Viable Solutions to the Economic Crisis by Ronan S. Estoque, DPA

Right off the bat, the impact of the economic crisis could be easier if the Philippine government – particularly this administration would follow this simple but viable directions. This is not revolutionary and this is even quite easy to follow.

The problem however, aside from the current economic crunch, is execution. Most of the problems at hand have an easy solution; the difficulty however is in the implementation of the solution or what they call “execution”.

Solutions to whatever difficulties we face are quite easy to handle, more often than not, everyone with an average intellect always have an option to pursue towards solving whatever impediment is placed before their perceived redemption.

When the problem is psychology, then the solution is also psychological. For this exercise however, the problem is economics and surprisingly – the solution is also economics.

When people do not have confidence, it is imperative for the government to spend more, to stimulate the economy. Spend more in infrastructure, in social services and above all else, in education. Hire more teachers, build more classrooms, train the teachers, and consciously build confidence by spending more to boost market stability.

Directly, this would stimulate the economy and stabilize its condition. A very good example of this approach is the rice debacle early this year. People were falling in long stretches of line just to purchase NFA rice; there was no money for the rice problem but the government persisted in subsidizing the price of rice and when people realized that hoarding only increases the price of rice, prices started to seek its own level and eventually came down.

Tax less. By taxing people less, means more money in their pocket and inevitably, this means more spending money. When people spend, the economy is stimulated. More goods are bought as well as services. By taxing less, the economy is actually protected and the market psychology tends to favor a potential bull run for the market, all in the hope and intention of weathering this economic difficulty.

The market paradox is that by taxing less, it shows governmental prudence, and whatever bear scare/scenario is in flavor, the present thrust is adequate to deal with the unwanted but inevitable market jitters.

Spend more and Tax less.

HSSD Technical Seminar (2nd Semester, SY 2008-09) by Ronan S. Estoque, DPA

“When Reforms Don’t Transform: Reflections on Philippine Education” Lecture by Ronan S. Estoque, DPA

Last Wednesday, November 12, 2008, majority of the faculty of Humanities and Social Sciences Department of Technological Institute of the Philippines – Manila visited the campus of University of the Philippines – Diliman to attend a lecture whose title is also the title of this article.

The lecture was held in the newly refurbished National Institute for Science and Mathematics Education (NISMED) Auditorium which was filled to the rafters. The lecture was aptly called as a UP Centennial Thematic Lectures and the speakers were Dr. Cynthia Banzon Bautista, Dr. Allan B.I Bernardo and Dr. Dina Ocampo.

The lecture was simultaneously participated by other branches of UP nationwide (e.g. UP Los Baños, UP Manila, UP Visayas and UP Mindanao) through the Internet.

The HSSD Faculty participants were:
1. Leticia Espina, MA
2. Aquilina Redo, MA
3. Corazon Gregrorio, MA
4. Marichelle Dones, MA
5. Lorna Wy, MA
6. Claudio Tabotabo, MA
7. Roman Leaño, MA
8. Benigno Faral, MA
9. Nazario Cebreros, MA
10. Johnif Baylon, MA
11. Ronan Estoque, DPA

There were so many considerable educational points raised and expounded but for the purpose of this article, three (3) contentions stood out.

1. One Size Fits – All Mentality in Education must cease. Students are individuals and as such, the adoption of the one size fits-all mentality is actually a disservice to the profession of teaching.
2. Language versus Learning. The Bilingual Education Policy (BEP) as well as the use of English as a medium of instruction is a failure. Once and for all, Filipinos must decide whether education should focus on Language or Learning. Do we want our students to be language proficient (in this case, English) or do we want Filipino students to acquire the so called learning competency.
3. Decentralization. The educational situation in Manila is far different in the educational situation in Cavite, Bulacan, Cebu or even in Muslim Mindanao. Why should imperial Manila dictate educational policies which would probably only work in Manila?

There were a lot of educational points worthy of consideration that were raised in the abovementioned lecture but suffice it to say here that the experience was worth the effort of transporting HSSD faculty to the premier university that is UP.

Accomplishment Reports June 2008 - October 2008

TECHNOLOGICAL INSTITUTION OF THE PHILIPPINES
Humanities & Social Sciences Department
Manila

ACCOMPLISHMENT REPORT FOR THE MONTH OF JUNE 2008

AREA ACCOMPLISHMENT REMARKS

Instruction
Attended a planning workshop in TIP-QC last June 3 & 4, 2008.
Accomplished

Instruction
Attended a Freshmen Orientation last June 5, 2008
Accomplished

Instruction
Hosted the Faculty Orientation held last June 6, 2008
Accomplished

Instruction
Interviewed & tested same applicants for the department.

Accomplished

Instruction
Conducted a departmental meeting last June 20, 2008 with the following agenda.
1. Introduction of new HSSD Faculty Members
2. Operational Plan
3. Celebration of Linggo ng Wika (preparation)
4. Kaizen story, project, circle
5. Mission/Vision of TIP
6. Newsletter Articles
7. Community Outreach Program
8. Other matters
8.1 WLAP Orientation for WLAP usage
8.2 Overhaul of Syllabi/WLAP
8.3 Library matter
8.4 Speech Laboratory matters
Accomplished

Instruction
Submitted the proposed Operational Plan, Quality Plan & Personal Development Plan to the DCEA last June 23, 2008.
Accomplished

Instruction
Attended a meeting presided by VPAA RE: OJT last June 30, 2008
Accomplished
TECHNOLOGICAL INSTITUTION OF THE PHILIPPINES
Humanities & Social Sciences Department
Manila

ACCOMPLISHMENT REPORT FOR THE MONTH OF JULY 2008

AREA ACCOMPLISHMENT REMARKS

Instruction
Released vol. 5 issue 1 & 2 HSSD Newsletter
Accomplished

Instruction
Submitted a follow through report on all HSSD Research (S.Y. 2008 – 2009) to the R & D Office.
Accomplished

Instruction
Conducted a departmental meeting last July 2, 2008 with the following agenda
1. AIV – Academic Improvement Visitation
2. Buwan ng Wika Celebration (follow up for preparation)
3. HSSD Newsletter
4. Research Abstract Presentation
5. Other matters
5.1. DCEA matters
5.2. Security matters
5.3. SPS & Guidance matters
Accomplished

Instruction
Conducted an AIV on the HSSD Faculty.
Accomplished

Instruction
Attended a SOCIP Meeting last July RE: Feeding Program
Accomplished

Instruction
Defended some research titles for the department.
Accomplished

Instruction
Attended an English/Filipino syllabi workshop last July 18, 2008 (TIP-QC)
Accomplished

Instruction
Underwent an Internal Audit by Quality, Planning Office
Accomplished

Instruction
Presented 3 research papers in the last International Conference Teacher Education last July 24 – 26, 2008 at the Manila Hotel.

AREA ACCOMPLISHMENT REMARKS


• Teaching Logic among Engineering Students (Dr. Rogelio G. Dela Cruz)
• Strength & Weaknesses of Academic Imrpovement Visitation in TIP-Manila: Towards a better Delivery of Instruction (Dr. Ronan S. Estoque
• Rationalizing the Inclusion of Mandated Courses in the General Education Curriculum ( Prof. Ronald M. Corpuz.


Instruction
Attended a syllabi workshop for the Social Science subject last July 25, 2008
Accomplished

Instruction
Attended a meeting presided by VPAA, last July 29, 2008 RE: HSSD Books
Accomplished

Instruction
Conducted a Community Outreach (Tree-planting activity at the Angat Dam and Community Feeding activity at the 385 Barangay Hall Center.
Accomplished

TECHNOLOGICAL INSTITUTION OF THE PHILIPPINES
Humanities & Social Sciences Department
Manila

ACCOMPLISHMENT REPORT FOR THE MONTH OF AUGUST 2008

AREA ACCOMPLISHMENT REMARKS

Instruction
Celebrated the “Buwan ng Wika” last August 1, 2008
Accomplished

Instruction
Attended a 5s meeting last August 4, 2008 at the Arlegui – Seminar Room
Accomplished

Instruction
Submitted the HSSD Faculty Evaluation to the HRD last August 4, 2008.
Accomplished

Instruction
Attended a level 2 first re-accreditation preparation meeting last August 5, 2008
Accomplished

Instruction
Attended a meeting presided by Col. Renato Chinjen RE: Student Retention
Accomplished

Instruction
Returned the OJT Form to HR (papers of professors, De Dios, Baylon & Ellar) last August 6, 2008
Accomplished

Instruction
Presided a Department Meeting with the following agenda.
1. Abstract Presentation (Power point research)
2. Midterm Examination
3. Syllabus/WLAP Preparation (revised)
4. Ramon Magsaysay Ceremony
5. Security Precautions
6. Retention of Students
7. Other matters
Accomplished

Instruction
Won the 3rd Place in the Amazing Race & Speech Choir of the Yellow & Black Celebration (HSSLS)
Accomplished

Instruction
Sent Prof. Baylon to the OSA August 14, 2008 Meeting RE: Yellow & Black Evaluation
Accomplished

Instruction
Participated in the Fire-drill conducted last August 14, 2008
Accomplished

Instruction
Attended a WLAP Seminar Workshop last August 15, & 22, 2008
Accomplished

Instruction
Attended a seminar workshop an research writing last August 19, 2008
Accomplished

Instruction
Attended a DCEA Meeting last August 20, 2008

Accomplished

Instruction
Sent Prof. Opetina to attend a Library Committee Meeting last August 27, 2008
Accomplished

Instruction
Attended a Ramon Magsaysay lecture series last August 28, 2008 ( Gov. Grace Padaca of Isabela) entitled “ Delivering Good Governance Brick by Brick’

Accomplsihed


TECHNOLOGICAL INSTITUTION OF THE PHILIPPINES
Humanities & Social Sciences Department
Manila

ACCOMPLISHMENT REPORT FOR THE MONTH OF SEPTEMBER 2008

AREA ACCOMPLISHMENT REMARKS

Instruction
Presided a Departmental Meeting last September 1, 2008 with the following agenda
1. WLAP & Syllabi Submission (new)
2. Celebration of Freshman Day
3. HSSLS Debate
4. Echo of Ramon Magsaysay
5. AIV papers
6. Questions for the Departmental Examination
7. Other matters
Accomplished

Instruction
Attended a meeting presided by VP-QMP last September 4, 2008 RE: ISO Accreditation.
Accomplished

Instruction
Attended a meeting presided by VPASS last September 5, 2008 RE: English Day.
Accomplished

Instruction
Signed same books for library disposal last September 5, 2008.
Accomplished

Instruction
Facilitated the defense of HSSD Researches last September 9, 2008.
Accomplished

Instruction
Attended the Opening Ceremony of the English Day Celebration last September 9, 2008.
Accomplished

Instruction
Served as a judge in the Job-Interview Portion of the English Day Celebration last September 10, 2008.
Accomplished

Instruction
Submitted in CD Format the New & Revised edition of HSSD Syllabi & WLAP to the DCEA.
Accomplished

Instruction
Submitted the pre-employment evaluation of the Prof. Ellar, Baylon, De duos & Cruz to the HR last September 16, 2008.
Accomplished

Instruction
Submitted the HSSD Research Agenda to the R & D office last September 18, 2008.
Accomplished

Instruction
Conducted an emergency faculty meeting last September 18, 2008 RE: ISO Accreditation.
Accomplished

Instruction
Attended the ISO Opening Ceremony last September 24, 2008.
Accomplished

Instruction
Interviewed by the Lead Auditor Peter Dombey last September 25, 2008 RE: ISO Processes.
Accomplished

Instruction
Attended the closing ceremony the ISO Accreditation last September 26, 2008.
Accomplished

Instruction
Attended a meeting presided by VPAA last September 29, 2008 RE: Council of Chairs meeting.
Accomplished

Marketing
Participated in the marketing thrust of the institution by conducting a career talk ( in the person of Prof. Corpuz R, & Dr. Dela Cruz R. ) last September 29 & 30, 2008.
Accomplished

TECHNOLOGICAL INSTITUTION OF THE PHILIPPINES
Humanities & Social Sciences Department
Manila

ACCOMPLISHMENT REPORT FOR THE MONTH OF OCTOBER 2008

AREA ACCOMPLISHMENT REMARKS

Instruction
Conducted a Technical Seminar for the department last October 2, 2008 (Dr. Carlito Garcia- Speaker “Constructivist Method of Teaching “

Accomplished

Instruction
Facilitated a debate last October 2, 2008 (RE: Memorandum of Agreement on Ancestral Domain)

Accomplished

Instruction
Attended a meeting presided by VO-Col. Chinjen last October 3, 2008 RE: Student Retention

Accomplished

Instruction
Attended a meeting presided by VPASS A. Soliven last October 8, 2008 RE: Enrollment Procedure

Accomplished

Instruction
Served as a faculty adviser in the duration of October 16-28, 2008

Accomplished

Instruction
Submitted a research draft to the RDO last October 21, 2008

Accomplished

Instruction
Submitted faculty evaluation papers to HR last October 23, 2008

Accomplished

Instruction
Attended the faculty orientation last October 29, 2008
Accomplished

Instruction
Distributed the teaching loads of HSSD Faculty
Accomplished

Instruction
Attended a meeting presided by VPASS last October 29, 2008 RE: Grades of same athletics
Accomplished

Marketing
In the person of Prof. R. Corpuz & Dr. R. Dela Cruz, conducted a career talk in the following schools
• October 6 – Señor Tesorto Academy
• October 7 – St. Francis High School
• October 21 – Allacapan Institute
• October 22 – Lal – lo High School
• October 23 – La Sallette of Jones
• October 24 – Jones Rural School
• October 28 – Santiago City National High School
• October 29 – Don Mariano Marcos High School

Accomplished

Accomplishment Reports June 2007 - May 2008

ACCOMPLISHMENT REPORT FOR THE MONTH OF JUNE 2007

Instruction
Submitted the Operational, Quality Plan and Personal Development Plan to the Quality Management Office
Accomplished

Instruction
Attended a Freshmen Orientation last June 6, 2007
Accomplished

Instruction
Attended the Faculty Orientation last June 8, 2007
Accomplished

Instruction
Served as an OIC last June 9, 2007
Accomplished

Instruction
Attended an Orientation for Freshman last June 16, 2007
Accomplished

Instruction
Facilitated a title defense for the Department last June 18, 2007
Accomplished

Instruction
Release of HSSD Newsletter Vol. 4, Issue 1 - 3
Accomplished

Social Orientation & Instruction
Attended a meeting with the adopted barangay
Accomplished

Instruction
Facilitated a Departmental Meeting with the following agenda.
1. Teaching Paraphernalia’s (WLAP Orientation for WLAP usage)
2. Textbooks per subject
3. Celebration of Buwan ng Wika
4. Outreach Program
5. Library matters
6. Election of HSSLS Officers
7. HSSD Newsletter Publication
8. KAIZEN
9. Gender Sensitivity Findings
10. Other matters (Speech Lab)
Accomplished


AREA ACCOMPLISHMENT REMARKS

Instruction
Submitted the distribution of teaching hours per week of HSSD to VPAA
Accomplished

Instruction
Attended a meeting presided by VPAS with the following agenda
1. Start of Classes – First Sem. S.Y. 2007-2008
2. Officers’ Schedules
3. Gate / Night / Saturday / Holiday OIC Duties
4. Areas of Responsibility
5. Implementation of School Policies
6. Memorandum P-4 s.2003-2004 General Disciplinary Sanctions
7. Student Discipline and Cooperation
8. Participation in Student Competitions
9. Prompt Submission of Time Sheets and Reports
10. Other Matters
Accomplished

Instruction Submitted entries in a HAIKU Writing Contest by the Japanese Embassy
Accomplished

Prepared by:


RONAN S. ESTOQUE


ACCOMPLISHMENT REPORT FOR THE MONTH OF JULY 2007

Instruction
Conducted Departmental Meeting with the following agenda (July 4, 2007).
1. WLAP Compliance
2. Prelim Examination
2.1 No permit, No Exam.
2.2 Scheduled for photocopy of test questionnaire
3. Celebration of Buwan ng Wika
4. Community Outreach Program
5. AIV- Academic Improvement Visitation
Accomplished

Instruction
Released HSSD Newsletter Vol. 4 Issue 1 – 4 ( July 6, 2007).
Accomplished

Research
Attended a research seminar (July 9, 2007)
Accomplished

Administration
Submitted the faculty forms to the Human Resources (July 11, 2007)
Accomplished

Instruction
Attended a meeting presided by DCEA ( July 13, 2007) with the following agenda:
1. Attendance
1.1.1 Submit the list of faculty members with complete attendance June 13-15
1.1.2 Submit the list of faculty members with complete attendance June 18-22
1.1.3 Commendation of Complete Attendance
1.1 Review of Books Mandatory Requirements
1.2 Review of Laboratory Mandatory Requirements

1.3 Enhancement of the Program
1.4 Faculty Development: Technical Seminars
1.5 Laboratory Training’s
1.6 On-the-Job Training (c/o Engr. C. General)
1.7 Freshmen Advisers
1.8 Academe Industry Linkages
1.9 Academic Improvement Visitation (AIV)
1.10 Board Exam Review
1.11 Other matters
Accomplished

Instruction
Provided a Technical Seminar for the department entitled “English as a Medium of Instruction/Culture-based Pedagogy”, conducted by Dr. Cirilo F. Bautista
Accomplished

Instruction & Community Outreach
Spearheaded of Community Outreach Program for the adopted community barangay 385 “ Fumigation/Clean-up drive/ Mini-Medical Mission”, last July 28, 2007
Accomplished


ACCOMPLISHMENT REPORT FOR THE MONTH OF AUGUST 2007

AREA ACCOMPLISHMENT REMARKS

Instruction
Attended a product presentation by SRA RE : Reading Comprehension ( August 1, 2007)

Accomplished

Instruction Attended a seminar conducted by Dr. Taufik (Calpol) Re: Powering Future Microprocessors
Accomplished

Instruction Submitted an entry in the Ramon Magsaysay Essay Writing Contest
Accomplished

Instruction Sent the Department Secretary to a Document Control Meeting (August 7, 2007)
Accomplished

Instruction
Conducted a departmental meeting with the following agenda:
1. Celebration of Buwan ng Wika
1.1. Status
1.2. Logistic needed
2. Mid-term Examination
2.1 No permit, No exam policy
2.2 Scheduled for photocopy of test questionnaire
3. AIV – Academic Improvement Visitation
3.1 Teaching Paraphernalia’s
4. Consultation Schedules
5. Things in the Faculty Lounge
Accomplished

Instruction Conducted an AIV among the HSSD Faculty
Accomplished

Instruction Attended a meeting with Dr. Noel Vargas last August 14, 2007 RE: Earthquake Drill.
Accomplished


AREA ACCOMPLISHMENT REMARKS

Instruction
Spearheaded the celebration of Buwan ng Wika last August 13, 2007. The winners are;
A. Interpretasyon Sayaw – AR11KA!
B. Pinoy Rap - PIRU
C. Katutubong Sayaw – MT11KA4
D. Poster Making Contest – AR11KA1
E. Saling Himig – AR11KA1

Accomplished

Instruction Sent some HSSD Faculty to attend seminar by CTE last August 23, 2007.
Accomplished

Instruction Sent Dr. R. Dela Cruz & Mr. B. Faral to participate in a book fair last August 29, 2007
Accomplished

Instruction Attended a lecture by former Senate President Jovito Salonga last August 30, 2007 RE: The Audacity of Principled Politics
Accomplished

Instruction Attended the Awarding Ceremony of the Ramon Magsaysay Awardees for 2007
Accomplished


ACCOMPLISHMENT REPORT FOR THE MONTH OF SEPTEMBER 2007

AREA ACCOMPLISHMENT REMARKS

Instruction
Conducted a Departmental Meeting last September 3, 2007 with the following agenda.
1. Mid-term Examination
1.1 No permit, No exam policy
2. Freshmen day
3. Final Exam (assign faculty)
4. PACUCOA Preparation
5. Winner of the Poster-Making/Slogan Making
6. Things in the Faculty Lounge
Accomplished

Instruction Submitted the Faculty Evaluation to the Human Resource last September 4, 2007
Accomplished

Instruction Facilitated the conduct of Midterm Examinations for the Department September 4 to 7, 2007.
Accomplished

Instruction & Marketing Participated in a career talk ( in the person of Dr. Rogelio G. Dela Cruz last September 7, 2007 – Holy Trinity Academeny & September 11, 2007 – Statefields Academy)
Accomplished

Instruction Participated in the Freshmen Day, held last September 12, 2007.
Accomplished

Instruction Participated in an Oratorical Contest – 1st Runner-up, John Monar Marine Student, Prof. Marian Jeanette G. Laxa (coach).
Accomplished

Instruction Conducted a debate for the students last September 20, 2007 RE: Abolition of Fraternities.
Accomplished


AREA ACCOMPLISHMENT REMARKS

Instruction
Attended a meeting presided by the TIP President last September 26, 2007 RE: The Appointment of a AVPAA.
Accomplished

Instruction Conducted a play in the P. Casal Seminar room entitled “Wanted: A Chaperon” & “Wedding Dance” last September 26, 2007 ( students of Prof. Margie Quizzagan)
Accomplished

Instruction Conducted a play in the P. Casal seminar room entitled “Mc Arthur” last September 28, 2007 (students of Prof. Marian Laxa)
Accomplished

Instruction Attended a meeting presided by AVP Jemuel Castillo last September 28, 2007 RE: Additional/New TIP Policies
Accomplished

Instruction Attended an event sponsored by Lee Kuan Yew School of Public Policy – Singapore last September 28, 2007 at the Hotel Intercontinental Makati RE: Scholarships
Accomplished

ACCOMPLISHMENT REPORT FOR THE MONTH OF OCTOBER 2007

AREA ACCOMPLISHMENT REMARKS

Instruction
Conducted a departmental meeting with the following agenda
1. Departmental Final Examination
1.1 No permit, No exam policy
1.2 Campaign for the early payment of Final Exam
1.3 Seat Plan
1.4 Proctor Schedule
2. Requirement for release of final salary for the 1st semester
2.1 Class Record / Final Class list
2.2 WLAP compliance
2.3 Grades Sheet with population ( 1 original / 2 xerox copy)
2.4 Faculty Consultation
2.5 Student Punctuality Attendance(Prelim/Midterm & Final)
2.6 Class Seat Plan
3. Encoding the Grades (deadline Oct. 17, 2007)
Accomplished

Instruction Attended a meeting with VPASS RE: Enrollment ( Oct. 2, 2007).
Accomplished

Instruction Spearheaded the conduct of HSSD subject final examinations.
Accomplished

Instruction Attended a luncheon for outgoing VPAA, Dr. Maria Consuelo V. Flora ( Oct. 15, 2007)
Accomplished

Instruction Released HSSD Newsletter ( Vol. 4, Issue 5, 6 & 7 ) last Oct. 18, 2007
Accomplished

Instruction Assisted in the enrollment as a line manager
Accomplished

AREA ACCOMPLISHMENT REMARKS

Instruction Department Secretary Arlyn Marata functioned as a teller ( Oct. 19 – 24, 2007)
Accomplished

Instruction Recommended and signed books for purchase by the library ( Oct. 22, 2007)
Accomplished

Instruction Submitted the recent list of mandatory book requirements to the library ( Oct 25, 2007)
Accomplished

Instruction
Attended a CHED Conference last Oct. 26, 2007
(RE: National Consultative Conference on the Proposed Revised Curricula for Social Sciences, Ateneo de Manila University, Leong Hall, 8:00 – 5:00 p.m.)
Accomplished

Instruction Submitted the report on encoding of Prelim, Midterm & Final Grades ( 1st Semester S.Y. 2007 – 2008)
Accomplished

Instruction Attended a closing ceremony (TESDA-JAVA Training, Seminar Room, Arlegui alst Oct. 31, 2007).
Accomplished


ACCOMPLISHMENT REPORT FOR THE MONTH OF NOVEMBER 2007

AREA ACCOMPLISHMENT REMARKS

Instruction Released of HSSD Newsletter ( Volume 4, Issue 8), November 2, 2007.
Accomplished

Instruction Attended a Faculty Orientation & Facilitated the release of Faculty loading, November 3, 2007.
Accomplished

Instruction Attended a meeting preside by AVPAA ( Arlegui, Seminar Room), November 6, 2007.
Accomplished

Instruction Meeting with CHED Examiners, RE: Compliance with Substance Abuse Education Program, November 7, 2007.
Accomplished

Instruction Presented an Extemporaneous Speech Proposal to AVP-Admin, Mr. Angelo Q. Lahoz, November 9, 2007
Accomplished

Instruction Attended a Syllabus Improvement Lecture RE: Dr. Leus, CTE-HRD Training Center, QC. November 12, 2007.
Accomplished

Instruction Attended an ISO Preparation Meeting at the CTE, November 14, 2007
Accomplished

Instruction Participated in the Freshmen Orientation Program (Delivered a Powerpoint Presentation RE: HSSD) November 16, 2007
Accomplished

Instruction Attended a meeting presided by AVPAA Lianes, November 20, 2007
Accomplished

Instruction Conducted a Departmental meeting last November 20, 2007 with the following agenda.
Accomplished


ACCOMPLISHMENT REPORT FOR THE MONTH OF NOVEMBER 2007

AREA ACCOMPLISHMENT REMARKS

Instruction
Conducted a Departmental meeting last November 20, 2007 with the following agenda.
1. Class Schedule
1.1 Change of Rooms/ Subjects
2. Community Outreach Program Scheduled
3. Faculty / Student Attendance
4. Buddy / Monitoring System
5. HSSD Newsletter
6. ISO Accreditation
7. WLAP / Syllabus
8. Compilation of all powerpoint presentation
Accomplished

Instruction Submitted the AIV report of 1st Semester S.Y. 2007 to the DCEA, November 21, 2007.
Accomplished

Instruction Submitted the list of Mandatory book requirements to the library, November 27, 2007
Accomplished

Instruction Attended a SPSS Seminar sponsored by Research & Director last November 28, 2007.
1. R. Corpuz 5. L. Opetina
2. R. Dela Cruz 6. N. Cebreros
3. C. Tabotabo 7. C. Gregorio
4. M. Laxa
Accomplished

Instruction Attended a meeting prescribed by DCEA last Nov. 28, 2007 with the following agenda.
1. Attendance of faculty members
2. Undersize Classes
3. Faculty Development Program
4. PACUCOA Visit
5. ISO Visit
6. Updates of CODFE Collection of Document/Exhibits
7. Curricula Updates
8. Board Exam Results
9. Outreach Projects
10. Other matters
ACCOMPLISHMENT REPORT FOR THE MONTH OF DECEMBER

AREA ACCOMPLISHMENT REMARKS

Instruction Attended a meeting presided by AVP-Admin Angelo Q. Lahoz last Dec. 3, 2007 RE: New Scholarship Offerings
Accomplished

Instruction & Marketing Conducted a career talk last Dec. 4, 2007 ( Manila High School)
Accomplished

Instruction
Conducted a departmental meeting with the following agenda.
1. Prelim Examination
1.1 No permit, No exam policy
2. Overhaul of Course Description
3. Department’s Outreach Program
4. Technical Seminar
5. Other matters
Accomplished

Instruction Attended an ISO opening ceremony at TIP-QC 8:00 am last Dec. 5, 2007
Accomplished

Instruction Attended a meeting presided by VP-Admin last Dec. 6, 2007 RE: Christmas Celebration
Accomplished

Instruction Attended the closing ceremony of the ISO Accreditation at TIP – QC last Dec. 7, 2007
Accomplished

Instruction Conducted an AIV on some HSSD Faculty
Accomplished


ACCOMPLISHMENT REPORT FOR THE MONTH OF JANUARY 2008

AREA ACCOMPLISHMENT REMARKS

Instruction & Marketing
Conducted a career talk last Jan. 11, 2008 (Potrero National High School)
Accomplished

Instruction & Marketing
Conducted a career talk last Jan. 15, 2008 (Panghulo Natgional High School)
Accomplished

Instruction
Held a Departmental Meeting last Jan. 15, 2008 with the following agenda.
1. Midterm Examination
1.1 No permit, No exam policy
1.2 Scheduled for the photocopy of test questionnaire
2. Department’s Outreach Program (January 19, 2008)
3. Bloodletting 2008
3.1 Schedule of Emcees
3.2 Performers (per section)
4. Research Output
Accomplished

Extra – Curricular
The HSSD won the over-all championship in the Yellow & Black Festival.

Accomplished

Community Orientation Conducted an Community Outreach Activity for the last Jan. 19, 2008
Accomplished

Instruction Issued certificates for the Community Outreach Program held last Jan. 19, 2008
Accomplished

Instruction Evaluated some textbook for the Library.
Accomplished

Research & Instruction Submitted research outputs to the Research Director Office last Jan. 21, 2008
1. Strength and Weaknesses of Academic Improvement Visitation: A Policy Analysis (Ronan S. Estoque)
2. Effectiveness of English 113 Course Syllabus (Ronan S. Estoque & Claudio Tabotabo)
3. Development of a Training Package on Non-Technical Skills (Claudio Tabotabo)
4. Development of a Compendium on Instructional Materials in Teaching Logic (Rogelio G. Delacruz)
5. The Reading Proficiency of the Maritime Students of TIP Manila: A Basis for an Intervention Program (Corazon Gregorio & Rogelio Dela Cruz)
6. Relationship of Economic, Political and Social Lives and the Needs of TIP Students (Nazario Cebreros & Ronald Corpuz)
7. Analysis of Educational Policies of Mandated Courses: Rationalizing its Inclusion in the General Education Curriculum (Ronald M. Corpuz)
8. Factors Influencing English Language Proficiency of TIP Freshmen Students of TIP Manila (Leandro Opetina & Marian Jeanette Laxa
Accomplished

Instruction Submitted faculty evaluation to Human Resource last Jan. 22, 2008
Accomplished

Instruction & Marketing Conducted a career talk last Jan. 22, 2008 (San Rafael National High School & Taguig National High School)
Accomplished

Instruction Conducted an Academic Improvement Visitation on some HSSD Faculty
Accomplished

Instruction Attended a lecture entitled “The Impact of Awards to Professionalism & its relation to Curriculum Enrichment” last Jan. 24, 2008
Accomplished

Instruction Attended a meeting with VP-Admin last Jan. 25, 2008 RE: Bloodletting Activity
Accomplished

Instruction & Marketing Conducted a career talk last Jan. 25, 2008 (Antonio Maceda High School)
Accomplished

Instruction & Marketing Conducted a career talk last Jan. 29, 2008 (Mountain Heights High School)
Accomplished

Instruction & Marketing Conducted a career talk last Jan. 31, 2008 (Bued National High School & San Jose National High School)
Accomplished


ACCOMPLISHMENT REPORT FOR THE MONTH OF FEBRUARY 2008

AREA ACCOMPLISHMENT REMARKS

Instruction & Marketing
Conducted a career talk last February 1, 2008 (Archdiocesan School of San Fabian Pangasinan National High School San Bartolome High School – Dr. Rogelio Dela Cruz & Mr. Ronald M. Corpuz).
Accomplished

Instruction
Managed the program during the Bloodletting activity held last February 5, 2008
Accomplished

Instruction
Attended the Research & Director Awarding held last February 7, 2008 at the TIP-QC Seminar room.
Accomplished

Instruction & Marketing
Conducted a career talk last February 11, 2008 (Primecias National High School Speaker Eugenio Perez national High School – Dr. Rogelio G. Dela Cruz).
Accomplished

Instruction
Attended a seminar facilitated by ASAIHL last February 11, 2008 at Baliuag University RE: Leadership for Globalization in Higher Education; Lessons & Opportunities”
Accomplished

Instruction & Marketing
Conducted a career talk last February 12, 2008 (Ednas School of San Carlos Abanon National High School – Dr. Rogelio G. Dela Cruz).
Accomplished

Instruction & Marketing
Conducted a career talk last February 13, 2008 (Jesus is Lord College Foundation – Dr. Rogelio G. Dela Cruz).
Accomplished

Instruction
Participated in a PCUCOA Accreditation last February 13 – 15, 2008.

Instruction
Sent some HSSD Faculty to attend a CTE Seminar last February 19, 2008 ( RE: Management of Student Evaluation)

Instruction & Marketing
Conducted a career talk last February 20, 2008 (National Teachers College – Dr. Rogelio G. Dela Cruz)
Accomplished

Instruction Held a Departmental Meeting last February 20, 2008 with the following agenda.
1. Campaign for the Summer S.Y. 2008 – 2009
2. Technical Seminar
3. Academic Visitation Improvement (AIV)
4. Preparation Departmental Examination
5. Echo of ASAHIL Seminar
6. PACUCOA Accreditation
7. Other matters
Accomplished

Instruction & Marketing Conducted a career talk last February 29, 2008 (Macario Asistio HS Caloocan – Mrs. Luz P. Obong).
Accomplished

Instruction & Marketing Conducted a career talk last February 21, 2008 (Eulogio “Amang Rodriquez Institute of Science and Technology – Mrs. Rowena P. Frigillana).
Accomplished

Instruction Provided a 100% encoding of Prelim & Midterm grades on all HSSD subject offering.
Accomplished

Instruction Provided an echo of the seminar attended from the Baliuag University to the Academic Council’s Meeting last February 21, 2008
Accomplished

Instruction Attended a student consultation an tuition fee increase for S.Y. 2008 – 2009 last February 22, 2008 presided by the TIP President.
Accomplished

Instruction & Marketing Conducted a career talk last February 29, 2008 (San Roque National HS navotas – Dr. Rogelio G. Dela Cruz).
Accomplished

Instruction & Marketing Conducted a career talk last February 26, 2008 (Gen. Ricardo Papa Memorial High School – Dr. Rogelio G. Dela Cruz & Caybiga High School – Ms. Lorna V. Wy / Dr. Rogelio G. Dela Cruz).
Accomplished

Instruction Submitted research abstracts to the ICTED Secretariat College of Education, University of the Philippines – Diliman last February 28, 2008
A. Title of Researches, Author
1. Analysis of Educational Policies of Mandated Courses: Rationalizing its Inclusion in the General Education Curriculum (Ronald M. Corpuz)
2. Development of a Compendium on Instructional Materials in Teaching Logic (Rogelio G. Delacruz)
3. Strength and Weaknesses of Academic Improvement Visitation: A Policy Analysis (Ronan S. Estoque)
Accomplished

Instruction Conducted a technical seminar entitled “Teachers as Counselor” by Dr. Barbara Wong Fernandez last February 28, 2008.
Accomplished

Instruction & Marketing Conducted a career talk last February 28, 2008 (Bagong Silang High School Phase 3 Bagong Silang Caloocan – Ms. Lorna V. Wy)
Accomplished

Instruction & Marketing Conducted a career talk last February 29, 2008 (Academia de Sta Cruz – Dr. Rogelio G. Dela Cruz).
Accomplished


ACCOMPLISHMENT REPORT FOR THE MONTH OF MARCH 2008

AREA ACCOMPLISHMENT REMARKS

Instruction
Attended a curriculum meeting with DCEA, Registrar, Mechanical & Civil Engineering Chair last March 3, 2008.
Accomplished

Instruction
Conducted a departmental meeting ast March 5, 2008 with the following agenda.
1. Departmental Final Examination
1.1 No permit, no exam policy
1.2 Campaign for the early payment of Final Exam
1.3 Seat Plan & Proctor Schedule
2. Campaign for summer classes
3. Revision WLAP & Syllabus
4. AIV
5. Requirement for release of final salary for the 2nd semester
6. Encoding the grades
Accomplished

Instruction
Conducted an AIV on some HSSD Faculty
Accomplished

Instruction
Served as a proctor during the final examination
Accomplished

Instruction & Marketing
Conducted a career talk by Dr. Rogelio Dela Cruz; March 12, 2008 - Hermosa National High School; March 17, 2008 - Balsik National High School; March 18, 2008 - St. John Academy High School; March 19, 2008 – Sta. Cruz Academy.
Accomplished

Instruction
Encoded grades checked departmental examination papers.
Accomplished

Instruction
Submitted an edited research to R & D last March 24, 2008
Accomplished




ACCOMPLISHMENT REPORT FOR THE MONTH OF APRIL 2008


AREA ACCOMPLISHMENT REMARKS

Instruction
Assisted in the practice of graduation rites for batch S.Y. 2007-2008 ( from April 1 to 4).
Accomplished

Instruction
Served as a Master of Ceremony in the Recognition Day Program ( AM & PM Program)

Accomplished

Instruction
Served as a Master of Ceremony in the graduation rites held at the PICC last April 10, 2008.

Accomplished

Instruction
Attended a meeting presided by CTE Dean Tabbada RE; English Outreach Program last April 17, 2008.
Accomplished

Instruction
Attended the examination activities of Engr. Demetrio A. Quirino Jr. Scholarship last April 19, 2008.
Accomplished

Instruction
Attended the examination activities of Dr. Teresita U. Quirino scholarships last April 26, 2008.
Accomplished

Instruction
Attended a team-building seminar sponsored by OSA last April 22, 2008.
Accomplished

Instruction
Attended a meeting presided by DCEA, VPASS RE: Memos from the TIP President last April 28, 2008.
Accomplished

ACCOMPLISHMENT REPORT FOR THE MONTH OF MAY 2008

AREA ACCOMPLISHMENT REMARKS

Instruction
Attended the general orientation for all new & transferee students last May 7 & 8, 2008.
Accomplished

Instruction
Attended a meeting presided by DCEA last May 8, 2008.

Accomplished

Instruction
Attended a seminar sponsored by HR RE: Behavioral Leadership last May 13 & 14, 2008.
Accomplished

Instruction
Attended the Kaizen Circel Awarding Ceremony last May 15, 2008.
Accomplished

Instruction
Facilitated the encoding of grades last May 26, 2008. All grades were properly encoded.

Accomplished

Instruction
Uploaded all articles in a new HSSD wedsite.
( http.//hssdnewslette-manila.blogspot.com/ )
Accomplishedf

Texbooks Published by HSSD-Manila Faculty

These are the textbooks that are currently being used by HSSD:

1. College Psychology (2006), Estoque, Pichay and Dela Cruz, Mindshapers.
2. College Sociology (2006), Estoque & Leano, Mindshapers.
3. 1987 Philippine Constitution (2007), Corpuz, Estoque & Wy.
4. Ethics: Standards of Human Conduct (2007), Corpuz, Dela Cruz, Estoque & Tabotabo, Mindshapers.
5. Great and Practical Textbook in English (2008), Tamayao, Loacan Publishing.
6. Modyul ng Komunikasyon sa Akademikong Pilipino (2007), Espina et.al., Mindshapers.
7. A Travel to the Literatures of the World (2007), Tabotabo, National Bookstore.
8. Arts Appreciation: Introduction to Humanities (2006), Tabotabo, National Bookstore.
9. Grammar at Work (For College Freshmen), (2007), Opetina, Mindshapers.
10. Economics, Taxation and Land Reform (2005), Corpuz and Leano, Katha Publishing.
11. Writing Skills in English (2007), Tabotabo, National Bookstore.
12. Rizal, A Hero's Life, (2006), Tabotabo & Leano, Mindshapers.
13. Introduction to Logic, A Modular Approach (2008), Tabotabo, Estoque, Corpuz and Dela Cruz. C & E Publishers.
14. Philippine History and Constitution (2008). Corpuz, Wy and Dela Cruz. Mindshapers.
15. Time Travel: A Glimpse to Philippine History (2008). Corpuz and Wy.

Amnestry: Rape girl, 13, killed for adultery

The title of this piece was taken from cnn.com webpage headline last November 2, 2008. According from the said article, the girl was stoned to death watched by at least 1,000 spectators in a packed stadium.

This happened in Somalia, specifically in Kismayo last October 27, 2008.

I really do not know a lot about the specifics of the story but suffice it to say that what caught my attention are two facts that are beyond any dispute.

1. The subject was the victim, why is she the one condemned and punished?
2. The victim was only 13 years old, assuming (by a generous bending of logic) that it was her fault, any decent country shouldn’t be executing individuals - especially if they are minors.

I am tempted to ask about the perpetrators of the rape. Where are they now? From the said article, they were three (3) and nothing was mentioned about them.

There must be really something wrong with the society when the accused suddenly becomes the accuser and are ironically sided by the authorities/government.

The background of the society and government that made this possible is that such is an impoverished mixture with a strong flavor of military adventurism and a religious Islamic fervor.

Somalia is a country wallowing in poverty with no functioning government, warlords have been battling for military supremacy since 1991 and the same cycle of violence and senseless killing and execution is still happening up to this very second.

“The child suffered a horrendous death at the behest of the armed opposition groups Kismayo”, this was according to David Copeman, an Amnesty International Somalia campaigner.

Socio-Economic Impacts of Selected Technological Educational Institutions in Metro Manila: Towards a Public Service Delivery Model

ABSTRACT

Title : Socio – Economic Impacts of Selected Technological
Educational Institutions in Metro Manila: Towards a Public Service Delivery Model

Researcher : Ronan S. Estoque

Adviser : Dr. Moises S. Garcia

Program : Doctor in Public Administration


This study aimed at determining the “Socio-Economic Impacts of Selected Technological Educational Institutions in Metro Manila: Towards a Public Service Delivery Model”.
Specifically, this dissertation sought to answer the following questions:

1. What are the profiles of the technological educational institutions according to:
1.1 Population
1.2 Number of campus
1.3 Year of existence
1.4 Courses offered
1.5 Number of Faculty
2. What is the demographic profile of the respondents in the following dimensions:
2.1 Age
2.2 Sex
2.3 Civil Status
2.4 Occupation
2.5 Educational level
2.6 Monthly family income level
2.7 Religious affiliation
2.8 Length of stay in the barangay
3. How do the respondents agree on the social impacts of the technological educational institutions according to:
3.1 Social approval
3.2 Safety
3.3 Social status/standing
3.4 Social Identification
3.5 Social Dependency
4. How do the respondents agree on the economic impacts of the technological educational institutions according to:
4.1 Economic influence
4.2 Economic growth
4.3 Economic perspective
4.4 Economic standing
4.5 Property/business values
5. What social conflicts in the community were brought about by the existence of these technological educational institutions?
6. What are the other suggestions and recommendations of the respondents to strengthen the socio-economic impacts of technological educational institutions in your barangay?
7. Based on the findings of the study, what public sector delivery model can the researcher propose to improve education services provided by technological educational institutions?

Findings
The findings are summarized as follows:
1. Profiles of the technological educational institutions according to:
1.1 Population
There are six (6) technological educational institutions that were covered by this endeavor namely: Technological Institute of the Philippines (TIP), Mapua Institute of Technology (MIT), Polytechnic University of the Philippines (PUP), Technological University of the Philippines (TUP), Eulogio Amang Rodriguez Institute of Science and Technology (EARIST) and Rizal Technological University (RTU).
The biggest technological educational institution based on the population of students is Polytechnic University of the Philippines (PUP) with 52, 064 students. This is followed by Rizal Technological University (RTU) with 25, 243 students. Technological Institute of the Philippines (TIP) follows with 16, 381 students. This is closely followed by Mapua Institute of Technology (MIT) with 15, 428 students. Technological University of the Philippines reflected a student population of 14, 011. The least number of students in terms of student population is Eulogio Amang Rodriguez Institute of Science and Technology (EARIST) reflecting 13, 861 students.
1.2 Number of campus
Polytechnic University of the Philippines have the most number of campuses with fourteen (14) campuses (namely, PUP-Manila, PUP-Bataan, PUP-Taguig, PUP-Sta. Maria, PUP-Commonwealth, PUP-Lopez, PUP-Lopez, PUP-Mulanay, PUP-Unisan, PUP-San Pedro, PUP-Santa Rosa, PUP-Santo Tomas, PUP-Maragondon, PUP-Ragay and PUP-Lepanto). This is followed by Technological University of the Philippines (TUP) with four campuses (i.e. TUP-Taguig, TUP-Cavite, TUP-Visayas and TUP-Manila). Mapua Institute of Technology (MIT) has three campuses (i.e. MIT-Intramuros, MIT-Makati and MIT-Laguna).
Technological Institute of the Philippines (TIP) has two campuses (i.e. TIP-Manila and TIP-Quezon City). Eulogio Amang Rodriguez Institute of Science and Technology (EARIST) follow this with two campuses (i.e. EARIST-Main and EARIST-Cavite). Rizal Technological University (RTU) only has one campus and that is located in Mandaluyong City.
1.3 Years of existence
Technological University of the Philippines (TUP) is the oldest institution founded in 1901. This is closely followed by Polytechnic University of the Philippines (PUP), which was founded in 1904. Mapua Institute of Technology (MIT) was founded in 1925.
Eulogio Amang Rodriguez Institute of Science and Technology (EARIST) was founded in 1946. Technological Institute of the Philippines (TIP), which was founded in 1962, follows this. Rizal Technological University was founded in 1969.

2. Demographic profile of the respondents in the following dimensions:
2.1 Age
Out of 613 respondents, the dominant age bracket belongs to 21-30 years old with 45.7% respondents. This is followed by the 26.6% entry for the 31-40 years old age bracket. The 41-50 years old bracket has a 17.6% figure while the 51-60 years old category has a 6.5% entry. The least percentage of category belongs to the age bracket of 61 years old and over with 3.6%.
2.2 Sex
Females dominated the number of respondents with 311 entries or 50.73% while the males had a 49.27% or 302 entry.
2.3 Civil Status
Respondents who were single show a 47.15% figure or 289 entries. Married respondents were tallied at 266 or 43.39%. There were 34 respondents or 5.54% figure for the category of separated. Widowed respondents were 24 or 3.91%.
2.4 Occupation
178 or 29.03% of the respondents were employed by private enterprises. The government employed 8.16% or 50 respondents. 28.55% or 175 were classified as self-employed. 34.25% of the respondents were students, unemployed or retired individuals.
2.5 Position
Out of 613 respondents, 427 respondents or 69.66% belongs to the category of rank and file. Respondents who own their business were tallied at 140 or 22.84%. The category of supervisors got a 37 or 6.03% tabulation. Managers got a figure of 9 or 1.47%.
2.6 Educational Level
Respondents who were bachelor’s degree holder were tallied at 336 or 54.81%. High school graduates were tallied at 218 or 35.56%. 7.01% or 43 respondents were tallied below the high school level.
2.7 Monthly Family Income
There were five (5) categories for this income level; 15,000 and below, 15,001to 30,000, 30,001-45,000, 45,001-60,000, and 60,001 and above. This is dominated by 15,000 and below income level with 56.44% or 346 entries. This is followed by the category of 15,001-30,000 income level with 99 or 16.15%. The 30,001-45,000-income category got an entry of 96 or 15.66% figure. The 45,001-60,000-income level reflected an entry of 46 or 7.5%. The least number of entry belongs to the income category of 60,001 and above with 26 entry or 4.24%.
2.8 Religion
The entry for Roman Catholics got 444 figure or 72.43%. This is followed by Christians with 56 or 9.14% figure and then followed by Iglesia ni Cristo with 21 or 3.43%. The Muslim category showed 13 respondents or 2.12%. The least number of respondents according to religion belongs to Protestants who got a score of 11 or 1.79%.
2.9 Length of Stay in the Barangay
Respondents who were already staying over 10 years in the barangay were tallied at 251 or 40.96%. Respondents who were categorized over 5-10 years got a score of 119 or 19.41%. The category of over 2-5 years reflected a tally of 103 or 16.80%. The category of 1 year and below was tabulated at 77 respondents or 12.60%. The category of 1-2years was tallied at 63 or 10.23%.

3. Agreement on the social impacts of the technological educational institutions according to:
3.1 Social Approval
There were seven social approval indicators that were rated by the respondents and these were: “The institution is commendable because of its educational service”, “The institution provides educational opportunity for the community”, “The barangay regularly receives help/support from the institution through its community outreach program”, “I have a good opinion of the institution because of its useful outreach programs”, “The institution is prestigious because of its excellent delivery of instruction”, “The institution gives community outreach program to the barangay” and “It is easy to seek financial assistance from the institution’s administration”.
The ranking of composite mean for each indicator is as follows “The institution provides educational opportunity for the community” with a composite mean score of 2.13. The statement “The institution is commendable because of its educational services” with a composite mean score of 2.12 follows this. The third ranked premise is “The institution is prestigious because of its excellent delivery of instruction” with a composite mean score of 1.96. The fourth ranked statement is “The institution gives community outreach program to the barangay” with a composite mean score of 1.91. Two statements with a composite mean score of 1.85 follows this, and these are “The barangay regularly receives help/support from the institution through its community outreach programs” and “I have a good opinion of the institution because of its useful outreach programs”. The seventh ranked composite mean score of 1.81 belongs to the premise “It is easy to seek financial assistance from the institution’s administration”.
It must be noted that EARIST reflected two social indicator statements that were classified as “disagree”. These statements are “The barangay regularly receives help/support from the institution through its community outreach program” with a weighted mean of 1.60 and “It is easy to seek financial assistance from the institution’s administration” with a weighted mean of 1.52. As far as EARIST respondents are concerned, they do not regularly receive community outreach program coming from the subject institutions and that it is difficult to seek financial assistance from the EARIST administration.
The overall composite mean score is 1.95 and it falls under the verbal interpretation of “agree”. Indicating that despite the scores from EARIST, majority of the respondents agrees on the social impact of technological educational institutions in terms of social approval.
3.2 Safety
There were six safety indicators that were rated by the respondents and there were: “The community is safer with the institution’s security guard around”, “The presence of the institution around its community gives a sense of security”, “The institution helps in securing the community”, “The institution promotes safety”, “People are safe near the institution because of the security it provides” and “There is safety because of well-lighted campus”.
The ranking of composite mean for each indicator is as follows: “There is safety because of well – lighted campus” with a composite mean of 1.95 - 1st, “The presence of the institution around its community gives a sense of security” with a composite mean of 1.95 – 2nd. Two safety statements were tied with a composite mean of 1.88 and these are “The community is safer with the institution’s security guard around” and “The institution promotes safety”. Two statements were tied next for the least composite mean of 1.86 and these are “The institution helps in securing the community” and “People are safe near the institution because of the security it provide”.
The overall composite mean of 1.90 falls under the verbal interpretation of agrees. Majority of the respondents agrees on the social impact of technological educational institution in terms of safety.


3.3 Social Status/Standing
There were nine social status/standing indicators that were rated by respondents and these were: “The institution gives superior instruction”, “The institution gives high quality instruction based on board examination performance”, “The institution is a top ranking school due to its high standard of teaching”, “The institution is a superior technological educational institution because of quality instruction”, “The institution is an important part of the community”, “Students are proud of studying at their institution”, “People are proud to be associated with the institution”, and “People want to be associated with the institution”.
The ranking of composite mean for each indicator is as follows: “The institution is an important part of the community” with a composite mean score of 2.11 - 1st, “Students are proud of studying at their institution” with a composite mean score of 2.08 – 2nd, “People are proud to be associated with the institution” with a composite mean score of 2.04 – 3rd, “The institution gives superior instruction” with a composite mean of 2.03 – 4th, “The institution is a superior technological educational institution because of quality instruction” with a composite mean of 2.02 – 5th, “The institution is a top ranking school due to its high standard of teaching” with a composite mean of 2.00 – 6th, “The institution gives high quality instruction based on board examination performance” with a composite mean of 1.99 – 7th, “It is an honor to be associated with the institution” with a composite mean of 1.97 – 8th, and “People want to be associated with the institution” with a composite mean of 1.94 – 9th.
It must be noted that there were three “highly agree” and one “disagree” social status/standing indicators that were reflected. The “highly agree” indicators were all from TUP; “The institution is a top ranking school due to its high standard of teaching” – 2.39, “The institution is an important part of the community” – 2.34, and “Students are proud of studying at their institution” – 2.38. The “disagree” verbal interpretation was reflected from EARIST under the statement “The institution is a top ranking school due to its high standard of teaching. Respondents from TUP have a remarkable regard for the social standing of the said institution for its quality teaching – and as such are rated as fundamental element of the community. Respondents from EARIST do not agree that the said institution renders a high quality of teaching.
The overall composite mean score of 2.02 has a verbal interpretation of “agree”, this denotes that majority of the respondents agrees on the social impact of the technological educational institutions in terms of social status/standing.
3.4 Social Identification
There were five social identification indicators that were rated by respondents and these were: “Students from the institution are easily identified because of their behavior”, “Students from the institution are easily identified because of the wearing of ID’s”, “Students are known by the respondents personally”, “Students from the institutions wear their uniforms”, and “Students from the institution do not wear their uniforms”.
The ranking of composite mean for each indicator is as follows: “Students from the institution wear their uniforms” with a composite mean of 2.20 – 1st, “Students are known by the respondents personally” with a composite mean of 2.14 – 2nd, “Students from the institution are easily identified because of the wearing of ID’s” with a composite mean of 1.95 – 3rd, “Students from the institution are easily identified because of their behavior “ with a composite mean of 1.91 – 4th, and “Students from the institution do not wear their uniforms” with a composite mean of 1.80 – 5th.
The statement “Students from the institution wear their uniforms” reflected three subject institutions that have a verbal interpretation of “highly agree” and these are TIP – 2.34, RTU – 2.40, and EARIST – 2.38.
The overall composite mean of 2.00 is given the verbal interpretation of “agree” in terms of extent of agreement on the social impacts of the technological educational institutions in social identification.
3.5 Social Dependency
There were eight social dependency indicators that were rated by respondents and these were: “The institution is dependable whenever there is a calamity”, “The institution provides an alternative livelihood program”, “The institution helps by providing additional financial assistance”, “The institution helps the residents of the nearby community”, “The institution helps the community by giving free and useful seminar”, “It is difficult to seek financial help from the institution”, “The community is a better place because of the institution”, “The institution cares for the barangay by building a learning community”.
The ranking of composite mean for each indicator is as follows: “The community is a better place because of the institution” with a composite mean of 2.02 – 1st, “The institution cares for the barangay by building a learning community” with a composite mean of 2.00 – 2nd, “The institution helps the residents of the nearby community” with a composite mean of 1.92 – 3rd, “The institution provides an alternative livelihood program” with a composite mean of 1.91 – 4th. Three statement were tied with a composite mean of 1.89 and these are “The institution is dependable whenever there is a calamity”, “The institution helps by providing additional financial assistance”, and “The institution helps the community by giving free and useful seminar”. The premise “It is difficult to seek financial assistance from the institution” was with a composite mean of 1.88 – 8th.
The overall composite mean of 1.93 falls under the verbal interpretation of “agree” indicating the extent of agreement of the respondents in terms of social dependency.

4. How do the respondents agree on the economic impacts of the technological educational institutions according to:
4.1 Economic Influence
There were seven economic influence indicators that were rated by respondents and these were: “The institution is influential by providing direct jobs to the community”, “The institution contributes to the development of the barangay by giving business opportunities”, “The institution improves the economic condition of the community”, “The institution helps the barangay economically”, “The institution is a credible institution by consistently providing livelihood programs”, “The institution influences the community through educational livelihood programs”, and “The institution has no influence over us, they extend no help”.
The ranking of composite mean for each indicator is as follows: “The institution helps the barangay economically” with a composite mean of 2.07 – 1st, “The institution contributes to the development of the barangay by giving business opportunities” with a composite mean of 2.02 – 2nd. “The institution improves the economic condition of the community” with a composite mean of 2.00 – 3rd, “The institution is a credible institution by consistently providing livelihood programs” with a composite mean of 1.98 – 4th, “The institution influences the community through educational livelihood programs” with a composite mean of 1.96 – 5th, “The institution is influential by providing direct jobs to the community” with a composite mean of 1.93 – 6th, and “The institution has no influence over us, they extend no help” with a composite mean of 1.76.
The overall composite means of 1.96 with a verbal interpretation of “agree” shows that majority of the respondents concur with the economic influence indicators. Based on the individual tally of subject technological educational institutions – TIP, PUP and TUP reflected a remarkable mean score for the extent of agreement on the economic impacts of technological educational institutions in terms of economic influence.
4.2 Economic Growth
There were seven economic influence indicators that were rated by respondents and these were: “The institution contributes to the economic development of the community”, “There is an economic growth in the community because of the institution”, “There is some business in the barangay because of the subject technological educational institution”, “The institution provides some jobs to the community”, “The institution is a source of a steady income by providing numerous livelihood opportunities”, “I get by because the institution provides business opportunities”, and “I am not deprived of material things because the institution gives opportunities”.
The ranking of composite mean for each indicator is as follows: “There is some business in the barangay because of the subject technological educational institution” with a composite mean of 2.06 – 1st, “The institution is a source of a steady income by providing numerous livelihood opportunities” with a composite mean of 2.02 – 2nd, two economic influence indicators were tied with a composite mean of 2.01 – “The institution provides some jobs to the community” and “I get by because the institution provides business opportunities”, “There is an economic growth in the community because of the institution” with a composite mean of 1.95 – 5th, “The institution contributes to the economic development of the community” with a composite mean of 1.93 – 6th, and “I am not deprived of material things because the institution gives opportunities” with a composite mean of 1.90.
Respondents are universally in agreement that subject institutions are steady sources of income, that businesses are in existence because of the subject institutions nearby and that there is economic growth in the community brought about by the presence of learning institutions.
The overall composite mean is 1.98 with a verbal interpretation of “agree”. This denotes that majority of the respondents concurs with the economic impacts of the subject technological educational institutions in terms of economic growth.
4.3 Economic Perspective
There were four economic perspective indicators that were rated by the respondents and these were: “Respondents are economically independent because the institution developed their employable skills”, “Respondents are able to survive the present economic difficulty because the institution contributes to the general welfare of society”, “Economic difficulties seem bearable because the institution provides business opportunities” and “Economic difficulties are easier to cope with the institution providing livelihood seminars to the barangay”.
The ranking of composite mean for each economic perspective indicator is as follows: “Economic difficulties are easier to cope with the institution providing livelihood seminars to the barangay” with a composite mean of 2.00 – 1st, “Economic difficulties seem bearable because the institution provides business opportunities” with a composite mean of 1.98 – 2nd, “Respondents are able to survive the present economic difficulty because the institution contributes to the general welfare of society” with a composite mean of 1.95 and “Respondents are economically independent because the institution developed their employable skills” with a composite mean of 1.92.
Majority of the respondents views the subject technological educational institutions positively. Economic difficulties are easier to cope with and even easier to hurdle due to the presence of subject technological educational institutions.
The overall composite mean of 1.96 with a verbal interpretation of “agree” shows the extent of agreement on the economic impacts of the subject technological educational institutions in terms of economic perspective.
4.4 Economic Standing
There were eight economic standing indicators that were rated by respondents and there were: “There are more business opportunities with the institution nearby”, “The incomes of the respondents are dependent on the students of the institutions”, “Respondent’s income is dependent on the institutions employee”, “There is some prosperity brought by the institution”, “The institution gives job, helping the economic development of the barangay”, “The institution is a factor in national development”, “Businesses exist because of the institution”, and “There is no economic difficulty because of the institution”.
The ranking of composite mean for each indicator is as follows: “There is some prosperity brought by the institution” with a composite mean of 2.04 – 1st, two statement were tied with a composite mean of 2.02, “There are more business opportunities with the institution nearby” and “The institution gives job, helping the economic development of the barangay”. The premise “Businesses exist because of the institution” reflected a composite mean of 2.01 – 4th, “The institution is a factor in national development” with a composite mean of 1.99 – 5th, “The income of the respondents are dependent on the students of the institution” with a composite mean of 1.98 – 6th, “Respondent’s income is dependent on the institutions employees” with a composite mean of 1.94 – 7th, and “There is no economic difficulty because of the institution” with a composite mean of 1.93 – 8th.
Respondents are one with the opinion that there is some prosperity in the community because of the subject technological educational institutions and that business opportunities are thriving principally because of these institutions.
The overall composite mean of 1.99 with the verbal interpretation of “agree” shows that respondent concurs with the economic impact of technological educational institutions in terms of economic standing.
4.5 Property / Business Values
There were eight indicators that were rated by respondents and these were: “Respondent’s livelihood is dependent on the institution”, “Respondent’s business is booming because of its nearness to the institution”, “The value of properties is higher because of the institution”, “Respondent’s business is earning because of the institution”, “Respondent’s business is affected by its nearness with the institution”, “Respondent’s are in business because of the institution nearby”, and “Respondent’s livelihood is thriving because of the institution”.
The ranking of composite mean for each indicator is as follows: “The values of respondent’s properties are higher because of its nearness with the institution” with a composite mean of 2.02 – 1st, “Respondent’s business is earning because of the institution” with a composite mean of 2.00 – 2nd, “The value of properties are higher because of the institution” and “Respondent’s are in business because of the institution nearby” are tied with a composite mean of 1.99, “Respondent’s business are booming because of its nearness to the institution” with a composite mean of 1.97 – 5th, “Respondent’s business is affected by its nearness with the institution” with a composite mean of 1.96 – 6th, “Respondent’s livelihood is thriving because of the institution” with a composite mean of 1.93 – 7th, and “Respondent’s livelihood is dependent on the institution” with a composite mean of 1.90.
These responses validate the impression empirically that subject technological educational institutions contribute to the appreciation of property values, earnings of disparate businesses, and thriving business ventures.
The overall composite mean of 1.97 with a verbal interpretation of “agree” shows that majority of the respondents concurs with the economic impact of the subject technological educational institutions in terms of property/business values.

5. What social conflicts in the community were brought about by the existence of these technological educational institutions?
There were ten social conflicts that were enumerated by these endeavor and these are: business related conflicts/competition, fighting/student brawl, overcrowding, littering, noise, fraternity related intimidation, sanitation, traffic congestion, waste disposal and criminality.
The ranking of mean score for each social conflict are follows: business related conflicts/competition, with a mean score of 8.55 – 1st, littering, with a mean score of 8.29 – 2nd, fighting/student brawl, with a mean score of 6.72 – 3rd, criminality, with a mean score of 6.65 – 4th, overcrowding, with a mean score of 5.78 – 5th, fraternity related intimidation, with a mean score of 5.07 – 6th, sanitation, with a mean score of 4.82 – 7th, traffic congestion, with a mean score of 4.73 – 8th, noise, with a mean score of 4.63 – 9th, and waste disposal, with a mean score of 4.58 – 10th.
According to the respondents, the top three social conflicts that concern them are business related conflicts/competition, littering, and fighting or student brawls. This is followed by criminality, overcrowding, and fraternity related intimidations.
The least concerns of the respondents are sanitation, traffic congestion, noise and waste disposal.

6. What are the other suggestions and recommendations of the respondents to strengthen the socio-economic impacts of technological educational institutions in your barangay?
There were nine possible suggestions and recommendations that were solicited from the respondents and these are: focus and improve on teaching, focus and improve on research, focus and improve on extension services, improve the quality of programs/courses being offered, promote quality education, employability of graduates, responsiveness of technological education programs to labor – market demand, focus on nationalism and patriotism of the students and graduates and ensure that education is accessible to all.
The ranking of mean scores for each suggestion and recommendations are as follows: focus and improve on research, with a mean score of 6.04 – 1st, focus and improve on extension services, with a mean score of 5.78 – 2nd, focus on nationalism and patriotism of the students and graduates, with a mean score of 5.25 – 3rd, focus and improve on teaching, with a mean score of 5.21 – 4th, employability of graduates, with a mean score of 5.06 – 5th, improve on the quality of programs/courses being offered, 4.92 – 6th, Responsiveness of technological education programs to labor – market demands, with a mean score of 4.82 – 7th, ensure that education is accessible to all, with a mean score of 4.65 – 8th, and promote quality education, with a mean score of 4.02 – 9th.
The top three suggestions and recommendations of the respondents are: focus and improve on research, focus and improve on extension services and focus on nationalism and patriotism of the students and graduates. This is followed by Focus and improves on teaching, employability of graduates and improve on the quality of programs/courses being offered.
7. Based on the findings of the study, what public service delivery model can the researcher propose to improve education services provided by technological educational institutions?
The 1987 Philippine Constitution offered some platform that could be used as a benchmark for a public sector delivery model. Article XIV, Section 1 states that “The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all”. Section 3 of the said article further defined a public service delivery model by stating “ Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged;”
Article XIV, Section 10 said that “Science technology are essential for national development and progress. The State shall give priority to research and development and progress. The State shall give priority to research and development, invention, innovation, and their utilization; and to science and technology education, training, and services. It shall support indigenous, appropriate, and self-reliant scientific and technological capabilities, and their application to the country’s productive systems and national life”.
Pursuant to Republic Act No. 7722 (known as the Higher Education Act of 1994), subject technological educational institutions should undertake the following tasks: promote quality education, advance learning and research, enrich historical and cultural heritage, develop professionals ready for international competition, ensure that education is accessible to all, ensure and protect academic freedom, development of effective leadership education of high-level professionals.
Section 2 of RA 7722 in its Declaration of Policy states that “The State shall protect, foster and promote the right of all citizens to affordable quality education at all levels and shall take appropriate steps to ensure that education shall be accessible to all. The State shall likewise ensure and protect academic freedom and shall promote its exercise and observance for the continuing intellectual growth, the advancement of learning and research, the development of responsible and effective leadership, the education of high-level and middle-level professionals, and the enrichment of out historical and cultural heritage.
Conclusions
1. The bigger the number of students, the bigger the socio-economic impacts. A numerous campuses connotes more beneficiaries of socio-economic indicators as enumerated by this endeavor. The older the subject technological educational institution, the more expectations are asked of the technological educational institution.
2. Majority of the respondents belongs to the 21-30 years old age bracket, most of them were females and single, most of them belong to the rank and file category and are bachelor’s degree holder, majority of them have a monthly income of 15,000 and below. Most of their religion is Roman Catholic with majority of them staying over 10 years in the barangay. In order to have better socio-economic impacts in the community, more seminars and livelihood programs must be specifically tailored targeting these demographics.
3. Respondents generally “agree” on the social impacts of subject technological educational institutions according to; social approval, safety, social status/standing, social identification and social dependency.
4. Respondents generally “agree” on the economic impacts of subject technological educational institutions according to; economic influence, economic growth, economic perspective, economic standing, and property/business values.
5. There were ten social conflicts that were enumerated by these endeavor and these are: business related conflicts/competition, fighting/student brawl, overcrowding, littering, noise, fraternity related intimidation, sanitation, traffic congestion, waste disposal and criminality.
The top three concerns of the respondents were business related conflicts/competition, littering, and fighting/student brawl.
6. There were nine suggestions and recommendations that were enumerated and these are: focus and improve on teaching, focus and improve on research, focus and improve on extension services, improve the quality of program/courses being offered, promote quality education, employability of graduates, responsiveness of technological educations programs to labor – market demand, focus on nationalism and patriotism of the students and graduates and ensure that education is accessible to all.
Majority of the respondents were concerned with the focus and improvement of research, focus and improvement of extension services and focus on nationalism and patriotism of the students and graduates.
7. Subject technological educational institutions should make concrete action plans in promoting quality education, in advancing learning and research, in enriching historical and cultural heritage, in developing professionals ready for international competition, in ensuring that education is accessible to all, in ensuring and protecting academic freedom, in developing effective leadership and in educating high-level professionals.

Recommendations
1. Subject technological educational institutions must be conscious of their socio-economic impacts in the surrounding community. Other than the present endeavors, a more systematic process must be set up to improve the socio-economic status of the surrounding community.
2. Livelihood programs must be tailor-made for the potential beneficiaries. There must be a match for the program and the recipients of the program.
3. Subject technological educational institutions must do more in terms of social impacts in their community.
4. Subject technological educational institutions must do more in terms of economic impacts in their community.
5. A systematic program of action must be formulated in minimizing business related conflicts, a regular clean-up drive must be done every week (for the surrounding community) and fraternities must be encouraged to seek recognition with the office of student affairs.
6. Subject technological educational institutions must focus on research and must have the findings of these researches felt by the surrounding community. The research that is being conducted by subject technological educational institutions must attract the attention of the surrounding barangay, if possible, a consultation with the barangay be made so as to enable them to chart their own economic development.
7. In general, the difficulty and the dilemma of the Philippine government is not on the creation and crafting of laws but on the execution and implementations of laws. Subject technological educational institutions must be decisive and bold when it comes to the pursuit of academic imperatives and more so, when it comes to public service.

Maverick

It is surprising to note that up to this date, there is a family that goes by the surname Maverick. Nowadays, the term maverick connotes an individual who does not conform to the norms. The term connotes a politician who strayed from the policies and instruction of a political party. This definition was even expanded to non-conformity to the established mores and tradition.

Historically, the term was derived from an actual person, American lawyer Samuel Augustus Maverick (1803 – 1870). He is a signatory to the Texas Declaration of Independence and a former mayor of San Antonio (1839).

The evolution of the use of his name started when in the course of settling a debt, he accepted a herd of cattle instead of cash. These cattle roamed freely, unbranded, and over time - all unbranded animals were tagged as “mavericks”.
Eventually, the term was applied to unbranded cattle or livestock. In time, the term was also used in describing politicians who do not subscribe to the opinion of the majority, a person who exhibits independence and is not appreciated by the majority.

Republican candidates Senator John McCain and Governor Sarah Palin are always projecting themselves as “mavericks” or to put it bluntly, politicians who do not subscribe to the dictates of their party.

And since Senator Barack Obama and Senator Joe Biden are projecting themselves as candidates of change, the battle lines are drawn between “rebels” (for the Republican) and “change” (for the Democrats) and all against the status quo. The status quo of course is the present occupant of Whitehouse in the person of President George Bush.

Between the two philosophical packaging of candidates, the candidacy of change of Senator Barack Obama is more favored to prevail. Barring any military episode (a terrorist attack or a military adventurism somewhere in the globe) that would favor Senator McCain, calling the next presidency as the era of Barack Obama is fair and more accurate in the realm of US politics.

This would mean a shift in American policy from waging war as opposed to diplomatic solutions in advancing its disparate and varied interest. A definite exit from the military adventure of Iraq and Afghanistan – to diplomacy and intrinsic attention to parochial concerns.

Reference:
1. 2003 Grolier Multimedia Encyclopedia

Large Hadron Collider

In the 1990’s, there was an aborted experiment under the name Super Conducting Super Collider, essentially it was a particle accelerator where the cost of making a working model is around 1 Billion US Dollars.

To cut a long story short, nothing happened out of that attempt because the US Administration at that time withdrew the funding for some political reasons and that is that. Somewhere in Nevada, there is a 30 mile radius tunnel that is just a useless hole.

This year, another project was also put in place, and this time around it is called “Large Hadron Collider”. This is now based in Geneva, with the same concept and with the same purpose.
To prove the empirical existence of Higgs particle and to re-create the first Big-bang explosion which created matter and started everything.

The Higgs particle is also known as the “god’s particle” since with the empirical proof that such exist, theoretical physics could now chase the very manipulation of matter, which in turn could open a lot of possibilities. This could even produce the Unified Field Theory (or Theory of Everything) which eluded Albert Einstein.

The particle accelerator could also finally settle empirically the creation of the universe. The Big-bang theory might even become a fact after this generation.

Surprisingly, there are a number of people opposed to this scientific endeavor. Some even went to court to stop the experiment legally. They contend that such an undertaing might produce the anti-matter, the very opposite of matter, and it might serve as a catalyst for the destruction of everything.

The flipside of their contention is that such experiment might accidentally create a mini-blackhole which in turn will destroy this planet and the solar system as we know it.
All the world ending scenarios were thrown out of the court and the project was given a green light to proceed.

About a month ago, the Large Hadron Collider powered up, and fired particles approximating the speed of light clockwise and counter-clockwise. Unfortunately, a part of the system broke down, and reading from their press releases, it would take another month just to repair the particle accelerator.

There are so many possibilities and so many answers to explore and chase. Now why would anyone prevent such a historical undertaking?

The following questions hopefully will be answered by the experiments that will be conducted using the particle accelerator.

1. What is mass? What is the origin of mass? Why do some particles weight the amount they do? Why do some particles have no mass at all? At present there are no standard answers to these basic queries.

2. What is the 96% of the universe made off? Everything is collectively known and called as matter and that is just the 4% of the what we know. The remaining percentage is still unknown. This is what the physicist called the “dark matter” and “dark energy”. Investigating their existence and relationships with matter is one of the greatest riddle of science and cosmology.

3. Why is there no more anti-matter? Theoritically, after the Big-bang, there was a battle for supremacy, a battle between matter and anti-matter. Nature however favored matter, hence there is no more anti-matter or is there?

4. What was matter like during the first seconds of the universe? This is where the Higgs particle or God’s particle comes in. Which is which?

5. Do extra dimensions exist? Is there another plane that we are not aware of. Whatever biases one have, concrete answers to this basic questions need some scientific answers. Einstein hinted that this, unfortunately, he died before investigating the subject.

Suddenly, the world as we know it, is not the same anymore. Science as we know it will never be the same again. We will have to re-write everything and unlearn a lot of pre-conceived notions.

Reference:
1. www.public.web.cern.ch

Strenghts and Weaknesses of Academic Improvement Visitation in TIP-Manila: Towards a Better Delivery of Instruction by Ronan S. Estoque, DPA (June'08)

The objective of Academic Improvement Visitation (AIV) essentially is to uplift the quality of instruction for the institution. The intention of this endeavor is to support the practice and policy of AIV. In other educational institutions, a mechanism similar in objective and purpose is also being done though such goes by other name or nomenclature. Since the biggest room in the world is the room for improvement – the process of identifying areas for instructional improvement runs in consonance with the institutional mantra of kaizen or continuous improvement.

Descriptive method of research was the primary framework of this endeavor. Accordingly, descriptive research method refers to the identification of characteristics of the behavior or situations in which it occurs, so that behavior can be predicted or described (Heiman, 1995).

The advantages of the questionnaire method are as follows (Nocon et. al, 2000):

1. It is less expensive since questionnaires can be distributed personally or by mail.

2. It is less time consuming since it can be distributed over a wider geographical area in a shorter time.

3. It can give confidential responses since the respondents can answer the questionnaire privately.

4. The answers obtained are free from any influence from the interviewer.

The findings are summarized as follows:

1. What is the profile of the respondents in terms of:

Department
In the period of 1st Semester SY 2005-2006, there were a total of 184 faculty and that out of the 184 faculty, 171 were actually observed and covered by AIV. It must be noted that there seven departments that were able to obtain a score of 100% in terms of AIV coverage while there were six departments that were able to get a score less than 100% .

In SY 2005 – 2006, second semester, there were a total of 146 faculty and 139 were covered by the AIV for 96.30% average. There were 10 departments who obtained a 100% coverage while three other departments (were tallied at less than 100%, e.g. CE/SE – 89%, CBE – 78% and MarineE and T – 85%). In SY 2006 – 2007, first semester, there were a total of 143 faculty for the said duration and there were 130 actual faculty that were subjected to the AIV with a percentage of 91%.

In SY 2006 – 2007, second semester, there were a total of 116 faculty observed out of 121 for a percentage coverage of 96%. There were ten departments that were able to cover their faculty 100% (i.e. Arch./DT, CE/SE, CoE, EE, ECE, CITE, M & P, Mar. E &T, ME/IE, and PE).

2. What are the weaknesses of AIV?

Observed weaknesses for the First Semester, SY 2005 - 2006

1. Department Chairs must ensure that each faculty in the department must submit their WLAP every week following the schedule as stipulated in the form. This must be done with or without observation/visitation.

2. Implementation of the 5s inside the classroom should be strictly enforced by all departments. TIP is known to be a very clean school, so that cleanliness and tidiness is very important to ensure that 5s is observed.

3. There must be a close supervision and monitoring of faculty members to ensure 100% compliance with the preparation of WLAP, Class Record, Seat Plan and other teaching paraphernalia.

Table 10. Weaknesses for the First Semester, SY 2005 – 2006

Observed weaknesses for the Second Semester, SY 2005 - 2006

1. The institution must benchmark the performance the performance of its Department Chairs and Faculty Members regularly against best practices locally and globally.

2. Faculty development strategies must be undertaken regularly to provide the faculty with better opportunities to learn and improve their crafts.

3. Weaknesses in student performance must also be identified and be acted upon by each faculty member and should not be ignored and set aside.

4. Proper monitoring and guidance must be provided to students who cannot cope up with their academic work to support them in their studies and to assist them in overcoming their academic problems and studies.

Table 11. Weaknesses for the Second Semester, SY 2005 – 2006

Observed weaknesses for the First Semester, SY 2006 – 2007
1. Around 5% do not have their Syllabi and WLAP’s at the time of the observation.

2. Some department chairs failed to join the Academic Dean during the observation/visitation.

3. There are some teachers who do not observe the proper implementation of the 5s in the classroom. They try to ignore scattered pieces of papers that are inside the classrooms.

4. Some faculty members uses stereotyped WLAP’s and do not conform with the topics as stipulated in their syllabi.

Table 12. Weaknesses for the First Semester, SY 2006 – 2007

Observed weaknesses for the Second Semester, SY 2006 - 2007

1. College Deans and Department Chairs must strictly observe their own faculty members and undertake Academic Improvement Visitation at least twice every semester, as recommended by Mr. Peter Dombey during his last visit in TIP, Manila Campus.

2. Blackboards at the P. Casal Campus must be repainted.

3. Implementation of the 5s Program must be strictly followed by all concerned.

4. Faculty Development Programs must be continuously undertaken for faculty members, especially those who are newly hired.

Table 13. Weaknesses for the Second Semester, SY 2006 – 2007

3. What are the strengths of the AIV program?

Strengths of the Academic Improvement Visitation Program

1. The AIV serves as an avenue for continuous improvement, efficient classroom management and improved teaching competence for the faculty.

2. The AIV raises the bar of instruction in the institution.

3. Department Chairs who have monitored closely their faculty members show 100% compliance with the AIV requirement.

4. There is a tangible pedagogical competency improvement among the faculty.

5. Values Education was incorporated in the subject matter of faculty members under the Humanities and Social Sciences Department.

6. Knowledge of current situations and events were likewise incorporated in the teaching of Ethics, Logic and Philosophy.

7. Majority of the faculty members have taken effective action to address their weaknesses and have continued to build on their strengths to enhance their performance and efficiency in teaching.

8. The AIV is very effective in helping new faculty members in achieving their goals in providing their students with the best results in learning and education.

9. The AIV improved the implementation of the 5s program.

10. The AIV enhanced the teaching methodologies of the faculty members.

11. The AIV improved the ability of the faculty in lesson preparation.

12. The AIV improved the proficiency of faculty in English.

13. The Academic Improvement Visitation encourages the faculty members to be up to date in their class records (i.e. checking and recording of quizzes, seat works and other requirements).

14. The AIV improves self-confidence.

15. The AIV improves the delivery of instruction.

16. The AIV helps in mapping classroom activities.

17. The AIV serves as a platform for the faculty to display their mastery of the subject matter.

18. Improves the conformance of objectives (as stipulated in the WLAP’s).

19. The Academic Improvement Visitation improves punctuality and regular attendance of the faculty.

20. The AIV improves the compliance of teaching paraphernalia’s for the TIP faculty.

Table 14. Strengths of Academic Improvement Visitation

Conclusions:

1. The success of the Academic Improvement Visitation is dependent on the Department Chairs. Departments who obtained lesser scores usually had their Department Chair preoccupied with some other departmental concerns.

2. Teaching paraphernalia’s (e.g. Syllabus, Class Record, Weekly Lesson Activity Plan and Seat Plan’s) must always be emphasized as an imperative tool for teaching among the TIP Faculty. There must be a uniformed and a universal implementation of the 5’s system. TIP Faculty must have an ownership of the system.

3. The Academic Improvement Visitation (AIV) is an effective management tool for continuous betterment of the delivery of instruction for the institution. The AIV serves as a positive influence in guiding the faculty in the improvement of their craft. More often than not, TIP faculty displays a positive attitude towards AIV – they see the AIV as an opportunity to showcase their teaching competency to their respective Department Chair and Academic Dean. This perspective in turn improves the delivery of instruction for the TIP students.

From the endeavor, the following insights were established:

1. The success or the inefficiency of the Academic Improvement Visitation (AIV) is dependent on the Department Chairs. Department Chairs must believe and persevere that AIV works and that a lot are riding on their shoulders whenever the visitation is being conducted.

2. Whenever there is faculty who teaches without complete teaching paraphernalia’s, the failure is partly owned by the Department Chair. This is a failure of coaching on the part of the Department Chair. Department Chairs must always emphasized importance of teaching paraphernalia’s and must devise a system where no teaching is ever complete if one does not have a complete teaching paraphernalia.

3. The Academic Improvement Visitation (AIV) is a unique and effective tool for measuring the improvement of the delivery of instruction in the institution. This must be continued and there must be at least two AIV rounds per department.

4. The AIV visits must be done by the Mid-terms so as to have a true performance reflective evaluation for the respective faculty.

5. There must be clear standard when it comes to the institutional academic improvement visitation.

6. There must be an “action plan” when it comes to the identified weaknesses established by the academic improvement visitation.

7. There must be a reward/citation/commendation for departments that are accomplishing betterment in the delivery of instruction.

8. Credits/commendations must be given to the faculty instead of the respective department chair.

9. More training about instructional improvements must be conducted by the institution for a higher quality of instruction.

10. Academic improvement visitation must be continuous endeavor instead of a semestral metric.

11. Ideally, there must be no AIV during the summer term. Instead, institutional sponsored instructional trainings will have to be conducted in this duration.

12. As much as possible, faculty members should be visited in the time where they are teaching their forte.

13. Academic improvement visitation should be a platform for the faculty to showcase their mastery of the subject being delivered for the students.