Rationale and Background

In this time of rapid changes in our educational system, the importance of research is being
recognized in improving the delivery of basic education services. The Philippines is at its peak of
implementing the K to 12 Program and is on its way for the first batch of Senior High School students
in 2016. The K to 12 programs brings lots of challenges not only in the learning process but also in
implementing education policies and programs consistent with the Department of Education’s vision
and mission.

Chapter 1, Section 7 (5) of R.A 9155 states that the DepEd is mandated to “undertake national
educational research and studies” from which it can become part of the basis for necessary reforms
and policy inputs. In support to these, DepEd has issued Department Order No. 13, s. 2015 which
established a systematic policy development process; it explicitly promotes evidence-based policy
formulation that can be supported by research. And through DepEd Order No. 24, s. 2015 / DepEd
Order No. 4, s. 2016, DepEd started to provide funding facility for research through the Basic
Education Research Fund.
Rationale and Background

In keeping with the challenges to ensure quality education in the Cordillera Administrative Region
(CAR), the Department of Education, Cordillera Administrative Region Research Agenda was crafted
aligned with the Basic Education Research Agenda-National Research Agenda. The Regional Research
Agenda shall guide the Policy, Planning, and Research Division (PPRD) and other Regional Office
Divisions in DepEd, CAR in gathering and examining evidence that can be essential in developing
policies relevant to the Region’s needs and aspirations.
The DepEd, CAR Research Agenda identifies research topics that were identified by the different
Regional Office divisions in response to pressing concerns in the Philippine basic education, consistent
with the Department of Education’s vision and mission. The DepEd, CAR Research Agenda seeks to:
1. Build on gains from existing research;
2. Generate new knowledge on less explored but priority fields of basic education;
3. Systematically focus the DepEd, CAR’s attention to relevant education issues; and
4. Maximize available resources for research within and outside the Region.
GUIDING PRINCIPLES
The DepEd, CAR adheres to the following principles in the conduct of basic education research:
Excellence
Given the influence of research on education decisions and actions, quality research is
expected. Excellence demands that the inquiry is relevant and researchable; methods
applied are appropriate; and findings are logical, coherent, and supported by data.
Although the research design may vary depending on the nature of the study, researchers
must apply rigorous and empirical methods grounded on scientific inquiry.
Integrity
The highest ethical standards shall be applied to basic education research. Whether or not
human subjects are involved, researchers must ensure that the study will not cause people
harm. Research participants should be informed about the general purpose of the study and
should not be exposed to unusual risk. Consistent with the principle of excellence, integrity
also requires honesty and accuracy in the collection, analysis and reporting of data.
GUIDING PRINCIPLES
Openness

DepEd, CAR acknowledges the importance of collaboration in its

work, including in research. Openness emphasizes the need to
engage more partners in basic education research and to employ
multi-disciplinary perspectives. The same principle likewise
ensures truthful and timely dissemination of research results to
DepEd, CAR and other stakeholders, for appreciation, as well as
peer evaluation.
CONCEPTUAL FRAMEWORK
CONCEPTUAL FRAMEWORK
Based on a review of the Agency’s policies and programs,
survey of literature, and nationwide consultations with
representatives of DepEd central and field offices, four
research themes or basic education topics were identified.
It is expected that the findings generated from each theme
will fuel evidence-based actions that strategically support
the attainment of the Department’s vision and mission, as
well as target outcomes of ensuring that; (1) every Filipino
has access to complete basic education; (2) complete basic
education is quality education; and (3) effective,
transparent and engaging governance of basic education.
CONCEPTUAL FRAMEWORK
While the themes generally support the DepEd’s overall mandate, each theme has unique
contributions to the Department’s target outcomes and mission. For instance, Child Protection directly
enhances the access outcome, while the Teaching- Learning process squarely impacts on the quality
of education.

In the same manner, the identified themes dovetail with the Department’s mission, particularly its four
key stakeholders. The Teaching-Learning process responds to students’ and teachers’ needs. Child
Protection focuses on the students. Human Resource Development addresses concerns of teaching
and non-teaching staff, while Governance centers on administration and stakeholder engagement.

Each of the research themes is described with brief discussions of its general background and
coverage. The themes have been expanded into research questions to focus the investigation and
shape the design of a study. All questions are illustrative and need not be phrased verbatim to allow
flexibility in the research design. The stated research questions serve as concrete starting points for
discussions and may evolve upon further analysis. It is thus possible to combine or reformulate
research questions.
CONCEPTUAL FRAMEWORK

Each research theme contains sub-themes that have been broken down into general research
questions. Topics under each general question have been identified to highlight more specific areas of
interest, and not necessarily to limit its scope. Researchers are welcome to explore other topics that
likewise address the identified sub-themes. Explanation is provided to offer context to the intention of
the research questions and topics.

While the themes and questions appear as stand-alone areas of inquiry, the Research Agenda
recognizes that many of the listed topics relate to each other. Moreover, the Department recognizes
that the following cut across the four themes of the Agenda: (1) Disaster Risk Reduction and
Management; (2) Gender and Development; and (3) Inclusive Education. Some questions
and sub-topics expressly cover these areas of concern. Also, as necessary, separate research
questions under these areas have been identified to cater to more specific concerns.
RESEARCH THEMES AND QUESTIONS
Theme 1: Teaching and Learning

As the national institution mandated to provide quality basic education to

all Filipinos, DepEd seeks to ensure that learning outcomes are achieved by
maximizing the competencies of teachers and potentials of all types of
learners. This theme thus covers the actors, activities, and fundamental
aspects of teaching and learning in various contexts. Specifically, the
Research Agenda looks into the strategies, best practices, and facilitating
and hindering factors in the five sub-themes, namely: instruction,
curriculum, learners, assessment, and learning outcomes.
RESEARCH THEMES AND QUESTIONS

Instruction
Instruction incorporates strategies to enhance teaching-learning
process. Particular attention is given to teaching various subjects
in light of reforms under the K to 12 Program, and the growing
importance of honing well-rounded learners able to compete in
the current as well as future economies in the Cordillera
Administrative Region.
RESEARCH THEMES AND QUESTIONS

Key topics under Instruction include, but are not limited to the following:
General Research Questions Topics
What factors affect the  Class size
teacher’s delivery of  Contact time
the curriculum in CAR?  Materials and resources
 Information and Communication Technology (ICT) in Education
 Language
 Medium of instruction
 MTB-MLE
 Continuing professional development and support (e.g. coaching and
mentoring, Learning Action Cell [LAC])
 Classroom management (e.g. positive discipline)
 Learning space/environment
 Lesson planning and creation of Instructional Materials (IMs)
 Teacher’s profile (e.g. background, specialization, knowledge, motivation)
RESEARCH THEMES AND QUESTIONS

General Research Questions Topics

What teaching and  Inclusive education
learning strategies can - Special Education (SPED)
teachers in CAR apply - Indigenous Peoples Education (IPEd)
- Madrasah Education
to ensure inclusive and
- Alternative Learning System (ALS)
learner-centered - Alternative Delivery Modes (ADMs)
education?  Disaster Risk Reduction (DRR) and climate Change Adaption (CCA)
 Child-centered approach
 Emerging good practices
 ICT in Education
 Differentiated instruction
 Individual learning styles and multiple intelligences
 Collaborative learning
 Classroom management (e.g. positive discipline)
RESEARCH THEMES AND QUESTIONS

Curriculum
On the other hand, Curriculum focuses on the contribution of the new K to 12 curriculum on improving learning
outcomes. With the integration of skills and competencies such as DRR and CCA in the delivery of the new
curriculum, looking at effectiveness is crucial.
Key topics under Curriculum include, but are not limited to the following:

General Research Questions Topics

How is the curriculum able  Contextualization
to contribute in achieving  Various subjects
the learning outcomes in  Spiral progression in the curriculum
CAR?  Higher order thinking skills
 Integration
How is the curriculum  Contextualization
responsive and relevant to - Localization
learners in CAR? - Indigenization
RESEARCH THEMES AND QUESTIONS

Learners
This Agenda will study the developmental, social, and behavioral effects of the teaching-learning process on Learners, who are the
primary clients of basic education.
Key topics under Learners include, but are not limited to the following:
General Research Questions Topics
What factors affect the learning behaviors of  Child development
 External and internal environment
learners in CAR?  Teaching strategies
 Multiple intelligences

What contributes to the values formation of a  School influence

 Community
learner in CAR?  Culture
 Extra-and co-curricular activities

What makes a well-rounded, happy, and smart  School influence

 Community
learner in CAR?  Culture
 Extra-and co-curricular activities
RESEARCH THEMES AND QUESTIONS

Assessment
DepEd has defined the official K to 12 Assessment Framework, which lays out current policies and shows the
current thinking on the matter. As a key component of the teaching-learning process, Assessment requires further
study to refine the details of the framework.
Key topics under Assessment include, but are not limited to the following:

General Research Questions Topics

What factors affect the implementation  Classroom assessment (i.e. formative and summative)
of classroom assessment in CAR?  Emerging good practices
 Teachers’ expertise in constructing various types of
assessments
 Availability of assessment tools and resources (e.g.
materials, manpower, environment, portfolio assessment)
RESEARCH THEMES AND QUESTIONS

General Research Questions Topics Additional Explanation

How is assessment  Levels This question refers to the process of
conducted and utilized in - Classroom conducting assessments, as well as its
CAR? assessment utilization in terms of:
- National assessments  Policy formulation and implementation
- International  Resource allocation
assessments  Training of teachers and personnel
- System assessments  Review and improvement of curriculum
and instruction
 Progress tracking of learners
How effective is  Basic Literacy Program
Recognition of Prior  A&E
Learning (RPL) in  PEPT (Grade Level Placement)
determining students to  Special Programs
special programs in CAR?
RESEARCH THEMES AND QUESTIONS

Learning Outcomes
The Research Agenda further examines Learning Outcomes by understanding what drives achievement, and by assessing and
comparing the progress of learners across subjects, grade levels, and geographical regions.
Key topics under Learning Outcomes include, but are not limited to the following:
General Research Questions Topics
What factors affect the achievement  Teacher’s profile (e.g. specialization, training, experience)
of learning outcomes in CAR?  Learning environment
 Learning resources
 Language
 Assessment
 Governance
How does the achievement of  Division and school variation
expected learning outcomes vary in  School typology
terms of practices per division and /  Role of leaders
or school in CAR?  Geographic, political, and economic factors
 Partnerships (i.e. LGUs, other private and public organizations and institutions)
RESEARCH THEMES AND QUESTIONS

Theme 2: Child Protection

DepEd’s learner-centered approach recognizes that a child’s condition can significantly
affect the achievement of learning outcomes. While Department may not have the
direct mandate and resources to address many of the social, economic, and personal
issues of each learners, it is committed to ensure their well-being, particularly in
situations where harm can occur in school or can seriously disrupt their studies.

The Department’s commitment warrants a separate section on Child Protection,

particularly to address reported incidents of bullying, teen-age pregnancy, addictive
behaviors, and child labor. While laws and policies are in place to address these, there
is a need for in-depth studies on their prevalence and effects. There is also a need to
assess the effectiveness of previous interventions, and the potential of new
approaches to better protect learners in schools.
RESEARCH THEMES AND QUESTIONS

Main topics under Child Protection include, but are not limited to the following:

General Research Questions Specific Topics General Topics

How can DepEd best address  History of problem
the following child protection  Prevalence
concerns:  Factors contributing to the problem (e.g)
access to technology, environment)
Bullying  Physical Bullying  Cyber Bullying
 Vulnerable segments (e.g. gender, location,
 Emotional Bullying
economic status, persons with disabilities,
Teenage Pregnancy  Reproductive Health education children in conflict with the law, children at
risk)
Child Abuse  Grave Child Rights Violations (GCRVs)  Effects (e.g. physical, mental, emotional,
 SHS Work Immersion Context social)
Addiction  Substance Abuse  Social Media  Policies/programs/interventions
 Online Gaming  Learning interventions
 Monitoring and evaluation of interventions
Media Consumption  Internet  Magazines
 Partnerships
 TV and film  Radio
RESEARCH THEMES AND QUESTIONS

Theme 3: Human Resource Development

As DepEd is the nation’s largest bureaucracy, it is
imperative that various strategies are developed to
nurture the vast human capital involved in delivering
basic education. Reesreach questions will delve into
three sub- themes: (1) teaching and non-teaching
qualifications and hiring; (2) career development; and
(3) employee welfare.
RESEARCH THEMES AND QUESTIONS

Teaching and Non-Teaching Qualifications and Hiring

Primary focus is given to tecahers due to their frontline role in reaching out to learners. Research questions probe
into the teachers’ existing qualifications and competency requirements vis-á-vis the needs of the K to 12 and
special education programs such as ALS. The topics extend to teacher education institutions, particularly on ways
to upgrade pre-service preparation and DepEd’s role in providing continuous quality training. Similarly, developing
the support structure of DepEd through its nonteaching personnel is an important area of inquiry.
Key topics under Teaching and Non-Teaching Qualifications and Hiring include, but are not limited, to the following:
General Research Questions Topics Additional Explanation
How effective is the  Specialization This research question intends to
professional development  Quality of years of experience examine responsiveness of the
framework in the delivery  Language proficiency (Mother tongue) Department’s existing professional
of K to 12 curriculum in  Academic skills development framework.
CAR?  Psycho-social skills
 ICT integration in teaching
RESEARCH THEMES AND QUESTIONS

General Research Questions Topics

What qualifications and  Skills for:  Psychosocial skills
competencies are required for - Inclusive education  Interpersonal skills
teaching in an inclusive learning - DRR and CCA  Qualification standards and
environment in CAR? - Teaching Beginning criteria for hiring
Reading
How can pre-service teacher  Teacher education institutions
education be improved to develop  Core courses
teachers in CAR who can effectively  Relevant non-core courses
deliver the K to 12 curriculum?  New courses
 Preparation on:
- Contextualization of the curriculum
- Integration 9e.g. DRR and CCA)
- Teaching Beginning Reading
- Inclusive education
RESEARCH THEMES AND QUESTIONS

General Research Questions Topics

What qualifications and competencies  Qualification standards and criteria for hiring
are required of non-teaching staff to  Psychosocial skills
support the effective delivery of the K  Interpersonal skills
to 12 curriculum in CAR?  Technical skills
What are the issues and challenges in  Localization law  Emigration and / or foreign
hiring public school teachers, and how  Ranking system contractual work
can these be addressed in CAR?  Natural vacancies  Entry levels
 Planned positions  Qualification standards and
 Notice of Organization, criteria for hiring
Staffing, and Compensation  Allocation of teacher items
Action  Verification of eligibility
 Political influence documents
 Competition between public
and private sector
RESEARCH THEMES AND QUESTIONS

Career Development
There is likewise a keen interest on the Career Development of both teaching and non-teaching personnel in order
to surface and address their capacity-building needs, and examine various dimensions and determinants of their
professional growth. Specific questions attempt to validate reported challenges to their personnel movement and
progression.
Key topics under Career Development include, but are not limited to the following:

General Research Questions Topics

How can selection, retention, assessment,  Career path and  Patronage and corruption
development, promotion, and recognition be progression  Results-Based Performance
enhanced to support DepEd, CAR employees in  Personal considerations Management System
 Quota system (RPMS)
different career stages?  Item reclassification  Scholarships and grants
 Mentoring  Succession planning
 Training and development
RESEARCH THEMES AND QUESTIONS

General Research Questions Topics

What kind of capacity- building  Overall training program
activities are necessary and most  Specialized training program
effective in addressing development  Process of capacity-building
needs and in improving the work  Training strategy
performance of teachers and other  Selection process
DepEd, CAR personnel?  Practical application
 Monitoring and evaluation
 Other development options
- Classroom training
- Coaching and mentoring
- Experience
RESEARCH THEMES AND QUESTIONS

Employee Welfare
Understanding career development also includes studying the nature and effectiveness of existing Employee
Welfare provisions. The Department seeks to explore monetary and non-monetary strategies as well as non-
traditional mechanisms to keep its personnel, especially teacher, motivated to perform well.
Key topics under Employee Welfare include, but are not limited to, the following:

General Research Questions Topics

What mechanisms are the  Professionalization  Teaching load and ancillary services
most appropriate to  Salary  Employee wellness (e.g. physical,
promote the welfare of all  Benefits emotional, spiritual, mental)
 Incentives (e.g. awards and recognition,  Hazard pay
DepEd, CAR employees? cash and non-cash rewards)  Risk insurance
 Non-cash compensation (e.g. service credits)  Monetization Program
 Protection and safeguards  Gender and Development
 Grievance mechanism
RESEARCH THEMES AND QUESTIONS

General Research Questions Topics

What motivates teaching and Intrinsic and extrinsic motivation

non-teaching personnel of
DepEd, CAR to sustain
commitment and passion to high
quality teaching, learning, and
work performance?
RESEARCH THEMES AND QUESTIONS

Theme 4: Governance
Managing the largest bureaucracy towards educating the
nation’s future requires efficient and effective operations. The
Governance theme of the Research Agenda, which covers
planning, finance, program management, transparency and
accountability, and evaluation, underscores Deped’s
commitment to ensure that its structure, systems, and
processes contribute to the achievement of basic education
outcomes.
RESEARCH THEMES AND QUESTIONS

Planning
The Department has already provided internal guidance (DepEd Order No. 13, s. 2015) for the development of effective and
efficient policies. With this in place, DepEd’s next concern is to ensure that these policies are implemenated and translated into
appropriate programs. Because it governs a very large sector with complex interrelationships, the Department often encounters
challenges in its Planning process. This section deals with standards and policies that ensure the achievement of the Department’s
goals.
Key topics under Planning include, but are not limited to, the following:

General Research Questions Topics

How can DepEd, CAR  Process tools  Critical resources
determine effective and - Typologies and classifications - Teachers, teaching-related, and non-teaching
efficient standards for critical - Planning considerations for personnel
education resources for non- formal education - Education facilities (e.g. laboratories)
schools, community learning - Comprehensive School Safety - Tools and equipment
centers, and other delivery or Disaster Risk Reduction and - Water, Sanitation, and Hygiene (WASH)
units? Management in Education - School sites Health and nutrition
Operating budget
RESEARCH THEMES AND QUESTIONS

General Research Questions Topics

How can DepEd, CAR improve its Strategic planning (e.g.

planning process across levels? contingency planning)
Operations planning
Data management
Monitoring and evaluation
Policy research and development
RESEARCH THEMES AND QUESTIONS

Finance
Financial management is critical component in the governance of basic education. Relevant research areas include
meeting government budget, accounting, and auditing requirements without compromising efficiency. This
highlights the need to closely examine the effects of financial management not just on program managers, but
also on the intended beneficiaries.
Key topics under Finance include, but are not limited to, the following:
General Research Questions Topics
How can DepEd, CAR improve its  Policies and practices
process in the sourcing,  Issues and challenges
acquisition, disbursement,  Timeframe
 Budget deliberation and complete staff work
recording, and reporting of  Budget execution
program & project funds,  Evaluation and policy amendment
consistent with applicable laws,  Computation of Maintenance and Other Operating Expenses (MOOE) to provide
policies, rules, and regulations? implementing units with accurate funding needs
RESEARCH THEMES AND QUESTIONS

General Research Questions Topics

How does financial Fund managers

performance affect key Target beneficiaries
stakeholders in DepEd, Community
CAR? DepEd internal stakeholders
RESEARCH THEMES AND QUESTIONS

Program Management
Program management focuses on how DepEd can best develop, implement, monitor and evaluate programs,
projects and activities. While evaluation is discussed separately, this section focuses on the core implementation
phases of program management. After the core mandate of teaching, program management is essentially the next
most important function of DepEd.
Key topics under Program Management include, but are not limited to the following:

General Research Questions Topics

How effective is DepEd, CAR’s  Program and project  Personnel selection
overall program management  Operational efficiency  Support structures and
system?  Coordination and provision of processes
technical assistance  Sustainability and
 Monitoring and feedback mainstreaming
 Capability-building  Networking and linkages
RESEARCH THEMES AND QUESTIONS

General Research Questions Topics Additional Explanations

How can DepEd, CAR  Bilateral and multi-lateral One area of interest from
maximize external agreements this research question is the
partnerships locally and  Public-Private Partnerships delivery of basic education
abroad to facilitate the (e.g. Build-Operate- services to undocumented
delivery of basic Transfer, Build-Lease- Filipino learners abroad.
education services? Transfer, Build-Transfer)
RESEARCH THEMES AND QUESTIONS

Transparency & Accountability

The Governance theme further encompasses Transparency and Accountability in various levels of the DepEd’s
operations. At the central and field offices, the Department aims to consider ways to incorporate accountability in
the budget process for the achievement of targets and outcomes. Studies can delve into how mechanism such as
the transparency board and grievance procedures promotes transparency and accountability in schools.
Key topics under Transparency & Accountability include, but are not limited to, the following:
General Research Questions Topics
What factors affect transparency and  Accounting and auditing rules and regulations
accountability in DepEd, CAR operations?  Procurement law
 Transparency reporting
 Implementing units
 Fiscal autonomy
 Manpower and resource requirements
 Process audit
 Engagement of stakeholders
RESEARCH THEMES AND QUESTIONS

General Research Questions Topics

How effective are internal business  Compliance to laws, policies,  Recording and reporting of
processes in allowing the public to rules, and regulations implementing units
monitor and document the  Government Accounting and  Fiscal control
performance of DepEd, CAR? Auditing Manual (GAAM)  Audit
 R.A. 9184 (Procurement Law)  Manpower
 DepEd Order/Memorandum  Penal clause/accountability
 Engagement of stakeholders
How can schools in CAR effectively  Policies and practices
respond grievances from teachers,  School structures (e.g. School Governing Council, Child Protection
learners, parents, and the Committee)
community?  Nature/types
 Issues and challenges
 Resolution
RESEARCH THEMES AND QUESTIONS

Evaluation
A separate section is dedicated to Evaluation, which by itself offers a multitude of topics. In this
document, monitoring is treated as part of management, as it provides timely information for periodic
decisions that need to be made while implementing various programs, policies, and activities.
Evaluation, on the other hand, aims to determine if the undertaking produced its intended result in
the best way possible so that decisions can be made to continue, discontinue, or revise the said
undertaking at the appropriate stages of the cycle.
RESEARCH THEMES AND QUESTIONS

Key topics under Evaluation include, but are not limited to the following:
General Research Questions Topics
How effective have  Decentralization of basic education  Science, Technology, Engineering,
DepEd, CAR policies, governance and Math Program
programs, and projects  Private school regulations  Strengthened Technical-Vocational
been in meeting their  Private sector partnerships Education Program
stated objectives? What  Community engagement and participation  Adopt-a-School Program
are the unintended  Civil society organization (CSO) engagement  Library Hub
in governance  MTB-MLE
consequences?
 Human Resource Training and Development  ADMs
 Early Language, Literacy, and Numeracy  School-based initiatives
(formerly Every Child A Reader Program) implemented in various versions in
 Multi-grade schools different divisions
 Regional Science High Schools  Temporary Learning Spaces (TLS)
 Special Science Elementary Schools
RESEARCH THEMES AND QUESTIONS

General Research Questions Topics

How can DepEd, CAR maximize the benefits  Research utilization
gained from the evaluation outputs and  Partnerships and joint undertakings
expertise from within and outside the  Issues and concerns
department?  Roles and responsibilities
 Capability-building
 incentives
How can DepEd, CAR improve its evaluation  Evaluation standards
process?  Professionalizing evaluation discipline
 External accreditation of schools and other units

As mentioned, cross-cutting and emerging education social concerns will be considered in developing research
questions under all the four themes. To inform policies and programs on these concerns, also listed below are
research questions specific to each crosscutting theme.
RESEARCH THEMES AND QUESTIONS

Disaster Risk Reduction and Management (DRRM)

General Research Questions Topics
Prevention and Mitigation
How effective are current prevention  DepEd systems and structures (e.g. organizational structure,
and mitigation measures in DepEd, CAR DRRM Committee)
offices and schools?  Current prevention and mitigation practices in schools
 DRRM plans
 Structural designs
 Natural hazards and conflict
 CLC considerations
How are prevention and mitigation  Curriculum integration
practices integrated in the curriculum in  Capacity of implementers
DepEd, CAR?  Learning materials
 Implementation strategies
RESEARCH THEMES AND QUESTIONS

General Research Questions Topics

Preparedness
How are prevention and mitigation  Curriculum integration  Plan implementation (e.g.
practices being translated into disaster  Learning materials evacuation drills, trainings,
preparedness and awareness in DepEd,  Structural designs inspection)
CAR offices and schools?  DRRM plans  Natural hazards and conflict

What are the factors that contribute to  Structural resilience

risk reduction and preparedness in  Construction protocols, practices, and monitoring
DepEd, CAR?  Community integration
 Contextualization of DRRM concepts
 Capacity for response
 Risk information
 Early warning
RESEARCH THEMES AND QUESTIONS

General Research Questions Topics

Response
How do education response practices  Types of response  Provision for affected
ensure the protection of our students,  Capacity of response personnel
teachers, and non-teaching personnel  External practices of LGUs,  Emerging best practices
in DepEd, CAR? barangays, and other external  Coordination and support
stakeholders mechanisms
 Institutional analysis  Monitoring
 Natural hazards and conflict
How do we address gender  Gender and conflict
considerations during disasters in  Response protocols
DepEd, CAR?  Natural hazards and conflict
 Rehabilitation and recovery programs
RESEARCH THEMES AND QUESTIONS

General Research Questions Topics

Rehabilitation and Recovery
What are the factors affecting the effective  DepEd systems and  Temporary Learning
delivery of learning continuity in schools? structures Spaces (TLS)
 Implementation strategies  ADM Implementation
 Assessment mechanisms  Assessment
 Capacity of implementers  Other
 Coordination mechanisms rehabilitation/recovery/rep
 Partnerships/Stakeholders air initiatives and programs
engagement
How effective are rehabilitation and  Psychosocial support for teachers and learners
recovery interventions of DepEd, Car in  Classroom construction
delivering learning continuity in schools?  Temporary Learning Spaces (TLS)
 Learning materials
 Support from partners
RESEARCH THEMES AND QUESTIONS

Gender and Development

Research questions under Gender and Development may delve into gender mainstreaming in and gender-
responsiveness of DepEd, CAR structures, policies, programs, and projects.

Inclusive Education
General Research Questions Topics
How ready is DepEd, CAR in providing an  Inclusive education programs
inclusive learning environment?  Teaching strategies
 Assessment
 Capacity building programs
 Instructional materials
What are the perceptions of internal and external  Internal and external stakeholders
stakeholders on inclusive education in the  Inclusive education in the Philippines
Philippine education system?