Continuing Professional Development and the Philippine Qualifications Framework

2020 ◽  
pp. 33-49
Author(s):  
Lourdes Tenmatay David
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Information Science ◽  
Mutual Recognition ◽  
Continuing Professional Development ◽  
The Philippines ◽  
Bachelor's Degree ◽  
Professional Identification ◽  
Asean Member ◽  
Identification Card

The Philippines is unique among the ASEAN member states (AMS) in implementing its continuing professional development (CPD) policy among its professionals. It is the only AMS that requires CPD compliance for the renewal of the Professional Identification Card of its professionals. For that matter, it is the only country in the ASEAN that requires graduates of Library and Information Science to take and pass a licensure examination before they can practice the profession. The Bachelor's degree in LIS also has a common curriculum for all the schools offering the degree as mandated by the Commission on Higher Education except for autonomous higher education institutions. The chapter discusses the laws, practices, and issues that affect the practice of librarianship in the Philippines and how CPD impacts the ASEAN Qualifications Framework (AQRF), career progression and eventually the Mutual Recognition Arrangements (MRA) among ASEAN member countries.

scholarly journals South European undergraduate and continuing professional development program reconceptualization for the New Information Professional: a synergistic innovation perspective

2018 ◽  
Vol 3 (1) ◽  
pp. 24-29
Author(s):  
Stavroula Sant-Geronikolou
Keyword(s):  
Professional Development ◽  
Formal Education ◽  
Information Science ◽  
Academic Library ◽  
Development Program ◽  
Continuing Professional Development ◽  
Future Research ◽  
Theoretical Contribution ◽  
Synergistic Approach ◽  
Context Specific

Purpose – As, under the new educational, communicational and technological paradigms, Library and Information Science curricula reconceptualization is gaining momentum, this opinion paper should be seen as a theoretical contribution to current thinking around South European formal education and Continuing Professional Development potential to effectively addressing the New Academic Library challenges.Design/methodology/findings - Building on context-specific case studies and previous international research focusing the investigation of the necessity to reshape official undergraduate programs and academic librarian career-long learning opportunities, our paper discusses whether and how an open flexible synergistic approach could be an ideal solution to current scenario pain points. Besides offering a brief but comprehensive review of the topic, it further proposes a set of future research studies that may result foundational to change within the librarian community by helping unpack the complexities of an ecosystem still in search of its identity.

Faculty Professional Development for Culturally Responsive Pedagogy in STEM Higher Education

2021 ◽  
pp. 998-1018
Author(s):  
Kelly M. Mack ◽  
Kate Winter ◽  
Claudia M. Rankins
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Culturally Responsive ◽  
Information Science ◽  
Culturally Responsive Pedagogy ◽  
Development Program ◽  
Application Process ◽  
Faculty Professional Development ◽  
Implicit Biases ◽  
Responsive Pedagogy

This chapter showcases the purpose, activities, and outcomes of the Teaching to Increase Diversity and Equity in STEM (TIDES) faculty professional development program, which significantly increased both faculty skill level and confidence with implementing culturally responsive pedagogies in the computer/information science disciplines. Starting with the structure of the application process, TIDES intentionally created an effective learning environment where computer and information science faculty could not only learn about culturally relevant teaching practices and the need for them, but also unlearn what they may have absorbed about historical inequities in society and higher education and address their implicit biases about who can and should succeed in STEM. Evaluative data indicate that TIDES exceeded all its target outcomes, so this chapter is shared to support the replication of a proven practice of professional development to foster culturally responsive pedagogy among STEM faculty and, therefore, to support the recruitment and retention of diverse students in STEM.

Equipping Educational Developers for Inclusive International Programs in Higher Education

2020 ◽  
pp. 21-40
Author(s):  
Davinia Sánchez-García ◽  
Emma Dafouz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Specific Reference ◽  
Teacher Education Programs ◽  
International Programs ◽  
Teacher Professional

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

scholarly journals Harmonizing Higher Education at the Regional Level: The Case of ASEAN and the Philippines

2018 ◽  
Vol 7 (5) ◽  
pp. 44
Author(s):  
Pilar Preciousa Berse
Keyword(s):  
Higher Education ◽  
The Philippines ◽  
Institutional Arrangements ◽  
Regional Level ◽  
Structure Quality ◽  
Credit Transfer ◽  
Policy Responses ◽  
Asean Member ◽  
The Government ◽  
Higher Education Structure

Education is in the heart of Southeast Asia’s quest for equitable human development throughout the region. This has never been more pronounced than when the Association of Southeast Asian Nations (ASEAN) formed the ASEAN Socio-Cultural Community (ASCC) in 2003, ushering in a number of regional directives and initiatives to harmonize higher education among ASEAN member states. Yet, the process has not been easy due to fundamental differences in higher education structure, quality, and processes among member countries. In light of this, the study traced the institutional arrangements and policy responses that have taken place at both regional and national levels in pursuit of integrating higher education in the region. First, it reviewed the key mechanisms that ASEAN has established to foster harmonization. It then discussed the experience of the Philippines in relation to the three components of harmonization, namely, qualifications framework, quality assurance, and credit transfer.  It showed that while the government has shown sufficient response to its regional obligations through legislation and administrative issuances, it needs to do much more to show its commitment and ensure involvement of all higher education institutions in the integration process.  

scholarly journals Nurses’ Awareness and Participation in Mandatory Continuing Professional Development in the Philippines: A Pilot Survey

2020 ◽  
Author(s):  
Ryan Michael Flores Oducado ◽  
Julie Anne Faye Sobrepeña Palma
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Continuing Professional Development ◽  
The Philippines ◽  
Degree Programs ◽  
Self Directed Learning ◽  
Civil Status ◽  
Directed Learning ◽  
Post Baccalaureate ◽  
Descriptive Survey

This descriptive survey aimed to determine awareness and participation in Continuing Professional Development (CPD) among nurses (n=30) in a private hospital in Iloilo City. A researcher-made questionnaire was used to gather data. Data were analyzed using descriptive statistics and Mann-Whitney U to test for differences between variables. Results indicated that were nurses were generally aware of the CPD law and its implementing rules and regulations (IRR). However, while nurses understood the concept of CPD and the new requirement of the CPD Act, more than half were not aware of learning activities under Self-Directed Learning and that nurses can earn CPD credit units through online CPD programs. More than one-third were unaware that excess CPD cannot be carried over to the next three-year period and that only completed post baccalaureate degree programs can be used to earn CPD credit units. There were no significant differences in the awareness of nurses when grouped according to sex, age, civil status, position, salary, and length of work experience. Seminars and workshops were the most common CPD activities participated by nurses in the last 12 months. Addressing the information gaps regarding the CPD law identified in this study may assist in increasing nurses’ support in the implementation of the mandatory CPD among nurses.

scholarly journals Culture Club: Experiences of running a journal club for continuing professional development in higher education

2020 ◽  
Vol 8 (2) ◽  
pp. 81-89
Author(s):  
Jim Christopher Turner ◽  
Amanda Mason ◽  
Roger Harrison ◽  
Tunde Varga-Atkins
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Complex Terrain ◽  
Journal Club ◽  
Continuing Professional Development ◽  
Technology Journal ◽  
Journal Clubs ◽  
Subject Areas ◽  
Potential Area ◽  
Complex Subject

This article discusses the experiences of a journal club established to enable staff from different higher education (HE) institutions and roles to develop their knowledge and understanding around a shared interest in the areas of internationalisation and educational technology.  Journal clubs have been used, mainly within the field of medicine and healthcare, to facilitate group learning. The club enabled the group to navigate a complex terrain of literature, develop a focus for reading and identifying a potential area for research and collaboration. Members of the journal club experienced several benefits from participation which are discussed together with the challenges of sustaining engagement over time. The article concludes with highlighting ways in which journal clubs can provide a fruitful form of continuing professional development in higher education, particularly in complex subject areas that traverse numerous roles and domains and makes recommendations for those considering establishing a journal club for similar purposes.    

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