Category Archives: Education

Posts about education in general.

EDECOLEPMENTALISM – A Personal Philosophy in Higher Education

This article briefly introduces Edecolepmentalism – a personal philosophy in higher education based on the interaction between education, economics and development.

Read more to find out how today’s knowledge-based economy steer the development of a nation, and even the whole world.

The Background

Year 2001. I was a part-time lecturer at the Department of English and Applied Linguistics at Dela Salle University, Manila and at the same time a CHED scholar for a master’s degree, Master of Arts in Teaching English Language when I met a colleague in the Economics Department. He was a newly hired faculty then but he’d been working as a bank manager for 20 years.

After a short introduction, we talked about the future of education and the money one can get if he/she invests in education business. He said, “There is money in education.” And that is his main reason for leaving his job in the banking business.

After 8 years, Dr. Elnora Loriega, my professor in Philosophy of Education at West Visayas State University required us to have our own educational philosophy. And I came up with my very own. I call it edecolepmentalism.

What is Edecolepmentalism?

“Edecolepmentalism” is my personal philosophy in higher education. It is derived from the words education, economics and development. Ed – is for education; eco- is for economics; and lepmentalism – is for development.

This philosophy is anchored on how the UNESCO defined and perceived education in general as “education – a key to get rid of poverty.” I philosophize that in higher education, we can develop a nation, and the world in general, through transnational education (blended or purely digital learning).

A well-developed country or world, as can be seen in its economy (knowledge-based economy), is a byproduct of a quality transnational education through blended or digital learning curriculum. This is the trend in the 21st century.

definition of edecolepmentalism
Conceptual framework of edecolepmentalism.

I already thought about edecolepmentalism before but I hesitated to submit it. I knew for a fact that my readings about curriculum development and the observations and immersions that I did were not enough to capture this phenomenon. So, the philosophy that I submitted to Dr. Loriega was not about it.

Illustration of Edecolepmentalism

It was towards the end of 2010-2011 when I learned that more business tycoons in the Philippines are investing huge amount of money in education following the university-industry model. In this model, the university provides the human capital or graduates that the industry needs such as the the E2E system (enrollment-to-employment) of the Systems Technological Institute or (STI) and the John B. Lacson Maritime University.

I believe that the best indicator of program effectiveness is when all the students who are enrolled in a course can finish it during the prescribed period of time and able to land a job after graduation. This kind of indicator is based on the principle of economics – the return on investment.

The bottom line is that students and their parents will choose a course or a program in which they can easily get their investments back. And the E2E system assures them that there are jobs waiting for their children after graduation.

In conclusion, this personal philosophy in higher education arose as a result of the knowledge I gained while taking up a doctorate degree in curriculum development and personal immersion in the business community.

© 2014 June 9 M. G. Alvior

E-catalogue: An Innovative Instructional Design

This article introduces an out-of-the box idea in designing an instructional material. More often than not, books are used to contain lessons or bits of information that teachers would like to impart to the learners.

However, the rise of social networking and e-learning prompted Dr. Alvior to design an instructional material that would address the teachers’ and students’ needs to keep abreast with current developments in educational technology – the e-learning approach.

My doctorate program at West Visayas State University in Iloilo City, Philippines requires graduate students to create something new or come up with creative ideas. This task consists part of my training because an advanced graduate course, i. e., a doctorate degree, requires students to come up with their own theories (see theory testing and theory building). Thus, as I specialize on curriculum development, I have to innovate an instructional design without sacrificing the essence of the teaching and learning process. I call this the “e-catalogue.”

Definition of eCatalogue

According to Meriam Webster Dictionary, a catalogue is a complete enumeration of items arranged systematically with descriptive details. It is also defined as a pamphlet or book that contains a list of information.

In my instructional design, I operationally defined it and added the word electronic. Thus, e-catalogue is a pamphlet that contains information for teaching and learning. Specifically, it includes the learning objectives, motivation, procedure, evaluation (assessment), and enrichment activity.

Features of E-catalogue

As previously stated, the e-catalogue contains the following information:

1. Learning objectives

This e-catalogue is taken from a syllabus that contains the skills needed by the students to succeed in the workplace. For example, if the subject is English for Business Communication, students need to develop their skills on how to write an opinion letter, order letter, letter of request, among others.

Likewise, the skills to be developed are translated into learning objectives using the three domains: cognitive, affective and psychomotor. Cognitive refers to conscious mental processes such as thinking, understanding, learning, and remembering. Affective pertains to a student’s feelings, moods, and attitudes while psychomotor relates to learning that entails thinking with action or movement to demonstrate physical skills.

2. Writing prompts

writing on boardWriting prompts are sets of instructions for writing. Prompts provide information as to whom the students should address the letter (the intended readers), and as to why the students are asking or giving the information (purpose). Likewise, authentic or real-world situations are integrated in the prompt. Students should address the prompts well by portraying and/or giving only the information that is asked of them.

3. Writing Activities and Assessment

Writing activities involve discussion of materials taken from newspapers, comic strips, puzzles, blogs, power point presentations, documentary films, internet and others). The purpose of this activity is expose the students to the different types of media so that they won’t easily get bored with the lessons. In addition, the writing drills progress from simple to complex. Revisions start with words, then phrases, and finally, sentences. Also, it uses the process approach in writing, that is, 1) pre-writing, 2) writing, and 3) post writing in which students’ outputs are marked using a holistic rubric.

Other Features

An e-catalogue is easy to use and has no cultural biases. Students can easily understand the concept because it is designed as to what, why and how a particular topic like business letter should be written by providing examples and activities.

Due to the fact that most of the students nowadays don’t like to read a lot, the presentation of the lesson is capsulized. Students need not filter the information that is deemed important for them.

So, why don’t you try this? Sometimes, it’s good to do something different.

This innovation in instructional design was presented in 2007 to Dr. Bibiana Espina of West Visayas State University.

© 2014 June 4 M. G. Alvior

A Study on the Vision and Mission of the Palawan State University and the Goal and Program Objectives of its Graduate School

To provide excellent service to its clients, any organization needs to have a clear-cut statement of its mission and vision. The vision and mission statements will bring the organization towards its desired direction.

Universities, as prime movers of change in society, need to be exemplars of good practices along this concern. To make academic institutions relevant to the society’s needs, there is a need to evaluate its mission and vision statements.

Along this concern, Dr. Alvior conducted an exploratory study on a state university’s vision and mission statements. She also studied the goals and objectives of the graduate school of the same university. This article sums up the result of that study. – The Editor

Introduction

The success of an institution depends upon unity in people’s thoughts and interests, both physically and philosophically. The view of the world is influenced by the values the people hold in their institution. They need to reconcile differing perspectives, find common ground, and create a shared vision and mission.

The shared vision statement should be clear, concise and create a visual image in the mind of the reader. The mission, on the other hand, tells how a group should behave to reach the shared vision. The statement becomes a tool to communicate the group’s purpose to others. This can generate enthusiasm and excitement in performing the work at hand.

According to Kent Peterson (1995), schools are likely to be more successful in achieving in-depth learning when leaders work with the staff and the community to build a collective educational vision that is clear, compelling and connected to teaching and learning. This collective vision helps focus attention on what is important, motivates the staff and the students, and increases the sense of shared responsibility for student learning.

Moreover, Jerry Bamburg, a professor of Educational Administration and Director of the Center for Effective Schools at the University of Washington in Seattle, discusses the benefits of a clearly defined school vision, to wit:

“Schools, like any organization, function best when the staff have a clear idea about what is important. The schools that have been most successful in addressing and increasing the academic achievement of their students have benefited from a clarity of purpose that is grounded in a shared set of core values and beliefs. Primary among the beliefs that school staff must share are high expectations for all students and for themselves”.

Likewise, a professor of Education in Northeastern Illinois University, Samuel Betances, describes the administrator’s role in building a collective vision in the school and community, in a presentation at the July 1992 Summer Institute of NCREL’s Academy for Urban School Leaders. He said that it is important to set a tone as instructional leaders – a tone in which people are encouraged to bring whatever they want when they come to an organization. And whatever expertise they bring should be expanded, built upon, and respected by the administrative leadership in order to universalize the spirit.

With these principles in mind, the Palawan State University (PSU) and its Graduate School conducted a strategic planning workshop in 1999. The university reformulated its vision and mission.

In 2001, the Graduate School started to offer new academic programs in response to the needs of the community like Diploma in Teaching, Diploma in Social Science Teaching, Diploma in Language Teaching, Diploma in Physical Education and Master of Arts in Education and Master of Science in Environmental Management.

As a result, the graduate programs in Education and Public Administration were awarded the candidate status (Level 1) by the Accrediting Agency of Chartered Colleges and Universities (AACCUP) in 1999 and the accredited Status (Level 2) in 2002.

To improve further on its course offerings in the Graduate School (GS), a study was conducted to once again evaluate how the university performs as perceived by its clients. The main purpose of this study is to determine the level of stakeholders’ awareness and acceptance of the University’s vision, mission, goals and objectives.

Specifically, this study attempted to answer the following questions (next page please):

Lingoconomics – an Emerging Theory in Language Acquisition

This article explains an emerging theory in language acquisition. It is called Lingoconomics. Find out how this theory explains the rise in English language acquisition phenomenon in Asian countries.

Have you asked yourselves why many Filipinos would like to become proficient in English in order to work abroad? And why would many Koreans and Chinese study English in the Philippines? What are their reasons?

Lingoconomics is an emerging theory that attempts to describe and explain the recent phenomenon in language learning in Asian countries, particularly in the Philippines, Korea, and China.

I conceptualized this theory in November 2007, when my professor in the Psychology of Learning required us to come up with a personal theory. Since this is a major requirement in our doctorate program, my classmates and I talked about why people learn and study English.

I argued that nowadays, people want to learn English because they want to work or do business abroad. So, it has something to do with the economy – a kind of motivation to learn. I would admit that I was fascinated by the surge of Koreans and Chinese who would like to study English in the Philippines.

As I immersed with them, I found that their main reason is the relatively cheap but quality education we offer in the Philippines. Based on this observation, I used money as a determining factor in learning English. Thus, the word “lingoconomics” came into being. I coined the word from “language” and “economics.”

Lingoconomics was patterned from Lewin’s field theory. I incorporated the theories in language acquisition particularly the theories of acculturation (the process of becoming adapted to a new culture) and accommodation (the process on how intergroup uses of language reflect basic social and psychological attitudes in interethnic communication). But I would like to clarify that the “culture” being used in both theories refers to the culture of the native speakers of English. In my personal theory, the culture of the proficient non-native speakers of English like us, Filipinos, is used.

The Lingoconomics theory goes like this,

BELL = HM + SSG + A + SE/LCQE

In order to learn basic English (Basic English Language Learning or BELL), one must have a high motivation (HM) to learn plus have a strong support group (SSG) plus the adaptability (A) of acquiring the culture of the proficient non-native speakers of English (CPnNS) plus self efficacy (SE) divided by the low-cost quality education (LCQE).

I believe that the Koreans and the Chinese can learn English in their own country or even in America, United Kingdom, Australia and Canada.

But why do they prefer to study in the Philippines?

It’s because MONEY, or the low cost of learning English, plays a major role in learning. This is the reason why I included LCQE in my theory because for me, low cost quality education could be a variable in learning English.

Students only need a language environment where they can practice their English. Once they learned the language, they will go to other countries like the Middle East in order to work or do business there. The money that they invest for their education and the money they earn from work or business is their motivation in acquiring the language, hence the emergence of the “Alvior’s Lingoconomics Theory.

© 2014 May 24 M. G. Alvior