Philippine education

Reading is one of the macro skills being developed by educators among learners. This goes with the development of the comprehension skills as an essential aspect in the acquisition of the language. The ability of a person to comprehend what he reads varies based on different factors that include the interest and the type of intelligence he has. Thus, this study focused on identifying the significant relationship between the reading comprehension skill and the Multiple Intelligences of Grade Eight students in Batangas Eastern Colleges. The data for identifying the multiple intelligences of students were gathered through a survey questionnaire while their reading comprehensions skill was measured through a test. Based on the result from the survey questionnaire, most of the students answered often in statements that are related to their multiple intelligences. It is shown in the mean score of 3.52 for Bodily-Kinesthetic; 3.68 for Interpersonal; 3.43 for Intrapersonal; 3.45 for Mathema...

Proficiency in English is indispensible for it is used as the medium for international communication especially in education. This proficiency does not only concern the English major teachers but also the nonEnglish major teaching other subjects that are taught in English. To determine the proficiency of the nonEnglish major teachers is the objective of this research. The researcher attempted to determine the relationship between the language-related variables and respondents' linguistic competence. The data for the related variables were gathered through a survey questionnaire while the competence was measured through an English Proficiency Test. In terms of the language-related variables, the teachers were Highly Proficient with the mean score of 4.18; their Attitude was Highly Positive with 4.09; their implementation of the Classroom Activities was Highly Extensive with 3.97 and they were Highly Efficient in the Use of Instructional Materials with 4.21. However, they were Anx...

Over the previous years, the educational systems of Finland and Japan have been admired in the world for their spearheading performance in education and results in international assessments and literacy rates, and with the recent alarming 2018 results of the Philippines in the PISA (Program for International Student Assessment) wherein the country’s literacy rates ranked lowest in different areas, educationists may analyze the spearheading systems of excelling countries to yield possible recommendations and inputs to Philippine educational system, policyscapes, ideologies, and pedagogical practices.

Recent educational research studies revealed poor performance of Filipino students in understanding basic physics concepts. In addition, local studies identified that the lack of innovative instructional learning materials to assist teachers and to accommodate students’ diverse learning styles and students’ attitudes towards learning physics affects their physics understanding. On the other hand,  literature also suggest that the use of mind-mapping activity have a great potential in improving students’ performance, thus, this study aims to determine the effect of mind map as a supplementary teaching material on students understanding and attitude towards learning Physics specifically on  Newton’s Laws of Motion. Usefulness of the mind map in different fields of education is the basis of this study with the claim that the mind map activity will yield positive results on students’ performances and attitudes on learning physics. The developed mind map activities were validated by experts of physics education in terms of objectives, procedure, language, layout, and usefulness using an adapted validation instrument, the overall result of the validation process had a value of 4.63 and it was interpreted as Very Acceptable. These developed mind map activities are utilized to one intact class. A developed paper-pencil test which determines the students’ understanding on Newton’s Laws of Motion and Colorado Learning Attitudes about Science Survey which determines students attitudes towards learning physics are used as pre-test and post-test. Results gathered revealed a positive effect on students’ understanding as presented by the significant difference of 3.26 between pre-test and post-test of

the developed test items on Newton’s Laws of Motion. On the other hand, there is no significant change on the overall attitudes of students but Problem Solving Sophistication and Applied Conceptual Understanding categories of CLASS revealed a significant difference of 5.3 and 1.1, respectively, on attitudes towards learning physics. It is hope to realize the further investigation of the Mind Map as a Supplementary Teaching Material on Students’ Understanding and Attitudes towards learning Physics study using experimental and control group and to utilize the design, learning activities in a longer period of time as recommendation for the experiment of this study and to verify its claim.

Just as democracy in the Philippines is patterned from the democracy in the United States of America, it is considerable that teaching philosophy in basic education is just as possible here as it began there, albeit gradual change must occur for the reconstruction of this country’s educational system. Teaching so would be a prevention and a cure to the chronic disease of Philippine society. Children would be properly educated, their minds probed to work critically by a competent teacher, and reasoning would begin earlier. Dialogue would be the established atmosphere, where children are taught respect to another person and what that person has to say. Philosophy in basic education, Philippine-wise, could be styled according to the country’s culture and needs. The children’s voice could be heard in relation to this simplified issue, situation, or tradition. It is a bright possibility, the stance I wish to justify, and we might be surprised of what the children has to say as containing more wisdom than the average Filipino adult.

ABSTRACT This book envisions the formulation of critical perspectives on education reform using the Philippine experience, recognizing the need to address relevant issues and challenges particularly in an increasingly globalized 21st century setting. A specific education reform project, the Leaders and Educators in Asia Programme (LEAP) which is a joint effort between the Philippines’ Department of Education, the Ateneo de Manila University in the Philippines, the National Institute of Education-Singapore and Singapore’s Temasek Foundation, serves as the analytical focus of how education reform as a globalised movement is implemented, interpreted and made sense of by stakeholders involved in the reform project. This inquiry proposes to examine the problematique of education reform – from a Philippine perspective – by focusing on three analytical starting points: (1) describing the most relevant and urgent issues of education reform; (2) diagnosing the causes and consequences of reform failures and (3) developing critical and contextualized perspectives on reform trajectories. Mapping the Terrain of Education Reforms: Global trends and local responses in the Philippines discusses: -Challenges against effective education reforms -The oscillation between global and local imperatives -The dissociation between policymakers and practitioners -Education reform aid in the Philippines This book will be of interest to researchers interested in education policy, politics and reforms. It will also appeal to scholars examining Asian, and particularly Southeast Asian, educational systems.

This inquiry interrogates the experiences of local implementation actors of the Philippine Department of Education as they navigate through reform efforts within systemic corruption. Departing from dominant analytical paradigms centred on patron-client frameworks, the article introduces the typology of complex linkages where local actors play their roles as they find themselves trapped in between the powerful discourse of reform on the one hand and corruption on the other. Empirical findings of how local actors make sense of the challenges of reform amidst corruption as well as reflections towards greater analytical clarity are proposed.

The Philippines is said to have the highest literacy rates in Asia; a significant portion of the annual national revenue comes from cash remittances of overseas Filipino workers. Despite this, the country’s public education system is beset by challenges that can be traced ultimately to government corruption, abuse of power, and some cultural mindsets that – like the national education system, are rooted in its colonial history; first as foreign constructs from Spain, then as modified by North Americans. Since its independence, the Philippine educational system has undergone restructuring, changes in contents, methodologies, and philosophies. However, the system’s ills continue: overpopulated classrooms; overworked and demotivated teachers and students; severe lack of schools, books, and materials; deteriorating instructional results; and a constitutionally-mandated national education budget that has never been implemented. Findings include a) current government corruption and abuse of power in the Philippines can be related to its colonial past; b) similar problems can be found in the current educational systems of the Philippines, Spain, and North America; c) cultural and educational philosophies in the Philippines, Spain, and the USA have similar elements; and d) cultural and educational philosophies of countries with the best performing schools differ from those of the Philippines, Spain, and the USA. The research is organized in five chapters. Chapter 1 summarizes the colonial history of education in the Philippines, the current state of education, and effects of government corruption and abuse of power. Chapter 2 presents the research questions, the cultural philosophies and educational systems of the Philippines, America, and Spain and their continuing influences today. Chapter 3 presents the best educational systems of the world and their cultural and educational philosophies. Chapter 4 discusses the relevance of these cultural-educational philosophies in the future undertakings of the Philippine educational system. Chapter 5 discusses the influences of cultural-educational philosophies on the writer’s professional life. Chapter 6 recapitulates key concepts, answers the research questions, and concludes the paper.

Problemang Pananaliksik at ang Kahalagahan nito Gumawa sila ng isang action research
noong 1991 na naglayong bumuo ng isang programa sa pagtuturo at mga kagamitang
panturo sa Filipino. ltinuring nilang Iubhang mahalaga ang pag-aaral na ito dahil sa loob ng maraming taon, ang ginagamit na wikang panturo sa halos lahat ng asignatura sa UPIS ay Ingles. Isa ring kritikal na dahilan ay ang kakulangan ng pananaliksik sa Departamento ng Edukasyon, Kultura, at Isports ukol sa bisa ng Bilingual Education Policy upang basehan sa pagpapasiya ukol sa wikang panturo

In the Philippines, an aspect of improving the existing educational system is through adding topics or fields of study that concern other countries' welfare, cultural influences, political systems, and many more. Education in developing countries is much more complicated than in developed and industrialized countries. Developing countries, such as the Philippines, are lacking a strong educational framework for their citizens. The existing educational framework of the Philippines is highly patterned from the frameworks of industrialized countries, so it could cope with globalization. However, higher education institutions in the Philippines are slowly becoming diploma-mill institutions and are lagging behind global competency standards. Commission on Higher Education is becoming incompetent and inefficient in monitoring and regulating the rising number of Philippine colleges and universities, as well as the graduates. This paper seeks to analyze the strength and flexibility of the Philippine higher educational system (together with the institutions, and the teaching and student population), the adverse effects of neoliberalism and globalization on the Philippine higher educational system, how higher education can be made more accessible to Filipino students, and how the manipulation of higher education affects the pursuit of neoliberal globalization and efficiency of Philippine economy.

Malaki ang potensyal ng komiks sa pagtuturo ng Kasaysayan. Sa kasalukuyan, maraming komiks na madaling mabibili sa mga bukstor na ang tema ay kasaysayan, kung hindi man mga kuwentong batay rito. Kadalasan, ang mga komiks na ito ay tungkol sa buhay ng mga bayani. Magandang gamit panturo ang mga ito sapagkat nakaganyak na ito para sa mabilisang pagtugon sa mga pangunahing puntos hinggil sa katauhan o ginawa ng mga bayani sa ating bayan. Maliban sa komiks ukol sa buhay ng mga bayani, mayroon ding mga komiks ukol sa mga katha ng mahahalagang katauhan sa kasaysayan tulad ng Florante at Laura ni Francisco Baltazar at Noli Me Tangere at El Filibusterismo ni Jose Rizal. Sapagkat nasa ilalim ng klasipikasyon na komiks, magagamit din ang mga kartung editoryal sa pagtuturo ng Kasaysayan. Ang mga kartung editoryal na lumabas noon ay matibay na kinatawan kundi man inaalingawngaw nito ang problema at mga pangyayari sa panahong kinalalagyan nito. Kung magagamit sa pagtuturo, tiyak na mas makapagbibigay-ideya ito sa mga mag-aaral upang mas mailapit ang mga pangyayari sa kasaysayan at mas maging mabisa ang kanilang pagkatuto mula rito.

This inquiry interrogates the experiences of local implementation actors of the Philippine Department of Education as they navigate through reform efforts within systemic corruption. Departing from dominant analytical paradigms centred on patron-client frameworks, the article introduces the typology of complex linkages where local actors play their roles as they find themselves trapped in between the powerful discourse of reform on the one hand and corruption on the other. Empirical findings of how local actors make sense of the challenges of reform amidst corruption as well as reflections towards greater analytical clarity are proposed.

Dulot  ng  pandemya (Corona  Virus)  na  lumaganap  sa  buong  daigdig,  naging malaking  suliranin  ng  Kagawaran  ng  Edukasyon  ang  bagong  set-up  ng  pagkatuto. Upang  maipagpatuloy  pa  rin  ang  edukasyon  kasabay  ng  pagpapanatili  ng kaligtasan  ng  mga  mag-aaral,  guro,  at  iba  pang  alagad  ng edukasyon ay isinagawa ang  Distance  Learning  bilang  paraan  ng  pagkatuto.

This chapter presents a study about the literature young Filipinos read today. The first part briefly reviews the literary canon, curriculum, and teaching practices during the American colonial period. The second part details the study which specifically addresses the following questions: (1) What literary texts are required by high school teachers in the literature classrooms? (2) What literary texts are read by Filipino high school students on their own? (3) Is the Anglo- American literary canon, introduced through the American public school system about a hundred years ago, still being used in Filipino literature course today? (4) To what extent does Philippine literature in English occupy the Filipino students’ literature education? More than a hundred years after American soldiers first taught English to Filipino schoolchildren, Philippine literature education today continues to privilege texts of American and European origins.

Primary education in the Spanish regime launched the importance of learning the four R’s: reading, writing, arithmetic, and religion. The curriculum encompassed the study of Doctrina Christiana, the first book printed in the country with its collection of prayers and other teachings on Roman Catholic Catechism, and subjects such as singing, music, dance, science, with Spanish history and language taught in higher levels. The main purpose of education at the time was to raise students who would serve the Church and the king. Writes Bazaco (p.78), “The Spaniards believed that the best government was founded on Christian education.”

In this paper, the goal of education will be identified and discussed in the light of John Locke's philosophy. Regarding this, I will attempt to answer the following questions through Locke's perspective and eventually, relate them into the context of education at present time: (a) What is education? (b) How does an individual acquire knowledge? (c) What are the importance and uses of education? (d) What can an educated person contribute to the society? In order to understand Locke's viewpoint, it is necessary to know where his ideas are coming from, hence his life and educational background will also be presented. At the end of this paper, John Locke's thoughts and methods concerning education will be applied as possible solutions to the societal problems that we are facing nowadays.

This inquiry interrogates the experiences of local implementation actors of the Philippine Department of Education as they navigate through reform efforts within systemic corruption. Departing from dominant analytical paradigms centred on patron–client frameworks, the article introduces the typology of complex linkages where local actors play their roles as they find themselves trapped in between the powerful discourse of reform on

In the Philippines, besides public health and the economy, one of the most affected sectors of the pandemic is education. Schools and universities have launched distance and flexible learning modalities accompanied by applicable platforms to continue the learning of the students while ensuring their safety. This is no different for colleges and universities offering library and information science degrees in the undergraduate and graduate levels. In the midst of closed libraries and other cultural institutions such as museums, archives, and local studies centers due to the ongoing community health protocols, the LIS schools continue their role in providing education and training to their students who are set to become librarians, information professionals, archivists, and cultural workers in the near future.

In lieu of the K+12 curriculum which has been newly adopted in the Philippine Educational System to hopefully better the education of our country and of the stakeholders specifically students in depressed areas in this fast-changing world, the writer of this paper presents critical points on Philippine Educational System specifically on current problems on practices, teaching method, pedagogy, and student learning. For the most part of the paper, the writer presented problems through reflection and careful analysis of points backed up with some research. This paper does not create concepts or offer solutions but only presents problems and inquiries to create reflections, realization and inferences that might not have been thought of at these times due to too much familiarization with the current questionable teaching practices and mindset in the country nowadays. To simplify it, the end goal of this paper is to open the reader's mind to issues concerning Philippine Education today and to offer the reader a point of view regarding the issues discussed.

The Philippines, an archipelago of more than 7,000 islands, is one of the emerging economies in Southeast Asia. It is seen as a bright spot in the region, the economies of which are generally slowing down. The World Bank considers it a "strong performer" given its sustained economic growth and the reduction of extreme poverty in recent years. One of its assets, formerly seen as a liability, is its very young population.

Recent figures show that around 52 percent of the total population, estimated at more than 100 million now, are below 24 years old. Around 20 percent of the population are teenagers. They are growing up in a fast-changing environment. Poverty incidence of Filipino families has declined from 21 percent in 2006 to 16.5 percent in 2015 (Philippine Statistics Authority, 2016a). This means that fewer families now live below the poverty threshold, which is the income needed to meet needs in food, clothing, housing, transportation, health, and education; calculated at a monthly income of around $180.00 for a family of five (Philippine Statistics Authority, 2016a).

The population's youthfulness stands in contrast to the aging character of other advanced economies in Asia. At the moment, more than 60 percent of its population is in the labor force (15 to 64 years old). Given the current population structure, the economic potential of more young people in years to come is secure according to some experts (Whaley, 2012). In fact, projections show that the Philippines will be the youngest country in Southeast Asia by 2050. Economists believe that the demographic dividend will make the country outperform even the economies of northern Europe (Mendoza et al., 2014). Policy experts consider the youthfulness of the Philippines to be a promising asset that industries can take advantage of to shore up productivity and innovation. In recent years, the biggest contributors to gross national income have been the sectors of industry (e.g. manufacturing, construction) and service (e.g. real estate, trade, transportation, and communication) (PSA, 2016).

There seems to be a positive take on the role of the youth in keeping the momentum of the Philippine economy. In fact, the term "millennial" has caught on and analysts often employ it to refer to an innovative generation that is able to shape consumption, travel, politics, and society at large. That they are driven, mobile, and passionate is one of the dominant narratives insofar as the Philippines' young people are concerned (see Mariano, 2016). In fact, a yearbook on the Filipino youth celebrates their achievements in politics, media, sports, and education (Leung, 2009). At the same time, young people, taken as a whole, are seen as game-changers in terms of politics in the country. They are also seen to be technologically driven: 76 percent of teenagers (15 to 19 years old) own a cellular phone; 60 percent of individuals in the same age bracket use the internet (DRDF and UPPI, 2014).     

These recent developments provide opportunities for young people. This is why strides have been made in certain areas such as literacy and education. And yet there are also other issues that need to be addressed in such areas as health, political participation, and inequalities. At the same time they are growing up at time when significant changes are taking place within the social institutions of religion and the family. These issues and how young Filipinos navigate them are discussed throughout this entry.

This inquiry interrogates the experiences of local implementation actors of the Philippine Department of Education as they navigate through reform efforts within systemic corruption. Departing from dominant analytical paradigms centred on patron-client frameworks, the article introduces the typology of complex linkages where local actors play their roles as they find themselves trapped in between the powerful discourse of reform on the one hand and corruption on the other. Empirical findings of how local actors make sense of the challenges of reform amidst corruption as well as reflections towards greater analytical clarity are proposed.

these findings fall short of his general theology of mission and his Wesleyan approach outlined earlier in the book. Ultimately, he argues that the STM participants he studied look upon their practice of STM as a type of consumer of a religious experience, thus the title of the book.

Since the disruption to society brought about by the pandemic, education systems around the world adjusted in accordance to the implemented health protocols wherein the traditional face-to-face setup shifted to distance or remote learning. As a result, the use of technology dominated as the source of education during this adversity. Nevertheless, this change has an impact on students, especially on how they view this new mode of learning. The researchers regarded that this setup may affect their satisfaction and likewise their learning. Hence, it is imperative to investigate the satisfaction of Grade 10 students of Saint Mary's Academy, Agoo, La Union, S. Y. 2021-2022, towards distance learning.

This book envisions the formulation of critical perspectives on education reform using the Philippine experience, recognizing the need to address relevant issues and challenges particularly in an increasingly globalized 21st century setting. A specific education reform project, the Leaders and Educators in Asia Programme (LEAP) which is a joint effort between the Philippines’ Department of Education, the Ateneo de Manila University in the Philippines, the National Institute of Education-Singapore and Singapore’s Temasek Foundation, serves as the analytical focus of how education reform as a globalised movement is implemented, interpreted and made sense of by stakeholders involved in the reform project. This inquiry proposes to examine the problematique of education reform – from a Philippine perspective – by focusing on three analytical starting points: (1) describing the most relevant and urgent issues of education reform; (2) diagnosing the causes and consequences of reform failures and (3) developing critical and contextualized perspectives on reform trajectories. Mapping the Terrain of Education Reforms: Global trends and local responses in the Philippines discusses:

-Challenges against effective education reforms
-The oscillation between global and local imperatives
-The dissociation between policymakers and practitioners
-Education reform aid in the Philippines

This book will be of interest to researchers interested in education policy, politics and reforms. It will also appeal to scholars examining Asian, and particularly Southeast Asian, educational systems.

Development of a Comprehensive Guidance and Counseling Program
(CGCP) for the Junior High School Units in Iloilo City

By: Evelyn O. Alobba, RGC, Juvy T. Janeo, RGC, Herman M. Lagon, RGC, Nerfe T. Florendo, RGC, Lory Stel Z. Aurecencia, RGC, Joni Rose O. Mavinta, RGC, Maria SP D. Cuñada, RGC, Marigold L. Sonza, RGC, Monicca Ysabel S. Tarnate, RGC, Rene Voltaire Obedencia,  Niño Joy G. Alcayde, and Jan Timothy Christian G. Alberto
University of the Philippines Visayas, Iloilo City

Introduction

Guidance brings about the fullest development of an individual.  Guidance and counseling program (GCP) is an essential part of the students’ school life that helps them as they journey through life. Gysbers (2004)

We lack guidance professionals.
Need: 47,000 RGCs
Reality: 3,700 RGC’s
Iloilo is not an exemption.

Shifting and emerging needs of individual students
mental health, identity crisis, digital responsibility, technological transmutation, moral confusion, spiritual regression, factual revisionism, and disciplinary issues

Erikson’s Psychosocial Development:
Junior High School (ages 12-18), in its identity and role confusion dilemma (intense exploration) stage, is “the most vital developmental age.”

Hence, a comprehensive guidance and counseling program for Junior High School that is contextualized in Iloilo City is a clear and present need.

Materials and Methods

Needs Assessment and Analysis

Instruments:

Students:
Content-validated Students Counseling Needs Scale where the researchers got expressed permission from its author, psychologist Pius N. Nyutu (2007).
Pilot testing in two schools (72 JHS students) in Iloilo City.

Teachers and Guidance Personnel:
Questionnaires for Guidance Counselors by Bruce W. Rottschafer (1972) and Counselor Activity Self- Efficacy Scales by Robert W. Lent, Clara E. Hill and Mary Ann Hoffmann (2003)

Respondents: 267 students and 17 formators in 10 public and private junior high schools in Iloilo City

Quantitative analysis
Frequency, Mean, and Standard Deviation for descriptive analysis, and Kruskal-Wallis H Test, Mann-Whitney U Test, Scheffe, and Spearman’s Rho for inferential analysis.
Qualitative Analysis
Thematic analysis was used to analyze qualitative data taken from focus-group discussions (FGD’s), interviews, and observations.

Design and Development of Comprehensive Guidance and Counseling Program (CGCP):
4-pronged Ethical Standards for School Counselors championed by the American School Counselor Association (ASCA)
Presented to, defended from, and validated by three (3) RGCs in University of the Philippines-Visayas. Eventually, revalidated by seven (7) RGCs.

Final document to be submitted to the Education Committee of the Iloilo City Council headed by Hon. Julie Grace L. Baronda in a form of a proposal for use.

Results and Discussions

Students Counseling Needs Questionnaire
Table 1. Students’ Perceived Need for Guidance Counseling.
Category Mean SD Description
Career 5.348 0.619 Strongly Agree
Personal/Social 5.295 0.574 Strongly Agree
Academic 5.250 0.583 Strongly Agree
Social Responsibility 5.052 0.619 Agree
Overall 5.264 0.548 Strongly Agree

Table 2. Top 5 Guidance and Counseling Perceived Needs of JHS Students
Perceived Need Mean
To understand the differences and similarities between people 5.139
To know how to avoid and resolve conflict with others 5.132
To know about different jobs available in the Philippines 5.124
To understand a wide variety of feelings (e.g. happy, sad, and angry) 5.120

Table 3. Bottom 5 Guidance and Counseling Perceived Needs of JHS Students
Perceived Need Mean
To participate or volunteer in community service 4.553
To follow laws even when I disagree with them 4,663
To dedicate my life to the service of others 4.906
To recycle newspapers, bottles, cans, and similar materials 4.925
To help others by providing community service in the future 4.974


Table 4. Test on Statistical Significance between and among variables.
Variable A Variable B p-value Classification
Male Female 0.015 significant
Personal/Social PNGC 0.034 significant
Academic PNGC 0.006 significant
Personal/Social—Public Personal/Social—Private School 0.031 significant
Age PNGC 0.000 significant



All corroborated by triangulation.

Development

Found four major themes for the program: Career, Personal/Social, Academics, Social Responsibility

The Product:
100-page Comprehensive Guidance and Counseling Program (CGCP) for Junior High School in Iloilo City

Framework
Six Guiding Principles in the Designing of Guidance Modules: Principle of Individualization, Principle of Self-direction, Principle of Cooperation, Principle of Universality, Principle of Organized Activity, Individual Differences, and Flexible.
4-pronged Ethical Standards for School Counselors championed by the American School Counselor Association (ASCA)

Component Purpose
Ipinagbubunyi Ang Sarili
Develop the capacity for introspection and to recognize oneself as unique. This will lead to self-empowerment.
Mabuti Pa Ang Wifi, Maraming Connections
Assist and facilitate in defining, building and promoting acceptance of positive and productive relationships among the students and their families, friends, and significant others.
Kakareerin Ko ‘To
Provide the students with knowledge, skills and values to make important decisions about career choices and life in general.
Barangay 143
Create awareness that each individual has an obligation to act for the benefit of society at large.

The following are the program’s strategies:
Guidance Curriculum
Guidance Modules
Homeroom Guidance
Collaboration
Routine Counseling

Program Components and Outcomes:
Individual and Group Counseling
Psychological Testing
Information Services
Off-campus Exposure/Collaboration with other Sectors in the Community

Budget and Resources
(Personnel Requirements, Facilities, Professional Growth, and Evaluation)

Conclusion

There is a need for the design and implementation of a Comprehensive Guidance and Counseling Program (CGCP) for JHS in Iloilo City

After experts evaluation,
Proposed CGCP for JHS in City Iloilo is ready for submission, presentation, and pilot-implementation.

Program may be tested and evaluated for three years. May also be duplicated in other areas.


References
(References used for the designed module are not included here.)
Aquino, Benigno IV (2013). Message of President Aquino to the Philippine Guidance and Counseling Association Inc. on the occasion of their 49th Annual National Convention, May 15, 2013. Retrieved from: http://www.gov.ph/2013/05/15/message-of-president-aquino-to-the-philippine-guidance-and-counseling-association-inc-on-the-occasion-of-their-49th-annual-national-convention-may-15-2013/
Erikson E. H . (1982). The life cycle completed. New York: W.W. Norton & Company.
Gysbers, Norman C (2004). Comprehensive Guidance and Counseling Programs: The Evolution of Accountability. Professional School Counseling: Vol. 8, No. 1, pp. 1-14.
Lent, R. W., Hill, C. E., & Hoffman, M. A. (2003). Development and validation of the Counselor Activity Self-Efficacy Scales. Journal of Counseling Psychology, 50(1), 97-108. Retrieved from: http://dx.doi.org/10.1037/0022-0167.50.1.97
Nyutu, P. (2007). The Development of Student Counseling Needs Scale (SCNS). Retrieved from: https://core.ac.uk/download/pdf/62761674.pdf
Rottschafer, B. (1972). The Nature and Scope of Guidance Services in the Secondary Schools Affiliated with the National Union of Christian Schools. Dissertations. Paper 1227 eCommons. Retrieved from: https://ecommons.luc.edu/cgi/viewcontent.cgi?article=2226&context=luc_diss
Valdez, Denise (2017), Vera Files: Lack of Registered Guidance Counselors Forces Schools to Keep Unlicensed Ones. Retrieved from: https://news.abs-cbn.com/focus/01/14/18/lack-of-registered-guidance-counselors-forces-schools-to-keep-unlicensed-ones-part-1