Transnational Training of TRAINERS (TTT2)


By: Ricver P. Ureta, PhD (University of St. La Salle)

The second TTT was held in Iloilo City on February 16 to 21, 2020. It is a continuation of the first TTT. Participants convened for the course team work, which consisted of reviewing the course guidelines, determining work dynamics, incorporating individual work to the group, and selecting one or two competencies most relevant to the content and teaching dynamics of each module. It was in TTT 2 where the Module Coordinators were identified and they acted as facilitators in the course of the training and in writing the modules of the new major MAED-TCA.

To anchor the purpose of the project, the group examined the motivation drivers of FORTH from the international perspective as well as from the national one. Dr. Julia Gonzalez spoke from the global perspective by presenting the statistics on poverty, as well as a global situationer on education based on the UNICEF data. The following were highlighted as motivational drivers for Project Forth: (1) Awareness of poverty; (2) Desire to address the gaps and difficulties in the world of education; (3) conviction in the power of education; (4) Belief in empowering the learner; (5) Focalizing training for teachers in the challenged areas; (6) Reaching out to socially committed teachers; (7) Professional learning community of support; and (8) Raising to the level of international excellence with projection towards an Erasmus Mundus Joint Masters’ Degree.

From a national perspective, Dr Purita Bilbao explained that Project FORTH in the Philippines means the formation of teachers who are Heroic, Human, and Hopeful. The following are the challenges that teachers face: (1) Insurgency; (2) Poverty; (3) Geographical isolation; and (4) Diverse Culture. She also elaborated on how to motivate teachers to go to the challenged areas and added that the current situation shows that all teachers are qualified, but most of them going to these areas are beginning or novice teachers with very little experience with many accepting the teaching job in challenged contexts because they have no other options for permanent employment. For those who stayed even after the three years is the challenge to answer the question, “What made them stay?” The answer most frequently given was “They have come to love their children.” A very noble answer to question that may also be addressed with professional and legislative initiatives.

The following suggestions were offered to motivate teachers to go to the challenged areas and stay there: (1) The “Stick-and-carrot” formula, or the Reward System, such as the search for outstanding teacher in the challenged areas; (2) Scholarship grants to upgrade teacher qualification; (3) Priority in recruitment of new teachers; (4) Reduction of teacher’s workload and students’ study load; and (5) In- school, Off-school Learning Program (Alternative lessons incorporated in the child’s real world and world of work).
Teachers need support to cope with the different demands to teach in challenged areas. Strengthening motivation to teach in these contexts becomes an urgency: to carry out a difficult but critical mission.

As a work in progress, the following steps were needed to further the objectives of Project FORTH : (1) Design and develop a curriculum in the Master’s Program or a Post-baccalaureate Diploma or an undergraduate specialization area in Teaching in the Challenged Communities; (2) Submit the written curriculum to the Commission on Higher Education (CHED) Office of Programs and Standards Development (OPSD) for review and authority to offer the degree; and (3) Plan for the implementation of the curriculum as a component of Project FORTH in the Graduate Programs of the participating institutions. Work sessions were focused on deliberations as to what would constitute the six modules or foundation courses for the new major. Inter-university teams deliberated on the most relevant competencies, teaching strategies, teaching session lessons, and other course-related concerns centered on clear answers to the question, “What learnings will students take away with each course?”

Further, the capstone of a course must be a “relevant” output that puts together what has been learned in all the courses taking into account the alignment of competencies previously agreed proper to each course and some practical pointers in the course delivery such as giving more time for actual field or desk research over prolonged lectures. Orientations on CHED Policies and Standards for Graduate Programs in Education for Teachers and Other Education Professionals were given. Since the TCA as a MAED major falls within the parameters of CMO No. 53, S. 2007, the curriculum drafted must comply to CHED mandates. It was suggested that two members from each cluster must compose the Core Team that will address the CHED requirements.

Writing hours, curriculum mapping & OBE-CHED compliance concerns were discussed and addressed. In the plenary session, the course content, teaching strategies, lesson exemplars and hours were presented. Online team meetings were planned as follow-up for TTT2 with the purpose of creating a curriculum ready to be presented to CHED for approval after passing the rigor of going through the academic protocol of each university. Work continued mostly online with the leadership of each module coordinator with one physical meeting planned for the final draft writing of each module team in Iloilo before the final presentation of the TCA curriculum to CHED for approval.






Working Documents