Research Proposal on Mega Issues

Program Title:
Accreditation Systems of Teacher
Education Programs in
Selected Countries: Basis for TEIs
Roadmap in Developing
Globally Competitive Filipino Teachers
Program Duration:
2013)

16 months (July 2012 to November

Program Leader:
Philippine Normal University
Telefax/Email: (02) 4001185
Project Leader/s:

Erminda C. Fortes

mindtes@yahoo.com
Agency/Institution/Address :
II
III

Email:

Philippine Normal

University, Taft Avenue, Manila

Funding Agency: Commission on Higher Education
Cooperating Agencies/Institutions:

Bicol University, Mariano Marcos State University, University of Santo

Tomas, Polytechnic
University of the Philippines

IV

Site of Implementation/Municipality/District/Province/Region :

Manila
Classification :
Research:
Basic
Applied

Development:
Pilot Testing
Tech. Promotion

Mode of Implementation:
Single Agency
Multi Agency
VI

Discipline/s: teacher education, accreditation

VII

Background of the Study

The teachers are the most important resource of educational
institutions. Therefore, their quality has to be given much
attention if we want their students to gain the competencies they
need for a successful and productive life. Being mindful of the
quality of teachers we have in the Philippines necessitates
looking into the quality of teacher education (TE) programs that

Accreditation System of Teacher Education Programs in Selected Countries

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produced them and the capacity of their providers to meet the

demands of the profession. To assure the quality of TE programs,
the institution that offers them usually goes through an
accreditation process as a measure of its capacity as a program
provider. Ingvarson,L., Elliott, A., Kleinhenz, E., and McKenzie, P.
(2006) defined the term accreditation as a report endorsed by
an independent external agency certifying that a professional
preparation course is adequate for the purpose of a particular
profession; that the course is able to produce graduates who
meet the standards for entry to the profession and are
competent to practice their profession. Thus, this study is being
conducted to benchmark the Accreditation Systems of
Teacher Education Programs in the local and international
levels (selected countries) as basis for designing the
Philippine
TEIs
Roadmap
in
developing
globally
competitive Filipino teachers.
VIII

Review/Survey of Related Literature

Education is an engine for economic growth of some cities such
as Boston, Bangalore and Beijing (Dr. Goodnight, 2006). The
education systems are not just for preparing students and
communities to thrive in todays knowledge-based economy but
also to prosper on the road ahead. In order to achieve this,
education policies and practices must be bold, innovative and
transformative.
Thus, the government must increase their
investment in education at all levels, but then, the educational
budget is only one variable in the equation translating knowledge
to economic growth.
Redesigning the educational systems
policies, programs and practices toward bold, innovative and
transformative learning outcomes are more important to achieve
the goal of being a globally competitive institution.
One of the challenges of TEIs focuses on educational policies and
practices that will build a lifelong learning system for the 21 st
century. Dr. Goodnight (2006) suggested five priorities regarding
the students access and success, workforce readiness, research
and development, infrastructure, global literacy and essential
disciplines that may improve and advance the learning process.
This includes ensuring access to education, continually assessing
education performance in relation to goals - learning and earning,
implementing consistent policies that will ensure workforce
availability, advancing innovative research and development and
promoting
social,
state
and
global
business/education
partnerships.
According to Dr. Bailey (2010), competing globally means there is
a great need for highly prepared educators of all types who are
capable of meeting changing lifelong education. The institution
that caters teachers education must be more equipped for a

Accreditation System of Teacher Education Programs in Selected Countries

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challenging task in preparing future teachers that will teach the

students of today to prepare them for the workplace of tomorrow.
Teacher education should not only be restricted to on-ground
preparation, instead, there must also be a program that offers
highly interactive opportunities, like utilizing technology as part
of the teaching and learning tools.
Curricula should also be shaped accordingly to prepare
competitive students for the jobs of the future.
Educators
themselves must be good role models and they should be
creative and innovative leaders to encourage and inspire their
students to tap potential characteristics within themselves.
Moreover, part of being globally competitive is having a place
in the international ranking of some recognized accrediting
bodies such as the Academic Ranking of World Universities
(ARWU), University Ranking by Academic Performance (URAP)
and the QS World University Ranking (QS WUR). The ARWU is
compiled by the Shanghai Jiao Tong University and is currently
maintained by the Shanghai Ranking Consultancy which has
been publishing annual global rankings of universities since
2003. The URAP was developed by the Middle East Technical
University in Turkey and published its top 2000 universities in the
world last 2010. Lastly, the QS WUR ranking of the worlds top
500 universities is being compiled and published by Quacquarelli
Symonds, in partnership with Times Higher Education, since
2004.
IX Conceptual/Theoretical Framework of the Study
The conceptual framework of this study entitled Towards
Designing the Philippine TEIs Roadmap in Developing Globally
Competitive Filipino Teachers will be based on a comparative
analysis of the accreditation systems of teacher education
programs in the Philippines and other countries as shown in
Figure 1.

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Figure 1:
Conceptual Framework in the Designing of a
Roadmap for Globally Competitive Teachers
With the advent of globalization, teacher education in the country
perceives an evident change and concern for quality assurance
and development. In order to be globally competitive, Teacher
Education Institutions need to enhance its program to produce
competent and quality Filipino teachers committed to educate
the future generations. Although there exist different accrediting
agencies (AACUP, PAASCU, PACU-COA, FAPE) in the country, the
standards for accreditation are set forth by the accrediting
agency, which are normally higher than those set by
the Commission on Higher Education (CHED).
The existing practices of quality assurance and enhancement of
teacher education at the national level will be studied. Moreover,
current developments in accreditation and program approval
policies and practices in developed and developing countries like
USA, UK, Australia, Canada, India, and Hong Kong will be
reviewed. The data for such exercise will serve to define the
requirements for specific and essential components of a program
that will ensure and enhance the quality of teacher education in
the Philippines. For this purpose, the development of national
standards will serve as guide towards the detailed documentation
of program and processes for accreditation. These standards are
meant to support teacher education programs, in particular and

Accreditation System of Teacher Education Programs in Selected Countries

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institutions in general, as they spiral through the development

stages.
The standards will embody a set of concepts or theoretical ideas
about accreditation. These concepts can then be translated as
statements of principles representing the policies, practices and
the consequences associated with teacher education.
Dr.
Munawar S. Mirza, 2009, stated that an important function of
standards is to inculcate professionalism among teacher
educators and prospective teachers. Therefore, once set, the
standards will serve as guidelines for designing a roadmap in
internationalizing TEIs and developing globally competitive
Filipino teachers.
X

Statement of the Problem

This study is geared towards the designing of a roadmap in
internationalizing TEIs in the Philippines to enable them to
produce globally competitive teachers through a comparative
analysis of the accreditation systems in the Philippines and those
of other countries. In particular, the study attempts to find
answers to the following research questions:
1 What are the areas of concern of accrediting bodies when
certifying the level of status of TE programs of a TEI?
1. 1
In the Philippines
1.2
In Other Countries
2 How similar and different are the systems of accrediting bodies of
TE programs in the Philippines and in other countries?
3 Based on the analysis of the accreditation systems of different
countries, what roadmap in internationalizing TEIs in the
Philippines could be designed to produce globally competitive
teachers?

XI

Methodology

This study will employ the qualitative descriptive research. Document

analysis through internet search, interviews, school visits, and Round
Table Discussion (RTD) will be employed as data gathering procedures.
The accreditation standards development process will start with the
review of the relevant literature. The existing practices of quality
assurance and enhancement of teacher education at national and
international levels will be studied and current developments in
accreditation and program approval policies and practices will be
reviewed in specific.
Data gathered from the documents and internet search will be
triangulated using interview and school visits. The validation of the
roadmap will be done through RTDs. Through the convenient sampling
Accreditation System of Teacher Education Programs in Selected Countries
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technique, only those countries whose accreditation systems are

available in the internet and those who are recognized in international
rankings will be included in the study. The key people in foreign
accrediting agencies will be involved in interviews and the reachable
institutions and the good benchmarks they recommend will be visited
to actually see the conduct of the programs and the facilities of these
institutions. The Vice Presidents for Academic Affairs or the Deans of
the College of Education from the 3NS will be invited in the RTD.
Moreover, the respondents in this study will include the policy makers
at the national and regional levels in the public and private
organizations interested to improve and support any teacher education
program.
The inputs in these exercises will provide the guidelines for standards
setting with the end in view of designing the Roadmap for
Internationalization.
Figure 2 below illustrates the flowchart of
activities for the development process.

Figure 2: The Development of the Model

XII

Significance of the Study

Almost every Teacher Education Institution (TEI) in the Philippines goes

through an accreditation process to assure its clientele of its capacity
to meet the national standards of the teaching profession. However,
since there are many Filipino teachers who migrate to other countries
Accreditation System of Teacher Education Programs in Selected Countries
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and practice their profession in foreign lands, TEIs that produce them
have to satisfy not only the national but also the international
standards of the teaching profession and they should pass the
requirements of any foreign accrediting body of a TE program. Meeting
the international standards of the teaching profession will ensure that
the graduates of TEIs in the Philippines are globally competitive and
are assured of a productive and successful life wherever they go.
Equally crucial also for the TEIs, in determining the quality of
universities, is the increasing legitimacy of ranking systems based on
international accrediting bodies such as the Academic Ranking of World
Universities (ARWU), University Ranking by Academic Performance
(URAP) and the QS World University Ranking (QS WUR).
It is at this juncture that this study is proposed to review the
accreditation process for teacher education programs in the Philippines
and those practiced in other countries to prepare a roadmap in
internationalizing TEIs in the Philippines in order to make their
graduates globally competitive.
XIII

Definition of Terms

The following terms are defined as used in the study for the purpose of
clarity, better understanding and common frame of reference in this
study.
Accreditation. This refers to a process by which an institution at the
tertiary level evaluates its educational activities, in whole or in part,
and seeks an independent judgment to confirm that it substantially
achieves its objectives, and is generally equal in quality to comparable
institutions.
Globally Competitive Teacher. This refers to a teacher who thinks and
acts both locally and globally; he/she possesses the skills required for
the 21st century; i.e., has the skills to create a learning environment
that requires students to think critically and creatively.
Teacher Education Institution. This is a higher education institution
that offers BSE, BEED or BECED courses.
Roadmap. This refers to a plan that matches short-term and long-term
goals with specific steps/strategies to help meet those goals.

XIV

Major Activities/Work Plan

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2012 to 2013
Activities
Stage

A S O N D J F MA MJ J A S O N
u e c o e a ea p a u u u e c o
g p t v c n br r y n l g p t v

Preparation of the research

proposal and its strategies
for implementation
Reviewing related literature
and studies
Pre- Drafting the data-gathering
data
instruments for internet
Gatheri
search, RTD and school
ng
visits
Validating the data
gathering instruments
Organizing the internet
search, RTDs and school
visits
Conducting the internet
Data
search and document
Gatheri
analysis
ng
Conducting the RTDs and
School Visits

Accreditation System of Teacher Education Programs in Selected Countries

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Postdata
Gatheri
ng

Analyzing the results

Presenting the Roadmap
to 3NS through RTD
Finalizing the Roadmap
Writing and finalizing the
Research Report

XV

Expected Output/s
1. List of areas of concern of accrediting bodies when
certifying the level of status of TE programs of a TEI
2. List of similarities and differences in the way different
bodies accredit teacher education programs
3. A roadmap in internationalizing TEIs in the Philippines
XVI Target Beneficiaries
TEIs, Teacher educators, future educators
XVII Personnel Requirement
1
1
4
3
1
3

Project Director at Php 8,000/month x 16 months

Project Co-Director at Php 6,000/month x 16 months
Coordinators at Php 5,000 each
Researchers at Php 4,000/month x 16 months
Support Staff at Php8,800/month x 15 months
Technical Consultants at Php 3,000 x 10 consultations

Position

Project
Director (1)
Dr. Erminda C.
Fortes

Terms of References
- Prepares the proposal for submission to the
Funding Agency
- Selects the members of the Research Team
- Determines the content, scope and sequence of
the work
- Calls meetings with the members
- Strategizes the courses of action to be done to
accomplish the desired output
- Assigns the unit of work to each member of the
research team
- Checks on the work accomplished by each
member
- Confers with the overall consultant designated by
the funding agency
- Writes correspondences to the school officials to
request for documents or data
- Ensures the completion of the project
- Submits the final output to the funding agency
- Prepares the budget of the project
- Prepares the voucher for the honoraria of the
members of the Team

Accreditation System of Teacher Education Programs in Selected Countries

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Project CoDirector (1)

Dr. Leticia V.
Catris

Researchers
(3)
Prof. Genelita
Garcia
Dr. Mel Greg
Concepcion
Dr.
Rosemarievic
Diaz

Coordinator (5)

Support Staf
(1)
(to be
identified
later)
Technical
Consultant (3)
Dr. Ester
Ogena
Dr. Evangeline

Prepares the final draft of the research

instrument
Monitors the progress of the task/s assigned to
each member
Sees to it that deadlines are met
Meets with the members as the need arises
Ensures that expenses are incurred as per line
item budget
Prepares the request for the release of supplies
and other financial needs
Drafts letters of request to officials of schools and
other agencies, for the needed documents or
data
Serves as liaison officer for the round table
discussions and workshops
Collects the data
Searches for/locates the needed documents or
data
Prepares the initial draft of the research
instrument
Conducts interviews as needed with the persons
concerned

Coordinates with PNU research team and persons

to be involved in the RTD in respective
cooperating institution
Submits to the Project Director all data needed
from the respective institution
Encodes works given by the Director
Reformats all works submitted by other agencies
for consistency
Assists in the reproduction of communications
Sends communications to
respondents/stakeholders
Performs tasks assigned by the Director/CoDirector
Guides and monitors the research team in the
conduct of the project
Gives directions to the Project Director for the
completion of the project
Recommends people who can be involved in the

Accreditation System of Teacher Education Programs in Selected Countries

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Golla
Dr. Adelaida
Gines

project
Gives suggestions and recommendations as
needed to achieve a better output
Reviews the content of the report and its final
packaging

XVIII Line Item Budget

Items
1 Personal Services
1 Project Director at Php 8,000/month x 16 months
1 Project Co-Director at Php 6,000/month x 16 months
3 Researchers at Php 4,000/month x 16 months
1 Support Staff at Php8,800/month x 15 months
3 Technical Consultants at Php 3,000 x 10
consultations
4 Coordinators at P5,000 each
Sub-total
2 Maintenance and Other Operating Expenses
Supplies and Materials
Communication Expenses
Travelling Expenses
RTD/meals/venue expenses for meetings/workshops
Sub-total
3 Administrative Cost (5% of Items 1 and 2)
Over-all Total

Amount in
Php
128,000
96,000
192,000
132,000
90,000
20,000
658,000
104,750
100,000
500,000
200,000
904,750
82,250
1,645,000

Special Provision: Deficiency in one item may be augmented from

savings of other items.

XIX

Literature Cited

Bailey, J. (2010, March 31). Teacher Preparation and Global

Competitiveness. Seen Magazine US .

Accreditation System of Teacher Education Programs in Selected Countries

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ERIC Digest #10: The Importance of the Educational Resources

Information Center for Teacher Candidates. Retrieved June 30,
2012 from http://www.ericdigests.org/pre-925/center.htm
Goodnight, J. (2006). Educating for Global Competitiveness. SAS
whitepaper, i-11.
Lee-Chua, Q.N. (2012, April 1). Preparing Teachers for the big
reform. Philippine Daily Inquirer.
Luthaus, Charles (2002). A Framework for Improving Performance.
Inter-American Development Bank Washington D.C.
International Development Research Centrettawa, Canada.
Olson, David (2003). Psychological theory and educational reform:
how school remakes mind and society. Cambridge University
Press.

XX

Capsule Curriculum (one-page CV. Only of the

proponents/researchers)

CURRICULUM VITAE
Accreditation System of Teacher Education Programs in Selected Countries
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NAME
DATE OF BIRTH :
PLACE OF BIRTH
ADDRESS
:
Imus, Cavite
CIVIL STATUS

ERMINDA CASTILLO-FORTES
November 28, 1963
:
Nasugbu, Batangas
Blk. 63 Lot 29 Phase 4 Golden City Subdivision
:

Married

(with 1 child)

EDUCATIONAL ATTAINMENT:
ELEMENTARY
:
Nasugbu West Elementary School
Nasugbu, Batangas
HIGH SCHOOL
:
Nasugbu Institute
Nasugbu, Batangas
COLLEGE
:
Bachelor of Secondary Education
Major: Mathematics
magna cum laude
Philippine Normal College, 1980-1984
GRADUATE
:
Doctor of Philosophy in Mathematics
De La Salle University, 1999
Master of Arts in Mathematics Education
Phil. Normal University, 1992
PUBLICATIONS:
Module Writer, Course Package for students in the Undergraduate
and Graduate levels (Number Theory, Graph Theory, Abstract
Algebra, Linear Algebra, Modern Geometry, Differential
Equations, Differential Calculus, and Integral Calculus, Real
Analysis, Analytic Geometry, etc. ), 2005-present
Author, Modules for Training Programs for Teachers, 2002- present
Coordinator/Consultant/Author of books in Elementary and High
School 2002-present - Abiva Publishing House, Rex Publishing
Co-Author, Fundamentals of Mathematics (1999)
Practical Mathematics (1997)
Plane Trigonometry (1996)
Workbook in College Algeba (1992)
Milsons Publishing Co.
Note: If the project is part of the program, this form should be submitted
together with the detailed R&D proposal for the whole program.

FORM 2
Commission on Higher Education
LINE-ITEM BUDGET FORMAT
CY 2012-2013
Accreditation System of Teacher Education Programs in Selected Countries
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Period Covered: August 2012 November 2013

Project Title: Accreditation System of Teacher Education Programs
in Selected Countries: Basis of TEIs Roadmap in
Developing Globally Competitive Filipino Teachers
Proponent: Dr. Erminda C. Fortes, Philippine Normal University,
Manila
Line Item Budget
Items
1. Personal Services
1 Project Director at Php 8,000/month x 16 months
1 Project Co-Director at Php 6,000/month x 16 months
3 Researchers at Php 4,000/month x 16 months each
1 Support Staff at Php8,800/month x 15 months
3 Technical Consultants at Php 3,000 x 10
consultations each
4 Coordinators at Php 5,000 each
Sub-total
2. Maintenance and Other Operating Expenses
Supplies and Materials
Communication Expenses
Travelling Expenses
RTD/Meals/Venue expenses for Meetings/workshops
Sub-total
3. Administrative Cost (5% of Items 1 and 2)
Over-all Total

Amount in
Php
128,000
96,000
192,000
132,000
90,000
20,000
658,000
104,750
100,000
500,000
200,000
904,750
82,250
1,645,000

Special Provision: Deficiency in one item may be augmented from

savings of other items.

Prepared by:
Erminda C. Fortes, Ph.D.

Accreditation System of Teacher Education Programs in Selected Countries

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FORM 3
COMMISSION ON HIGHER EDUCATION
Budget Breakdown by Source of Fund
ITEM
PERSONAL SERVICES
Salaries
Honoraria

Year 1
PhP

66,000
263,000

II MAINTENANCE AND OTHER OPERATING

EXPENSES
Travel/Transportation Expenses/Survey
Expenses
Local (to be identified later)
Foreign (to be identified later)
Communication Expenses
Postage and deliveries,
telephone expenses,
Internet expenses, etc.
Supplies and Materials Expenses
Office Supplies
Meetings/Seminars/Workshops/Training
s/Focus Group Discussions
Representation Expenses (e.g food for
meetings, etc.)
Printing and Binding Expenses
Subscription Expenses
I

50,000
200,000
50,000

Year 2

TOTAL

66,00
0
263,0
00

132,000
526,000

50,00
0
200,0
00
50,00
0

100,000
400,000
100,000

54,750

104,750

100,000

200,000
50,00
0
100,0
00

41,125

ADMINISTRATIVE COST

82,250

GRAND TOTAL

41,12
5
824,875

820,1 PhP
25 1,645,000

Prepared by:
Erminda C. Fortes, Ph.D.
Philippine Normal University
Accreditation System of Teacher Education Programs in Selected Countries
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FORM 5
COMMISSION ON HIGHER EDUCATION
DETAILED REASEARCH & DEVELOPMENT PROPOSAL
(For the Whole Program)
(To be accomplished by the researcher)
1 Title/Leader/Gender/Agency/Address/Telephone/Fax/Email
Program Title: CHED Funded R & D Projects
Coordinator/Gender: Erminda C. Fortes (Female)
Agency/Address: PNU, Manila
Telephone/Fax/Email: (02)4001185;
mindtes@yahoo.com
Project Title: Accreditation Systems of Teacher Education Programs in
Selected Countries: Basis for TEIs Roadmap in Developing
Globally Competitive Filipino Teachers
Sub-project Title/s:
1.
2.
2 Executive Summary:
The program aims to benchmark the Accreditation Systems of
Teacher Education Programs in the local and international levels (selected
countries). The results of the study will serve as basis for designing the
Philippine TEIs Roadmap in developing globally competitive Filipino
teachers.
3 Budget Summary for the whole program : Php 1,645,000.00
Duration (in
months):______16___________________
Y1
Y2
Source of Fund
PS
MOE
EO
TOTAL
PS
MOE
EO
TOTAL
____________ 329,000 454,750 _41,125 824,875 329,000_ 450,000
41,125
820,125_
____________ ______ _______ ______ _______ ______ _______ _______
________
Accreditation System of Teacher Education Programs in Selected Countries
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____________ ______ _______ ______ _______ ______ _______ _______

________
____________ ______ _______ ______ _______ ______ _______ _______
________
TOTAL
329,000 454,750
41,125 824,875 329,000 450,000
41,125
820,125
4 SUMMARY of Personnel Requirement
Number
Full-Time: _____1____________
Part-Time: ____12___________
Total:
____13_____________
5 Summary of Equipment
Existing Equipment
No. of Units
To be Purchased
No. of Units
___________________
_______________
____________________ _______________
________NA ________
_______________
________NA _________
_______________
(6)
Signature
Name
Designation/Title:
Date:

Submitted

Endorsed by

Erminda C. Fortes,
Ph.D.
Faculty, Full Prof 5
July 9, 2012

Note: To be submitted together with the detailed R&D Proposals of the

component projects.

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