The Policy Brief Series aims to provide observations, analyses, and insights by PNU faculty and researchers on various educational policy issues. The views contained in the policy briefs are those of the authors and do not necessarily represent the official views of the University.
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We invite PNU officials, faculty, and staff to prepare and submit a policy brief for possible publication in the Policy Brief Series. Submit your policy brief in the Google Form provided in the right.
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Please access the submission guide for the step by step procedure and the rubric for reference on how your policy brief be evaluated.
POLICY BRIEF SERIES VOLUME 10
POLICY BRIEF SERIES VOLUME 10
POLICY BRIEF SERIES VOL. 10 SPECIAL ISSUE 3
POLICY BRIEF SERIES VOL. 10 SPECIAL ISSUE 3
Measuring the Match — How Well Do TEI Programs Align with Philippine Early Childhood Education Standards?
Measuring the Match — How Well Do TEI Programs Align with Philippine Early Childhood Education Standards?
This policy brief interrogates the alignment between Bachelor of Early Childhood Education (BECEd) programs in Philippine Teacher Education Institutions (TEIs) and the four national frameworks governing early childhood education: CHED CMO No. 76, s. 2017; DepEd Order No. 47, s. 2016; the K to 3 Basic Education Curriculum; and the ECCD National Early Learning Framework (NELF). Drawing on curriculum mapping data from seven sampled TEIs and qualitative interview data, the brief finds that alignment is strongest at the level of prescribed course offerings and weakest in three critical areas: the integration of NELF-aligned developmental assessment tools into practicum requirements; the preparation of graduates for culturally distinct contexts, including indigenous peoples and Madrasah communities; and the historical structural distortion created by a Licensure Examination for Teachers (LET) calibrated to elementary rather than early childhood competencies. This is a misalignment that the 2025 PRC-CHED reforms have since begun to address through a specialization-specific licensure pathway for Early Childhood Education graduates. This brief treats that reform as a significant development requiring implementation monitoring rather than as an outstanding problem.. The brief proposes targeted reforms to address these fractures and strengthen coherence across the full depth of the alignment spectrum.
Note: Data collection preceded the 2025 PRC-CHED licensure reforms discussed in this brief; the licensure findings below are presented as historical context that motivated those reforms, not as an unresolved problem.
Authored by Nikolee Marie A Serafico-Reyes, Arlyne C Marasigan, Heidi B Macahilig, Joyce L Bautista, Melissa T Bartolome, Alvin B Barcelona, April Ann M Curugan, Leonora P Varela, Nilo J Castulo, Bhejay L Molera, Seth R de Guia, and Mark Ponce C San Juan
POLICY BRIEF SERIES VOL. 10 SPECIAL ISSUE 2
POLICY BRIEF SERIES VOL. 10 SPECIAL ISSUE 2
What Are TEIs Actually Teaching? Examining the Policies, Programs, and Practices Shaping Early Childhood Education in Philippine Higher Education
What Are TEIs Actually Teaching? Examining the Policies, Programs, and Practices Shaping Early Childhood Education in Philippine Higher Education
This brief examines how Teacher Education Institutions (TEIs) in the Philippines implement their Bachelor of Early Childhood Education (BECEd) programs in terms of curriculum content, pedagogical approaches, assessment practices, and quality improvement mechanisms. Drawing on qualitative data from 10 TEIs across Luzon, Visayas, and Mindanao, it reveals that play-based learning and developmentally appropriate practice are genuinely embedded in program delivery, not merely aspirational statements. Cultural contextualization is an emerging institutional priority, though it currently depends on individual faculty initiative rather than systematic policy guidance. Quality assurance mechanisms exist but remain compliance-oriented rather than improvement-driven, and research capacity is unevenly distributed across institutions. The brief argues that strengthening BECEd programs requires investing in the conditions that make good teaching possible, such as culturally grounded materials, research-informed faculty, and learning environments that model the pedagogies pre-service teachers are trained to use.
Authored by Nikolee Marie A Serafico-Reyes, Arlyne C Marasigan, Joyce L Bautista, Melissa T Bartolome, Alvin B Barcelona, April Ann M Curugan, Leonora P Varela, Nilo J Castulo, Bhejay L Molera, Seth R de Guia, and Mark Ponce C San Juan
POLICY BRIEF SERIES VOL. 10 SPECIAL ISSUE 1
POLICY BRIEF SERIES VOL. 10 SPECIAL ISSUE 1
Aligning Policy and Practice in Early Childhood Education: Strengthening Pre-Service Teacher Preparation in the Philippines
Aligning Policy and Practice in Early Childhood Education: Strengthening Pre-Service Teacher Preparation in the Philippines
This policy brief examines the alignment between national Early Childhood Care and Development (ECCD) policies and the preparation of pre-service teachers in the Philippines. Drawing on a scoping review and qualitative data from 10 Teacher Education Institutions (TEIs), the study analyzes how policy frameworks are translated into curriculum design and field-based training. Findings show strong alignment at the level of curriculum. TEIs have aligned their Bachelor of Early Childhood Education (BECEd) programs with CHED CMO No. 76, the National Early Learning Framework (NELF), and DepEd standards. Developmentally appropriate, play-based, and inclusive pedagogies are widely integrated. However, this alignment is not consistently realized in practice. Pre-service teachers have limited exposure to authentic early childhood settings, particularly for children aged 0–4, and depend on fragmented systems for field training. Critical structural gaps remain. The supply of qualified early childhood educators remains insufficient to meet national demand, with only 3,993 BECEd graduates produced since 2005, which is far below the workforce requirements indicated in DepEd reports, particularly for kindergarten and early childhood programs. Governance fragmentation across DepEd, DSWD, DOH, and the ECCD Council further constrains coordination and program delivery. This brief calls for policy reforms that move beyond alignment in design toward alignment in implementation, including the full operationalization and strengthening of the implementation of Republic Act No. 12199.
Authored by Nikolee Marie A Serafico-Reyes, Arlyne C Marasigan, Joyce L Bautista, Melissa T Bartolome, Alvin B Barcelona, April Ann M Curugan, Leonora P Varela, Nilo J Castulo, Bhejay L Molera, Seth R de Guia, and Mark Ponce C San Juan
POLICY BRIEF SERIES VOL. 10 ISSUE 7
POLICY BRIEF SERIES VOL. 10 ISSUE 7
When Content Falls Short: Reforming Science Preparation in Elementary Teacher Education
When Content Falls Short: Reforming Science Preparation in Elementary Teacher Education
Persistent weaknesses in science learning outcomes in Philippine basic education are closely linked to how elementary teachers are prepared. National evidence shows that many teachers teach outside their field of specialization, a problem especially acute in elementary science. While the Department of Education’s MATATAG Curriculum emphasizes conceptual understanding, inquiry, and hands-on learning, many elementary teachers enter classrooms without sufficient preparation in core science disciplines. Current policies governing the Bachelor of Elementary Education (BEEd) program position future teachers primarily as generalists, limiting opportunities to develop strong content knowledge in biology, chemistry, physics, and earth science. Empirical evidence from assessments, focus group discussions, and classroom observations indicates that these gaps undermine teachers’ confidence, constrain instruction, and weaken implementation. Findings further show that targeted science preparation—through access to resources, hands-on learning, mentorship, and supportive environments—can substantially improve pre-service teachers’ conceptual understanding and readiness to teach science. However, these gains are difficult to sustain when science preparation remains peripheral within teacher education programs. This policy brief therefore calls for a revision of teacher education, including strengthening science content preparation, reviewing and differentiating the BEEd curriculum, implementing admission mechanisms, expanding engagement of Teacher Education Institution faculty, and enhancing CHED monitoring so reforms translate into results.
Authored by Al B. Besmonte and Allen A. Espinosa
POLICY BRIEF SERIES VOL. 10 ISSUE 6
POLICY BRIEF SERIES VOL. 10 ISSUE 6
Contextualizing the K–12 Foundational Guidelines on Artificial Intelligence for Philippine Classrooms
Contextualizing the K–12 Foundational Guidelines on Artificial Intelligence for Philippine Classrooms
The Department of Education (DepEd) established its first policy framework for the human-centered, ethical, and risk-based integration of Artificial Intelligence (AI) in basic education. This policy framework emphasizes the importance of human oversight, privacy protection, AI literacy, and institutional accountability. It also positions AI as a complementary tool that enhances, rather than replaces, teacher expertise and learner autonomy. This policy introduces operational precautions such as risk classifications, Privacy Impact Assessments (PIA), an AI Registry, and human-in-the-loop mechanisms guided by the international AI principles. While the policy framework is comprehensive, it provides limited contextualized guidance for classroom-level implementation. To address this gap, this policy brief proposes the use of a localized, process-oriented framework (Javier & Duran, 2026) that distinguishes between Human-Only instructional tasks and Generative AI-Assisted activities. This structured model ensures that independent idea generation, critical analysis, and authentic performance remain teacher-mediated, while AI is used strategically for clarification, feedback, and differentiated support. With structured lesson integration guided by this localized framework, GenAI can enhance critical thinking, learner autonomy, and authentic learning in the Philippine basic education.
Authored by Darren Rey C. Javier
POLICY BRIEF SERIES VOL. 10 ISSUE 5
POLICY BRIEF SERIES VOL. 10 ISSUE 5
Research Productivity, Visibility, and Impact of PNU: Evidence and Policy Directions
Research Productivity, Visibility, and Impact of PNU: Evidence and Policy Directions
Despite steady growth in research output, the Philippine Normal University (PNU) faces structural challenges in maximizing the visibility, citation impact, and global reach of its scholarly work. Drawing on Scopus, EduRank, and OpenAlex data from 2021 to 2025, this brief analyzes PNU’s publication trends, citation performance, thematic focus, language use, and publishing channels. Key findings show a stable and expanding publication base, with a notable surge in Scopus-indexed outputs in 2025—though this trend warrants further validation given possible indexing delays. EduRank reflects more variable trends, while citation performance remains strong but uneven, suggesting concentration of impact in select publications. Outputs are heavily concentrated in education-related themes and English-language publications, predominantly in university-based journals—including PNU-managed outlets—alongside growing engagement with commercial publishers. These patterns indicate a research system anchored in institution-centered dissemination, with uneven movement toward broader global visibility. To address these gaps, the brief recommends strengthening mentorship, improving incentive structures, expanding collaborative productivity, and developing strategic publishing pathways—measures essential to enhancing citation impact, improving performance in international ranking systems, and sustaining PNU’s leadership as the National Center for Teacher Education in the Philippines.
Authored by Reynald M Cacho, Allen A Espinosa, Heidi B Macahilig, Nikolee Marie A Serafico-Reyes, Arlyne C Marasigan, and Roldan S Cardona
POLICY BRIEF SERIES VOL. 10 ISSUE 4
POLICY BRIEF SERIES VOL. 10 ISSUE 4
Bridging Policy and Practice in the Alternative Learning System (ALS): Implications for Local Government Unit (LGU) Implementation and Social Development
Bridging Policy and Practice in the Alternative Learning System (ALS): Implications for Local Government Unit (LGU) Implementation and Social Development
Education is a fundamental human right and a critical driver of inclusive social and economic development. In the Philippines, however, persistent poverty, geographic isolation, conflict, disability, early pregnancy, and labor participation continue to exclude millions of children, youth, and adults from formal schooling. This has resulted in a growing population of out-of-school children, youth, and adults (OSCYA), which increased from an estimated 3.8–4.0 million in 2021 to nearly 11 million by 2025 based on data from the Philippine Statistics Authority (PSA), the Department of Education (DepEd), and the Second Congressional Commission on Education (EDCOM II).
The Alternative Learning System (ALS) serves as the government’s primary policy response to educational exclusion. Strengthened through Republic Act No. 11510 (ALS Act of 2020) and reinforced by Republic Act No. 11899 (EDCOM II Act), ALS is now institutionalized as a parallel and complementary pathway within the national education system. Despite this strong legal framework, ALS implementation remains uneven across Local Government Units (LGUs), with disparities in funding, infrastructure, facilitator support, and governance capacity affecting learner retention and completion outcomes.
This policy brief examines ALS as a social development intervention and emphasizes that national policy effectiveness ultimately depends on LGU-level implementation. It highlights key implementation gaps, presents evidence on access, completion rates, Community Learning Centers (CLCs), and facilitator support, and outlines actionable policy recommendations for LGUs. Strengthening LGU ownership, investing in community-based delivery, supporting ALS facilitators, and institutionalizing data-driven planning are critical to ensuring that ALS fulfills its mandate of inclusive, equitable, and transformative education.
Authored by Bryan C. Dayuta
POLICY BRIEF SERIES VOL. 10 ISSUE 3
POLICY BRIEF SERIES VOL. 10 ISSUE 3
May Pagkain sa Basura: Addressing Policy Gaps in Solid Waste Management
May Pagkain sa Basura: Addressing Policy Gaps in Solid Waste Management
This policy brief looks at PNU South Luzon’s waste generation and solid waste management through the conduct of Waste Analysis and Characterization Study (WACS) on campus. We have three key findings: 1) University events balloon waste generation by as much as 700%; 2) the largest waste generations were paper, food waste, and residuals; and 3) residuals are mostly single-use plastics and containers, related to food consumption. Moreover, we find that there is a policy gap - with food waste constituting a quarter of total waste generation, yet no clear mechanism to address it in RA 9003, nor in the PNU Plastic Reduction and CLAYGO Policy. We recommend revisiting national and local policies to align with events planning, review the use of MRF and the possibility of an in-house infrastructure to process food wastes; and continuously monitor waste generation.
Authored by Veverle D. San Juan-Masaganda, Tricia Mae L. De la Cruz, Joel D. Geneblazo Jr.
POLICY BRIEF SERIES VOL. 10 ISSUE 2
POLICY BRIEF SERIES VOL. 10 ISSUE 2
Developing the Cybersecurity Contextual Model in Philippine Higher Educational Institutions: Key Gaps and Strategic Actions for Education, Infrastructure, and Governance
Developing the Cybersecurity Contextual Model in Philippine Higher Educational Institutions: Key Gaps and Strategic Actions for Education, Infrastructure, and Governance
Cybersecurity is becoming a major concern for schools and universities in the Philippines as they rely more on digital tools for everything from enrollment to synchronous and remote classes. The rapid shift online has opened them up to a growing number of cyber threats, especially with new, AI-powered attacks on the rise.
The biggest challenges are a lack of training, outdated technology, and limited budgets. Many schools just aren’t doing enough—they don't regularly train students and staff on cybersecurity, nor do they enforce basic rules like strong password policies. Even though the threats are real and getting more dangerous, many institutions treat cybersecurity as a secondary concern. The recent data breach at Romblon State University and ongoing warnings from experts show that waiting isn't an option. It's clear that Philippine State Universities and Colleges (SUCs) must act now to protect their data, maintain trust, and ensure protecting institutional integrity, complying with national cybersecurity norms, safeguarding stakeholder trust, and enabling uninterrupted educational mission.
Authored by Noly M. De Ramos, Francisco D. Esponilla II., & Jay-Ar G. Balauag
POLICY BRIEF SERIES VOL. 10 ISSUE 1
POLICY BRIEF SERIES VOL. 10 ISSUE 1
Adapting Resource-Saving Laboratory Experiments for Functional Scientific Literacy in Hybrid Learning Modalities
Adapting Resource-Saving Laboratory Experiments for Functional Scientific Literacy in Hybrid Learning Modalities
The Philippines faces persistent challenges in science education, limiting the development of functional scientific literacy among students. This deficiency is evident in poor performance in international assessments such as PISA and TIMSS, signaling the urgent need for systemic reforms and innovative solutions. This policy brief advocates for the strategic integration of resource-saving laboratory experiments including micro-lab kits, small-scale experiments, and virtual simulations within hybrid learning modalities. This approach provides a cost-effective, sustainable, and equitable means to strengthen hands-on learning, improve access to quality science education, and equip learners with critical thinking, problem-solving, and digital literacy skills essential for the 21st century. The proposed solution addresses resource constraints, enhances student engagement, and promotes sustainability by reducing waste and reliance on costly traditional laboratory materials. It is anchored in national education priorities, aligning with the MATATAG Curriculum (DepEd Order No. 010, s. 2024), DepEd ICT Roadmap (DO 016, s. 2023), and CHED CMO No. 75, s. 2017, while supporting EDCOM II’s recommendations and the Quality Basic Education Development Plan (2025–2035). By implementing these measures, the Philippines can advance Sustainable Development Goal 4 and build a future-ready education system that fosters innovation, equity, and sustainable development.
Authored by Jennifer D. Regala & Arlyne Marasigan
POLICY BRIEF SERIES VOLUME 9
POLICY BRIEF SERIES VOLUME 9
Issues released in 2025.
Issues released in 2025.
POLICY BRIEF SERIES VOL. 9 ISSUE 12
POLICY BRIEF SERIES VOL. 9 ISSUE 12
An Examination of Bilingual Policy in Bridging Languages in Education System
An Examination of Bilingual Policy in Bridging Languages in Education System
This policy brief examines the implementation and impact of the bilingual policy within the Philippine education system. Research suggests that while language-in-education policies are designed to promote educational access and equity, they often result in overburdened teachers, pedagogical misalignment, and the perpetuation of unintended social outcomes. The key findings reveal a complex disconnect between policy intent and classroom practice, highlighting issues in teacher training, resource allocation, curriculum alignment, and evaluation mechanisms. This brief recommends a multi-pronged approach focused on strengthening teacher competency, decentralizing curriculum development to ensure cultural responsiveness, and establishing clear metrics for policy success to ensure the bilingual policy genuinely serves as a tool for critical thinking and educational equity, rather than a barrier.
Authored by Maria Azela L. Tamayo & Luisa M. Mañabat
POLICY BRIEF SERIES VOL. 9 ISSUE 11
POLICY BRIEF SERIES VOL. 9 ISSUE 11
Educators’ Wellness and Beyond: Policy Insights and Recommendations for Future Teachers on Wellness Break
Educators’ Wellness and Beyond: Policy Insights and Recommendations for Future Teachers on Wellness Break
The growing academic and emotional demands of preservice teachers have heightened concerns around mental health, prompting institutions such as the Philippine Normal University to adopt wellness breaks. This policy brief examines how preservice teachers experience these breaks, the barriers to their effectiveness, and the broader policy and institutional gaps in wellness provision. Drawing on survey data from preservice teachers, the study reveals that while many used the break for rest and social recovery, a substantial proportion remained burdened with academic responsibilities, limiting the intended benefits. Key barriers included workload spillover, limited access to mental health services, financial pressures, and low awareness of wellness-related policies and benefits. The findings reveal a disconnect between institutional intent and the student experience. This policy brief presents ten evidence-based policy recommendations, ranging from academic calendar restructuring to wellness program design, financial aid options, and faculty collaboration. Addressing these gaps is crucial to ensuring that wellness breaks make a meaningful contribution to the development and wellbeing of preservice teachers, ultimately benefiting future classrooms.
Authored by Eliseo P. Marpa
POLICY BRIEF SERIES VOL. 9 ISSUE 10
POLICY BRIEF SERIES VOL. 9 ISSUE 10
Strengthening Philippine Higher Education Through Centers Of Excellence: Policy Insights From CHED Memorandum Order No. 10, S. 2025
Strengthening Philippine Higher Education Through Centers Of Excellence: Policy Insights From CHED Memorandum Order No. 10, S. 2025
Based on CHED Memorandum Order No. 10, s. 2025, this policy brief examines the role of Centers of Excellence (COEs) in strengthening Philippine higher education. While the COE framework aims to elevate academic quality, research, and international competitiveness, its potential is hindered by significant systemic challenges. Key arguments highlight the stark regional disparities in COE distribution, with Luzon, particularly the National Capital Region, hosting a concentration of centers compared to Visayas and Mindanao. Furthermore, disciplinary imbalances persist, with Education and Engineering dominating, while fields like Health Sciences and Humanities receive less recognition. The brief identifies critical weaknesses, including a compliance-oriented culture that prioritizes standards over substantive outcomes, and faculty promotion systems that do not adequately reward research excellence. To address these issues, the recommendations advocate for deeper structural reforms. These include equitable resource allocation, genuine faculty development, enhanced research capacity with database access, and robust accountability mechanisms with frequent evaluations. The central argument is that without a shift from symbolic adherence to transformative action, the COE designation risks perpetuating existing inequities rather than fostering inclusive, world-class scholarship essential for national development.
authored by Judylyn T. Aminulla, Domar I. Ilahan, Aileen W. Bayhonan, James Lloyd R. Vallega, Mininn U. Branzuela, Ramaidha P. Suaib, Al-shidee U. Indasan, Dawneper C. Tan, Nilo Jayoma Castulo, & Arlyne C. Marasigan
POLICY BRIEF SERIES VOL. 9 ISSUE 9
POLICY BRIEF SERIES VOL. 9 ISSUE 9
Developing the Stakeholder Lifecycle Model (SLM) for Data Architecture in Higher Education: The Case of Philippine Normal University
Developing the Stakeholder Lifecycle Model (SLM) for Data Architecture in Higher Education: The Case of Philippine Normal University
As digital ecosystems develop, more colleges and universities are adopting integrated digital platforms for data management. Data serves as the foundation of information, and when effectively processed, it becomes a crucial asset for generating knowledge that informs evidence-based decision-making (Aggarao et al., 2022). The strategic importance of data in modern organizations is underscored by Smith et al. (2021), who describe data as "the new oil," emphasizing its role in shaping competitive advantage.
While higher education institutions transition into digital ecosystems, this study introduces the Stakeholder Lifecycle Model (SLM) as a conceptual framework for designing data architecture in higher education, using Philippine Normal University (PNU) as a case study. By aligning data architecture with the lifecycle stages of key stakeholders—students, faculty, and staff—the SLM offers a structured approach to strengthening data governance, improving institutional processes, and enhancing strategic decision-making. The model is designed to support scalable and interoperable data systems that effectively cater to both academic and administrative functions.
Furthermore, this study examined the institutional data landscape of the Philippine Normal University, intending to develop a student-centered data architecture model. The findings reveal that effective data governance in higher education requires a lifecycle-based approach—one that recognizes the student not merely as a data subject but as a stakeholder whose experience unfolds across distinct, interconnected stages. By aligning institutional data practices with the key phases of the student journey, the university can improve its ability to track performance, monitor success, and inform policy through structured, contextually grounded insights.
Authored by Feliece I. Yeban, PhD; Marivilla Lydia B. Aggarao, PhD; Erwin Callo, Ruel Avilla, Maria Ruth M. Regaladao, & Bon Jasper Taligatos
POLICY BRIEF SERIES VOL. 9 ISSUE 8
POLICY BRIEF SERIES VOL. 9 ISSUE 8
Breaking the Cycle: Rethinking Academic Inbreeding in Philippine Higher Education
Breaking the Cycle: Rethinking Academic Inbreeding in Philippine Higher Education
Academic inbreeding—the practice of hiring faculty graduates within the same institution—is a prevalent yet under-addressed phenomenon in Philippine higher education. While often seen as a benign or even beneficial practice, global evidence shows that it undermines institutional innovation, restricts academic mobility, and perpetuates conservative academic cultures. This policy brief draws on comparative data from eight countries and examines how academic inbreeding persists due to institutional traditions, lack of academic labor markets, and informal hiring norms. It argues for systemic reforms in recruitment, professional mobility, and research incentives to create a more dynamic and inclusive academic workforce. Key recommendations include establishing anti-inbreeding hiring policies, incentivizing external experience, and fostering inter-institutional mobility to align Philippine higher education with international best practices. Addressing academic inbreeding is not simply a matter of correcting hiring practices but of rethinking the entire academic ecosystem to prioritize excellence, openness, and relevance in a rapidly globalizing world.
Authored by Allen A. Espinosa, Arlyne C. Marasigan, & Levi E. Elipane
POLICY BRIEF SERIES VOL. 9 ISSUE 7
POLICY BRIEF SERIES VOL. 9 ISSUE 7
Bridging the Laboratory Gap in Filipino Science Teacher Education: Policy-Oriented Reforms
Bridging the Laboratory Gap in Filipino Science Teacher Education: Policy-Oriented Reforms
The Problem Rationale: Pre-service science teacher education in the Philippines faces a significant challenge: insufficient laboratory-based training. The current policy environment prioritizes content knowledge mastery over the practical appreciation of science courses, exacerbating pedagogical, legal, and operational-related gaps in experiential learning, ultimately leaving future science educators underprepared for dynamic laboratory instruction.
Policy Recommendations: Pedagogical reforms include curriculum reviews, competency mapping, and mandatory laboratory-based instructional training. Legal reforms propose amendments on existing regulatory frameworks to mandate dedicated science laboratories and hands-on instructional requirements. Operational reforms ensure accreditation and rigorous audit of laboratory facilities, faculty development, and financial support for teacher education institutions and internship host schools.
Feasibility Analysis: The successful implementation of the proposed policy reforms requires a thorough feasibility assessment, examining financial constraints, institutional readiness, and regulatory challenges to ensure their practicality and sustainability in strengthening the laboratory-based avenue in science teacher education in the Philippines. Conclusion: Through policy-driven reforms, experiential laboratory training can cultivate a more practice-oriented teaching workforce, ensuring that future Filipino science educators are equipped with the necessary competencies for a holistic science education.
Authored by Marwin E. Obmerga & Arlyne C. Marasigan
POLICY BRIEF SERIES VOL. 9 ISSUE 6
POLICY BRIEF SERIES VOL. 9 ISSUE 6
A Review of the 21st Century Skills Integration in the Alternative Learning System (ALS) Digital Literacy Curriculum
A Review of the 21st Century Skills Integration in the Alternative Learning System (ALS) Digital Literacy Curriculum
This policy brief examines the integration of 21st century skills within Learning Strand 6 (Digital Literacy) of the Philippines' Alternative Learning System (ALS) curriculum. While the curriculum emphasizes technology literacy, gaps exist in the comprehensive integration of other crucial skills like innovation, collaboration, and career & life skills. Addressing these gaps is crucial for equipping ALS learners with the necessary competencies to thrive in the 21st century workforce and contribute to Philippine society. This brief analyzes the current state, highlights policy gaps, and recommends actionable steps to enhance the curriculum and ensure equitable access to digital literacy skills for ALS learners.
Authored by Nikolee Marie A Serafico-Reyes, Edwin C Barba, Jr., & Ma. Arsenia C. Gomez
POLICY BRIEF SERIES VOL. 9 ISSUE 5
POLICY BRIEF SERIES VOL. 9 ISSUE 5
Enhancing Teacher Education through Experiential and Community-Based Learning
Enhancing Teacher Education through Experiential and Community-Based Learning
This policy brief examines the role of experiential and community-based learning in enhancing teacher education in the Philippines through extension programs. Data were collected from 43 pre-service teachers through quantitative surveys and qualitative interviews and analyzed using descriptive statistics and thematic analysis. The findings reveal that these programs significantly enhance teaching competencies, community collaboration, and social responsibility, aligning with the Philippine Professional Standards for Teachers (PPST) and the Sustainable Development Goals (SDGs). Best practices identified include iterative reflection cycles, community members as co-educators, and collaborative resource management. However, challenges such as resource constraints, time management issues, and community readiness variability hinder the effectiveness of these programs. To address these challenges, the policy brief recommends strengthening policy support for experiential learning, enhancing resource allocation, institutionalizing mentorship programs, and leveraging technology for sustainability. By formalizing experiential learning within teacher training policies, policymakers and institutions can better prepare educators to address diverse classroom and community needs, fostering inclusive and quality education in resource-limited contexts.
Authored by Rowena R Hibanada, Bryan C Dayuta, & Allen A Espinosa
POLICY BRIEF SERIES VOL. 9 ISSUE 4
POLICY BRIEF SERIES VOL. 9 ISSUE 4
Integrating 21st Century Skills in the Alternative Learning System’s (ALS) English Communication Skills: Policy Recommendations for Enhanced Learning Outcomes
Integrating 21st Century Skills in the Alternative Learning System’s (ALS) English Communication Skills: Policy Recommendations for Enhanced Learning Outcomes
The Philippine Alternative Learning System (ALS) provides a crucial educational pathway for out-of-school children, youth, and adults. To determine if ALS learners are equipped for the demands of the 21st century, this policy brief examines the integration of key competencies – communication, collaboration, critical thinking, problem-solving, technology literacy, innovation, information literacy, and life/career skills – within the Communication Skills-English learning strand. A curriculum audit reveals a heavy emphasis on traditional communication skills, such as sharing of thoughts, questions, ideas, and solutions including, but not limited to, verbal and non-verbal communication with moderate integration of critical thinking. However, significant gaps exist in the incorporation of collaboration, technology literacy, innovation, problem solving, information literacy, and life/career skills. To address these deficiencies, this brief recommends curriculum rebalancing, continued professional development for ALS teachers focused on 21st-century pedagogy, and enhanced institutional partnerships to provide real-world learning opportunities. These recommendations may help ALS Communication Skill-English curriculum be more relevant, ensuring learners acquire the higher-order skills necessary for success in a rapidly evolving global landscape.
Authored by Nikolee Marie A Serafico-Reyes, Edwin C Barba, Jr., & Ma Arsenia C Gomez
POLICY BRIEF SERIES VOL. 9 ISSUE 3
POLICY BRIEF SERIES VOL. 9 ISSUE 3
Breaking the Paywall: Reclaiming Knowledge for the Public Good in the Era of Digital Transformation
Breaking the Paywall: Reclaiming Knowledge for the Public Good in the Era of Digital Transformation
This policy brief critiques the profit-driven dominance of academic publishing by corporations like Elsevier and Wiley, which impose high subscription fees and article processing charges (APCs) that marginalize researchers in low- and middle-income countries (LMICs). These inequities limit access to critical research and exclude Global South contributions from global discourse. While open access (OA) offers a solution, the commercialization of "gold OA" models perpetuates exclusivity, while the equitable diamond OA model remains underfunded. Prestige-driven academic culture further entrenches this system by prioritizing high-impact journals tied to commercial publishers. Emerging technologies like blockchain and AI offer potential solutions but are hindered by limited adoption and governance frameworks. To address these disparities, the brief aligns with UN Sustainable Development Goals, advocating for investment in not-for-profit OA platforms, reformed academic incentives emphasizing societal impact, mandated OA for publicly funded research, and increased support for LMIC researchers. Transformative action is essential to prioritize public good over corporate profit, democratize access to knowledge, and create a more inclusive global research ecosystem.
Authored by Allen A Espinosa, Arlyne C Marasigan, Levi E Elipane, & Leah Amor S Cortez
POLICY BRIEF SERIES VOL. 9 ISSUE 2
POLICY BRIEF SERIES VOL. 9 ISSUE 2
Advancing Comprehensive Sexuality Education in the Philippines: Strengthening Implementation and Overcoming Barriers
Advancing Comprehensive Sexuality Education in the Philippines: Strengthening Implementation and Overcoming Barriers
This policy brief examines a study on pre-service teachers' perceptions and attitudes towards the inclusion of comprehensive sexuality education in the Philippine basic education curriculum. Addressing issues like adolescent pregnancy, sexual violence, and gender discrimination, the study highlights the critical need for effective sex education. Despite the Responsible Parenthood and Reproductive Health Act of 2012, barriers such as cultural stigma, inadequate teacher training, and limited resources hinder the successful implementation of sex education. The study’s findings suggest that early, comprehensive, and inclusive sex education is essential for promoting informed decision-making among students. It emphasizes the need for sex education to cater to diverse student needs, considering their socioeconomic background and gender identity. These findings are directly relevant to Senate Bill No. 1979, the Prevention of Adolescent Pregnancy Act, which aims to standardize and strengthen sex education in schools. The bill can benefit from the study's recommendations, including revising the curriculum, improving teacher preparedness, and increasing government support for sex education programs. Additionally, integrating online learning strategies could enhance accessibility. This policy brief provides evidence-based insights to support the successful enactment of Senate Bill No. 1979 and the establishment of comprehensive sex education in the Philippines.
Authored by Erica Joy Badion, Gella L Benson, Catherine Anne N Bolaño, & Allen A Espinosa
POLICY BRIEF SERIES VOL. 9 ISSUE 1
POLICY BRIEF SERIES VOL. 9 ISSUE 1
Supporting International Students’ Success: How can we further enhance policies for facilitating the academic transition of international students?
Supporting International Students’ Success: How can we further enhance policies for facilitating the academic transition of international students?
This policy brief provides recommendations for supporting international students’ success and easing their academic transition while studying in the Philippines. Recognizing international students' significant role in fostering economic, cultural, and diplomatic growth, this policy brief outlines actionable recommendations aligned with CHED Memorandum Order No. 55 series of 2016. Private universities dominate international student enrollment from 2018 to 2023. Popular programs include graduate degrees in education, management, and physical education, and undergraduate programs, such as English education and early childhood education. Chinese, Indian, and Nigerian students constitute most enrollees. This policy brief offers recommendations following the RAPID framework that include establishing accessible services such as language adaptation programs, comprehensive orientation sessions, and International Student Centers to address holistic needs. It emphasizes the importance of quality assurance mechanisms, culturally sensitive instruction, and psychosocial support frameworks to foster inclusion and engagement. Additionally, it calls for a review of current policies to align internationalization efforts with national goals and capacities, ensuring the Philippine higher education system remains globally competitive. This policy brief ultimately aims to contribute to the sustainable development of Philippine higher education while addressing the socio-political and economic realities of the sector.
Authored by Nilo Jayoma Castulo & Arlyne C. Marasigan
COMPILED LIST OF POLICY BRIEF ISSUES (2017 - PRESENT)
COMPILED LIST OF POLICY BRIEF ISSUES (2017 - PRESENT)
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