Barro high schools and community colleges in the Philippines

Prospects ◽  
1977 ◽  
Vol 7 (3) ◽  
pp. 401-412 ◽  
Author(s):  
Pedro T. Orata
Keyword(s):  
Community Colleges ◽  
High Schools ◽  
The Philippines

Workforce Demands

2019 ◽  
pp. 49-66
Author(s):  
Julie Neal ◽  
Brittany Lee Neal
Keyword(s):  
Community Colleges ◽  
High Schools ◽  
Specific Training ◽  
Skilled Workers ◽  
Permian Basin ◽  
Skilled Worker ◽  
Close Proximity ◽  
Basin Area

Since the Permian Basin area requires a specific skillset, what can and is being done to find and retain those needed employees? Has anything been done to alleviate the continual issue of skilled worker shortages in the area? A critical shortage in skilled workers can be caused by retirement, youth moving to different areas, families relocating out of the area, lack of interest, and no training offered within a close proximity. A system that is working for employers and employees are partnerships. Employers today require specific skillsets resulting in business and industry partnering with high schools and community colleges to create skill-specific training. This chapter explores this phenomenon.

scholarly journals Inside the Math Trap: Chronic Math Tracking From High School to Community College

2020 ◽  
pp. 004208592090891
Author(s):  
Federick J. Ngo ◽  
David Velasquez
Keyword(s):  
High School ◽  
Community College ◽  
Community Colleges ◽  
High Schools ◽  
Urban Community ◽  
Educational Experiences ◽  
Transition To College ◽  
Race Ethnicity ◽  
Urban Community Colleges

Examining linked academic transcripts from urban community colleges and their feeder high schools, we identify math course-taking patterns that span sectors. We highlight stifled mobility and chronic repetition of math coursework in the transition to college, and we identify “math traps” from which students do not escape. Math mobility was limited, math repetition was rampant, and nearly half of students found themselves in math traps. All else equal, being trapped in math was significantly linked to race/ethnicity, suggesting that these forms of chronic math tracking across sectors expose previously undocumented forms of inequality in educational experiences.

Motivation Gap and Achievement Gap Between Public and Private High Schools in the Philippines

2014 ◽  
Vol 24 (4) ◽  
pp. 657-667 ◽  
Author(s):  
Allan B. I. Bernardo ◽  
Fraide A. Ganotice ◽  
Ronnel B. King
Keyword(s):  
High Schools ◽  
Achievement Gap ◽  
The Philippines ◽  
Public And Private

scholarly journals A Study on the Process of the Establishment of Barangay High Schools in the Philippines

1995 ◽  
Vol 1995 (21) ◽  
pp. 49-59,211
Author(s):  
Ken-ichi ISHIDA
Keyword(s):  
High Schools ◽  
The Philippines

Resources and Partnerships in Community College Manufacturing Technology Programs

MRS Advances ◽  
2018 ◽  
Vol 3 (12) ◽  
pp. 619-622
Author(s):  
Karen Wosczyna-Birch
Keyword(s):  
Community College ◽  
Community Colleges ◽  
High Schools ◽  
Manufacturing Industry ◽  
Manufacturing Technology ◽  
Advanced Manufacturing ◽  
Maker Movement ◽  
Manufacturing Companies ◽  
National Network ◽  
Workforce Needs

ABSTRACTThe Connecticut (CT) State Colleges and Universities’ College of Technology (COT) and its Regional Center for Next Generation Manufacturing (RCNGM), a National Science Foundation (NSF) Center of Excellence, educate manufacturing technicians with necessary skills as needed by the manufacturing industry. The COT-RCNGM continuously broadens its partnerships with other community colleges, high schools and industry in New England and at the national and international levels to provide support and expertise to both students and educators in advanced manufacturing programs. The COT was founded in 1995 through state legislation to create and implement seamless pathways in engineering and technology. This system-wide collaboration of all twelve CT public community colleges, including seven state-of-the-art Advanced Manufacturing Technology Centers (AMTC) at CT’s community colleges; eight public and private universities; technical high and comprehensive high schools; and representatives from industry, including the CT Business & Industry Association (CBIA) which represents 10,000 companies. The pathways have multiple points of entry and exit for job placement and stackable credentials for degree completion, including national certifications that have increased enrollments and created program stability.The COT is led by the Site Coordinators Council that meets monthly and consists of faculty and deans from all COT educational partners and representatives from industry and government. The Council identifies and reviews new programs, concentrations, and certificates based on industry needs and creates seamless articulated pathways. Final approval is often completed within three months for immediate implementation, allowing a timely response to workforce needs. The COT-RCNGM partners with CBIA to conduct a biannual survey of manufacturing workforce needs in CT. Educators use the survey to identify curricular needs and support funding proposals for educational programs. Asnuntuck Community College, the original AMTC, was able to use industry data from the survey to help create new programs. The RCNGM partners with other NSF grants and entities such as the National Network for Manufacturing Innovation (NNMI). The COT-RCNGM produced DVDs profiling students who have completed COT programs and work in CT manufacturing companies. The Manufacture Your Future 2.0 and the You Belong: Women in Manufacturing DVDs are distributed nationally to increase knowledge of career opportunities in manufacturing. Finally, the COT-RCNGM organizes the Greater Hartford Mini Maker Faire that brings together community members of all ages and backgrounds to share projects that promote interest in STEM fields. Participation in the Maker Movement led to involvement in a national network of Maker Faire organizers including a meeting at the White House where one organizer from each state was invited to attend and discuss the national impact of Makers.

scholarly journals A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum

2020 ◽  
Vol 8 (4) ◽  
pp. 25-44
Author(s):  
Edwin B. Estrera
Keyword(s):  
Social Sciences ◽  
High Schools ◽  
Social Science ◽  
Science Teachers ◽  
Learning Process ◽  
The Philippines ◽  
Core Courses ◽  
Humanities And Social Sciences ◽  
Teaching Learning ◽  
K To 12

This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education’s Humanities and Social Sciences strand in the Philippines. It uses Erden’s element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler’s Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon administering a survey to 25 Humanities and Social Science teachers among four public senior high schools, data revealed that the respondents perceived the curriculum goals, and the purpose of the program as highly observed, while the core courses of the program and teaching-learning process were satisfactorily observed in the curriculum. Also, sex and age were not factors in their level of assessment of Humanities and Social Science goals. The problems and difficulties encountered by teachers included unbalanced time allocation of learning competencies, lack of available learning materials, and lack of specialized teachers. Based on the findings, it is suggested that the government provide stronger teacher support programs to address the gap in curriculum implementation. The K to 12 program also needs a full review, as the study only provides a presurvey to more significant institutional issues. While the Humanities and Social Science curriculum appears aligned with the goals of their disciplines, and to the country’s educational goals, its realization still depends upon the teachers’ implementation in the classroom level.

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