negatively depending on how the teacher manifest the feedbacking itself and it has become instrumental in developing both their cognitive and metacognitive skills, which are essential for academic success. Despite its many benefits, teacher feedback is not without challenges. This descriptive study was conducted on all the Grade 12 learners of a sampled school in the Schools Division of Quezon City. Data were collected by a valid and reliable questionnaire. In total, 93 percent of students confirmed that teacher feedback has highly affected their motivation in the specific subject, and 85 percent claimed that it has impacted their self-esteem which has an indirect effect on their overall performance. In addition, 100 percent of students noted that casting teacher feedback positively is an answer to these challenges. This makes the strategies of the teacher in the giving feedback to learners become crucial in the students’ overall performance. Based on the results, the use of positive feedback is considered as recommendation which is based on the premise that cultivating students’ interest and nurturing their self-esteem largely depend on the way teachers give feedback so that learning could better take place when students are motivated and when they have confidence in themselves.
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Lomova, Daria Nikolaevna. "Psychological Safety of Educational Environment as a Condition of an Adaptation of Schoolchildren to the Middle Level of Education." In International Research-to-practice conference, chair Arina Viacheslavovna Karandeeva. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96626.
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Elementary-school age is characterized by the involvement of a child in educational activity. The elementary school child must have a sustainable positive motivation, which includes educational, cognitive, social and personal components to study effectively. Its forming and progress depend on many factors, one of them is a psychologically safe educational environment, which also includes a lot of aspects. The influence of the educational process on the student's educational motivation is considered.
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Akinwekomi, Akeem Damilola. "Prediction of High-Entropy Alloy Phases Using Soft Computing Techniques." In 2023 School of Engineering and Engineering Technology Annual Conference. Trans Tech Publications Ltd, 2024. http://dx.doi.org/10.4028/p-5js3p4.
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High-entropy alloys (HEAs) have excellent properties that are being explored for potential applications in many engineering fields. Their excellent properties strongly depend on their phases. The vastness of alloy compositions that can be synthesized makes it extremely challenging to experimentally investigate all the possible HEA types. To mitigate these challenges, more efficient and systematic computational techniques can be applied to the existing experimental data to accelerate HEA design and discovery. Therefore, this study developed three soft computing classification models based on artificial neural network, k-nearest neighbor (kNN), and support vector machine (SVM) to classify solid solution, amorphous and intermetallic phases in HEAs. Empirical studies showed that hyperparameter optimization improved classification accuracies of the classifiers with kNN (92%) outperforming ANN (86%) and SVM (90%) using all five predictive features. Feature selection did not improve the classification accuracy of any of the model. This studied demonstrated the importance of applying soft computing techniques and hyperparameter optimization for enhancing the classification accuracies of models to predict the phases in HEAs.
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Braun, Barbu cristian. "FLEXIBLE METHODOLOGY FOR ASSISTED SMALL SCHOOL CHILDREN INVESTIGATION." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-230.
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Results on scholar, current and sportive activities for children depend in a very large extent by the visual function health. A child with unsolved problems at visual system certainly will have trouble at school but also in other current activities. Such problems have as main cause the fact that low vision lead to an effort increasing for information perception, understanding and concentration of attention. As a consequence, a major importance is given to the compensatory solutions for low vision, using glasses or contact lenses. A very important aspect is referring to the solutions efficiency evaluation for visual function, especially after a period of time of glasses or contact lenses wearing. For this reason, in the paper is presented a new method developed as research activity, the key-element being to make an efficient and flexible software application for randomly displaying of some optotypes and for degree of rightness and readiness evaluation while their reading. Using the software, the examiner could generate automatically a score and a verdict on child testing results (low vision, degree of correction after training etc). Running the application, the optometrist will be able to select: the age, the category of tracked optotypes, method for quantifying. He will obtain very useful information on totalized scores for all important criteria, depending by the child answer during the tests. In the present, the research activity is focused on the improvement and testing the software application for it’s widely use by the students on optometry, as activity to prepare their career.
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PLACINTA, Daniela. "Strategii de învățare la disciplina Biologie prin activități de cercetare." In "Învățarea școlară în contextul provocărilor societale", simpozion științific transfrontalier. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/s.23-06-2023.p269-275.
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During the school period, when personality formation takes place according to age characteristics, the teaching staff adopts effective strategies for the acquisition of content units in an individualized way, adapted to the students’ learning styles. In the subject of Biology, as in all subjects in the Framework Plan, learning strategies are applied, focused on the principles of Didactics. Subsequently, research in biology directs the most appropriate strategies in achieving learning goals through several methods, such as problematization, modeling etc., resulting from cognitive investigations of the goals pursued. Research activities depend on several factors that capitalize on the application potential of the competences specific to the Biology discipline.
Reports on the topic "DepEd schools"
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Monje, Jennifer, and Erlinda Capones. 'Starting Where the Children Are': A Process Evaluation of the Mother Tongue-Based Multilingual Education Implementation. Philippine Institute for Development Studies, 2019. https://doi.org/10.62986/dp2019.06.
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This process evaluation determines how the program is proceeding since the passage of Republic Act 10533 or the Enhanced Basic Education Act of 2013. It specifically looked at program theory, service delivery and utilization, and program organization. To capture the breadth of conceptual and implementation issues, 18 randomly selected elementary schools were visited from among private and public school systems, distributed according to Department of Education’s (DepEd) typology of small, medium, and large schools; island groupings of Luzon, Visayas and Mindanao; and from both linguistically diverse contexts and less linguistically diverse communities. Key informant interviews with former and current DepEd officials at the national, regional, and division levels, and focus group discussions with teachers and parents were done. An online survey to determine the extent of implementation at the school level was also conducted. Findings show the breadth of challenges the program is facing emanating from conceptualization to implementation. The online survey revealed that, while almost all schools are implementing the program, the quality of implementation may be wanting as less than 10 percent of schools surveyed have done the four activities required for its implementation. The study recommends improving the implementation of program classified into program logic, service delivery and utilization, and program organization. Overall, the program needs a better appreciation of its existing conceptual problems and the cooperation of all stakeholders for the program to succeed. For the peer-reviewed version of this paper, see Research Paper Series 2021-02.
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Brillantes, Karen Dominique, Aniceto Jr Orbeta, Kris Francisco-Abrigo, Erlinda Capones, and Justine Beatrice Jovellanos. Status of Senior High School Implementation: A Process Evaluation. Philippine Institute for Development Studies, 2019. https://doi.org/10.62986/dp2019.13.
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This study conducts a process evaluation to determine the extent of implementation of the Senior High School (SHS) program and identify best practices, issues, and areas for improvement. It looks at three specific components namely, program theory, service delivery and utilization, and program organization. To capture a wider range of school context and experiences related to the implementation of the SHS program, 25 schools were randomly chosen based on their size, tracks offered, as well as area classification. Focus group discussions (FGDs) and key informant interviews (KIIs) with program implementers and program beneficiaries were conducted in the chosen schools. Interviews with current and past senior officials of the Department of Education and policymakers were also conducted. To provide comprehensive background to the FGDs and KIIs, enrollment data at the school level were also processed. Findings of the study reveal notable gains foremost of which is enrollment exceeding expectations. It is to the credit of the DepEd bureaucracy to have launched the SHS program to a very good start considering the enormity of the needs and challenges of implementing a new and nationwide program. The DepEd bureaucracy was found to have prepared well to implement the program and program support was conceptually well-organized. Several implementers, teachers, parents, and students highlighted varying experiences and opportunities which are very instructive. Certainly, the program is facing many challenges which hopefully are mostly mere birthing pains which can be addressed soon as implementation procedures continue to stabilize and take root.
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Paqueo, Vicente, Johanna Marie Astrid Sister, Solomon Sarne, et al. Strengthening and Expanding Government Assistance for Private Education. Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.17.
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The report assesses two Department of Education (DepEd) student financial assistance schemes under the Government Assistance to Students and Teachers in Private Education (GASTPE) program. These schemes are the Educational Service Contracting (ESC) and the Senior High School Voucher (SHSV) schemes. Through these initiatives, DepEd pays tuition fees for eligible students enrolling in qualified private schools of their choice. The study aims to answer the following questions: Are the programs on track to achieve their objectives? What key challenges and adjustments need to be made for the programs to reach their goals? What can be done to enhance the programs’ ability to cost-effectively, equitably, and sustainably promote the private sector's contribution to national education objectives? The study examines these questions and, in that context, analyzes the following specific concerns: (i) the adequacy of the financial assistance provided to target beneficiaries and the methodology for rationally setting the programs’ subsidy value; (ii) the inclusion of disadvantaged children and the methodology for targeting and prioritizing them; and (iii) the need to adjust program objectives and implementation design. Using a mix of qualitative and quantitative methods, the report concludes that the logic of the programs is sound and that there is evidence to support the hypothesis that, in the Philippines, it is cost-effective to use private schools to help the government achieve its national education goals. However, there are significant design, implementation, and governance challenges that need to be thoughtfully addressed as part of the Philippine Development Plan (PDP) 2023-2028's call for strengthening and expanding private sector participation in education. Hence, the report suggests some ideas in this regard.
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Pandya, Phorum. Data In Deed. Edited by Sowmya Rajaram and Swetha Prakash. Indian School of Development Management, 2024. http://dx.doi.org/10.58178/2411.1050.
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"Data Stories is a project that captures inspirational stories of how Social Purpose Organisations (SPOs) are using data to maximise their impact. These stories will be told in a unique format – a graphic novel – and emphasise how data-driven decision-making has helped Social Purpose Organisations (SPOs) create real, measurable change on the ground. This edition of the novel features the stories of 3 SPOs across the country – Udayan Care, Saturday Art Class, and Nourishing Schools Foundation. Told in a narrative, storytelling style, each story shows how the use of data has helped the SPO become more efficient, and have a greater positive impact on the community it works with. The hope is that this effort inspires other SPOs to use data in their work, and find new, exciting, and engaging ways to tell their stories."
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Dahl, Kristina, Juan Declet-Barreto, Rachel Cleetus, et al. Looming Deadlines for Coastal Resilience: Rising Seas, Disruptive Tides, and Risks to Coastal Infrastructure. Union of Concerned Scientists, 2024. http://dx.doi.org/10.47923/2024.15502.
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The nearly 90 million people living in US coastal communities depend on an array of critical infrastructure—from the schools that students attend to the power and wastewater treatment plants that provide electricity and clean water. But research led by the Union of Concerned Scientists shows that between now and 2050, climate change–driven sea level rise will expose more than 1,600 critical infrastructure assets coastwide to disruptive flooding at least twice per year. Future flooding particularly threatens public and affordable housing. This burden is borne inequitably: more than half the infrastructure at risk by 2050 is in communities at a disadvantage based on historical and ongoing racism, discrimination, and pollution. The amount of infrastructure in jeopardy late this century will depend heavily on countries’ choices about global heat-trapping emissions. Policymakers and public and private decisionmakers must take immediate, science-based steps to safeguard critical infrastructure and achieve true, long-term coastal resilience.
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Rivera, John Paolo, Leih Maruss Sinsay-Villanueva, Ivan Harris Tanyag, Jenard Berroya, Glenda Darlene Garcia, and Valerie Lim. Revitalizing the Philippine Education System: Facilitating Access and Participation to In-Service Training (INSET) and Teacher Professional Development (TPD). Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.14.
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Teaching quality is considered one of the foundations of student achievement and institutional performance. Consequently, linking in-service training (INSET) and teacher professional development (TPD) to student outcomes has been at the forefront of education research. This inquiry focuses on how to improve accessibility and participation in INSET and TPD programs to enhance teaching quality and revitalize the Philippine education system. Accessibility issues, allocation practices, and implementation challenges of INSET and TPD programs are examined. By triangulating data from document reviews with insights gathered from key informant interviews with sector experts and focus group discussions with teachers, key gaps that hinder the achievement of intended outcomes are highlighted. Findings reveal that while training opportunities exist and needs assessments are in place, outcomes are impeded by inequitable access, inconsistent funding, and a lack of alignment with evolving pedagogical needs. Moreover, logistical barriers, such as geographic constraints and workload concerns, prevent full participation in TPD programs. To address these challenges, comprehensive recommendations for the Department of Education (DepEd), policymakers, and educational institutions are presented, aimed at ensuring equitable access to INSET and TPD programs through increased funding, integration of digital learning tools, and institutionalization of sustainable training frameworks. Educational institutions can implement school-based professional learning communities, strengthen mentorship programs, and encourage data-driven approaches to professional growth. By enhancing INSET and TPD programs through strategic reforms and evidence-based interventions, the Philippines can cultivate a high-quality teaching workforce capable of addressing the evolving landscape and demands of 21st-century education. A renewed commitment to teacher development will not only enhance instructional quality but also pave the way for a more inclusive, innovative, and resilient education system that empowers both teachers and learners.
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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.
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This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discretionary power of district heads over employment decisions in the state bureaucracy explains the variation in local education policies in four districts in Indonesia. The primary data were collected through in-depth interviews with political leaders, bureaucrats, district education councils, school principals, teachers, teacher organisations, parents, non-government and community-based organisations, journalists, academicians, and other relevant informants. Using Mill’s method of difference, the comparative analysis presented in this paper demonstrates that institutional constraints on the discretionary power of the district head over employment decisions in the state bureaucracy do matter for the development of learning-enhancing policies. Such constraints can pave the way for the development of the bureaucratic capacity required for governments to pursue learning-enhancing policies. Absent constraints on the discretionary power of district heads over employment decisions in the state bureaucracy, the extent to which districts implement learning-enhancing policies will depend on district heads’ commitment to student learning.
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Cuenca, Janet. Review of the "Build, Build, Build" Program: Implications on the Philippine Development Plan 2017-2022. Philippine Institute for Development Studies, 2020. https://doi.org/10.62986/dp2020.54.
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More than halfway through the implementation of the Philippine Development Plan (PDP) 2017-2022, it is deemed important to examine the contribution of the "Build, Build, Build" (BBB) program in the attainment of the PDP targets considering the programs huge fiscal implications. In this light, the study aims to delve into the BBB program and the projects that comprise it as good understanding of the program is critical in examining its implications on the PDP targets. The BBB program should be clearly defined in terms of what it really is and what it covers. Based on available data and information, the study examines the implications of these projects on the PDP targets. Such understanding is envisioned to guide crafting of future public policy relating to accelerating infrastructure development and also, prioritization of infrastructure projects. Nevertheless, due to challenges in data collection, detailed analysis will be limited to select projects (e.g., infrastructure flagship projects) under the BBB program for which data have been collected. The study finds that the latest list of infrastructure flagship projects is responsive to PDP targets in the area of information and communications technology, transport and mobility, water resources, and power and energy. No major capital projects address the PDP targets in the area of social infrastructure (e.g., school buildings and health facilities), and technology adoption and innovation. Thus, attainment of the relevant PDP targets will depend mainly on priority infrastructure projects in the Public Investment Program (PIP) 2017-2022.
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Asian Development Outlook 2022: Mobilizing Taxes for Development. Asian Development Bank, 2022. http://dx.doi.org/10.22617/fls220141-3.
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This report outlines economic prospects in developing Asia amid global turbulence and lingering pandemic risks. It discusses the implications of school closures and the invasion of Ukraine, and explores mobilizing taxes for development. Developing Asia’s outlook remains positive, with growth of 5.2% expected in 2022 and 5.3% in 2023. Downside risks include spillover from geopolitical tensions, such as via higher-than-expected commodity prices. The Russian invasion of Ukraine has upended the global economic outlook and greatly amplified uncertainty for a world economy still contending with COVID-19. Aggressive monetary policy tightening in the United States could lead to financial instability. In the medium term, scarring from the pandemic poses significant risks, including learning losses from continued school closures that could worsen economic inequality. The region’s economies urgently need to mobilize fiscal resources to restore the health of public finances and build a more inclusive and sustainable future. Opportunities to strengthen revenue will depend on specific circumstances, but more efficient value-added tax and better-optimized tax incentives hold promise for many economies. Strengthening personal income and property taxes can raise additional revenue and make tax systems more progressive. Significant opportunities exist to expand the use of tax and other fiscal instruments to tackle environmental and health priorities while raising revenue.
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Asian Development Outlook 2022 Highlights: Mobilizing Taxes for Development. Asian Development Bank, 2022. http://dx.doi.org/10.22617/fls220142-3.
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This report outlines economic prospects in developing Asia amid global turbulence and lingering pandemic risks. It discusses the implications of school closures and the invasion of Ukraine, and explores mobilizing taxes for development. Developing Asia’s outlook remains positive, with growth of 5.2% expected in 2022 and 5.3% in 2023. Downside risks include spillover from geopolitical tensions, such as via higher-than-expected commodity prices. The Russian invasion of Ukraine has upended the global economic outlook and greatly amplified uncertainty for a world economy still contending with COVID-19. Aggressive monetary policy tightening in the United States could lead to financial instability. In the medium term, scarring from the pandemic poses significant risks, including learning losses from continued school closures that could worsen economic inequality. The region’s economies urgently need to mobilize fiscal resources to restore the health of public finances and build a more inclusive and sustainable future. Opportunities to strengthen revenue will depend on specific circumstances, but more efficient value-added tax and better-optimized tax incentives hold promise for many economies. Strengthening personal income and property taxes can raise additional revenue and make tax systems more progressive. Significant opportunities exist to expand the use of tax and other fiscal instruments to tackle environmental and health priorities while raising revenue.