Sustainability Indicators for Internationalization of Teacher Education

Program: A Developing Process of Engagement

Kennedy A. Beltran and Allan B. Del Rosario
College of Development Education/ College of Agriculture and Natural Resources
Central Bicol State University of Agriculture
San Jose, Pili, Camarines Sur 4418 Philippines
[email protected] / [email protected]

Abstract

This study assesses the development issues of sustainability indicators for internationalization
program of teacher education program. Higher education has now become a real part of the
globalization process: the cross-border (intercultural, socioeconomical) matching of supply and
demand in education system. Consequently, higher education can no longer be viewed in a
strictly national context. This calls for a broader definition of internationalization, which
embraces the entire functioning of higher teacher education and not merely a dimension or aspect
of it, or the actions of some individuals who are part of it. This term paper provides a conceptual
and organizational framework for internationalization of higher teacher education, which
includes a discussion of findings and initiative programs, a description of the various rationales
for and approaches to internationalization, and an analysis of strategies of integrating
international dimensions in a teacher education institution.

Keywords: Sustainability, Internationalization, TEP, Development, Intercultural, Initiatives

1. Introduction

Measuring one’s capability to promote excellence is an enduring process to meet certain

standards of evaluation wherein specific level of quality is determined to provide substantial
information for the intended community and global market. Such academic endeavor serves as
the ultimate goal of any higher education institution not only in the pursuit for accreditation but
also for global recognition as well (Rosaroso, Yap & Gador, 2015). Internationalization of higher
education is now characterized by a transition from technical assistance to the third world by
developed countries to a growing global competition within some designated countries or areas
to programs, degrees, diplomas, campuses, and quality assurance at a global level (Huang, 2007).
External monitoring of institutions (Jackson & Bohrer, 2010) through accreditation and
certification (Cottrell et al., 2009) are forms of Quality Assurance (QA) mechanism being
facilitated to assess the level of quality and compliance to identified local and international
quality standards like the growing use of ISO 9001 which indicates that the concepts of quality
being used are driven by the external requirements of the market (Jung, Wong & Belawati,
2013). QA mechanisms undoubtedly fuel the passion in the hearts of organizational members to
move towards higher levels of quality manifestations (Javier, 2015) and failure to acknowledge
its different dimensions can diminish the institutional purpose (Jung, et al., 2013).

Accreditation systems ensure high-level or good-practice standards to differentiate institutions

enjoying high degree of autonomy or degree program with relatively equal levels of quality
(Sanyal & Martin, 2007). It provides a culture of periodic evaluation and identification of areas
for improvement; (Cueto et al., 2006). Accreditation process (Cottrell et al., 2009; Roberts,
2001) and certifications from private and government agencies can measure and monitor the
performance of various academic institutions. Developed countries are now reaping their benefits
from the process of internationalization while the developing countries are forced to accept
negotiations from them to get support in turn (Wadhwa & Jha, 2014). There are some monitoring
teams which oversee the international operations (Coleman, 2003) that require the colleges and
universities to submit themselves for formal visit to confirm and verify some documents and
reports as proofs that they are following the policies and guidelines set for them to ensure the
delivery of quality education. The educational institutions allow the external evaluators to
scrutinize their processes and outputs to identify some areas that would need further
improvement and alignment to the national and international demands of the industries and
neighboring countries.

In the Philippines, the Commission on Higher Commission (CHED) supports the initiatives of
HEIs to undergo voluntary accreditation of self-regulation and peer evaluation through giving
incentives and greater autonomy therefore, accreditation is now viewed as a means of promoting
educational excellence (“CHED Accreditation in the Philippines”). CHED policy clearly benefits
accrediting agencies, the amount of control it exerts is also a threat to the private voluntary
nature of the accreditation system, which is one of its strengths (Pijano, 2010). Compliance to
certain international standards and practices of most developed countries makes one organization
from a third world country like the Philippines more trusted and regarded as forerunner in the
field. Literature research methodology was used in this study to read through, analyze and sort
literatures in order to identify the essential attribute of materials which is generally referred to as
"non-contact method" (Lin, 2009).

The Commission on Higher Education released a Circular Memorandum Order number 55 s.

2016 known as Policy Framework and Strategies on the Internationalization of Philippine Higher
Education. In accordance with the 1987 Philippine Constitution and Republic Act No. 7722,
otherwise known as the "Higher Education Action of 1994," and taking into account the
Philippine Government commitments to bilateral, multilateral, regional and international
agreements in higher education, including its trade as services, hereunder are the policies,
strategies and guiding principles on the internationalization of Philippine Higher Education.

The Central Bicol State University of Agriculture board of regents approved the policies and
guidelines on Internationalization program during its 2 nd quarter meeting on 26 June 2019 with
resolution number 29 series of 2019. Gearing toward the future with its previous mission of
producing globally competitive graduates, develop viable agri-industrial technologies and to help
build resilient and sustainable communities supported by the existing vision of becoming an
agricultural research university of global standard. This developing mandates from the
Commission on Higher Education (CHED) on internationalization program may broadly differ
with each university in Bicol region such that of foreign expert program – exchanges of students
to partner university. The student credit mobility program, the faculty and staff exposure
program. The ability on how the university’s College of Development Education sustains its
mission to adhere to internationalization and the mobility how they sustain it can be monitor
periodically to assess the impact to the community.

The College of Development Education through its partners in education in Asia pushes its
mandate to be at par with other universities by continuing engagement creating an avenue to
deliver what is expected to the institution. Several international symposia and trainings
conducted by the college with ASEAN universities to name some from Indonesia, Lao and
Thailand. On its journey to linkages, the SEAMEO - Southeast Asian Ministers of Education
Organization tied the cord of understanding with the teacher education program giving
opportunities to exchange culture without barrier in education and socioeconomic stability of the
involved parties. To add current endeavor with envisions of becoming an agricultural research
university of global standards, the Central Bicol State University of Agriculture partners with the
two leading public research universities in America, namely Arizona State University (ASU) and
North Carolina State University (NCSU) in another educational undertaking. The collaboration
with ASU and NCSU will focus on the student services program, student internships, grant for
research undertakings, lecture programs, and participation of the students in non-credit programs.
Also, an agreement to establish a Global Campus of ASU in the University took place. Amidst
this pressing situation, the agreement among the three Universities. With more to come
opportunities, several indicators must be implemented and sustain to maintain the standard of the
program.

1.1 Research Problem

This study aims to look into the sustainability indicators for internationalization program of
teacher education institution. Specifically, this study sought to answer the following sub-
problems: (1) What is the profile of the TEd program in terms of: (a) Institutional status, (b)
curricular offerings and (c) student’s admission policy for Internationalization. (2) What are the
current initiatives of the TEd program on Internationalization? (3) What is the level of
Internationalization of TEd program in terms of: (a) Curriculum and Instruction, and (b) culture
of sharing (4) What development programs on Internationalization may be developed based on
the study?

2. Methodology

2.1 Locale

The study was conducted from March 2019 to October 2020 at the College of Development
Education, Central Bicol State University of Agriculture, San Jose, Pili, Camarines Sur, 4418
Philippines.

2.2 Research Design

The descriptive-evaluative, developmental methods were used in the study. Descriptive method
was used in describing the profile of TEP. Evaluative method was applied in determining the
level of Internationalization in curriculum and instruction and culture sharing of the TEP.
2.3 Sampling Methods

To obtain the profile of TEP, Purposive sampling was utilized. Incidental sampling method was
also applied in the respondents to measure the level of internationalization. Incidental sampling
technique to identify the initiatives and desired sample from the study.

2.4 Data gathering procedure

The researchers sought for a reliable instrument (rubric) to measure sustainability indicators for
internationalization of TEP. Have the instruments validated for reliability by submitting and
presenting it to evaluators. Conducted FGD and land a questionnaire for the key informants.

2.5 Statistical analysis

The data gathered were analyzed using descriptive and inferential statistics. Descriptive analysis
was done using frequency counting, percentaging, mean, and weighted mean for TEP. Inferential
statistics was employed to determine the strength of the variables. Sheffe’s test utilized to
determine the dimensions of the internationalization according to its variables.

3. Results and Discussion

Student mobility is simply the most visible part of a greater topic, namely internationalization,
which is more complex and multifaceted. Incorporating intercultural and international
dimensions into the curriculum, teaching, research and extracurricular activities and hence helps
students develop international and intercultural skills without ever leaving their country (OECD,
2004; Wächter, 2003). Other fast-growing forms of internationalization is emerging (e.g.
transnational education sometimes delivered through off-shore campuses, joint programs,
distance learning, etc.) and suggest a more far reaching approach, especially where higher
education is now seen as an integral part of the global knowledge economy.
3.1 Profile of Teacher Education Program
The TEP-respondents’ profile includes institutional status, curricular offerings and student’s
admission policy on internationalization.

TEACHER INSTITUTIONAL COLLEGE CHED

EDUCATION STATUS STATUS RECOGNITION
PROGRAM
BEEd (Bachelor of SUC Level IV Level IV Phase I COD (Center of
Elementary Education) Development)
BSEd (Bachelor of SUC Level IV Level IV Phase I COD (Center of
Secondary Education) Development)
Table 1. Profile of the TEP-Respondents in terms of institutional status and CHED recognition in
Region V.

3.2 Institutional status. The TEP-respondents have met the operational requirements of a
university, thus granted such status by CHED as SUC level IV. The requirements include: (a) it
must have a graduate studies program and its associated programs; (b) must have an
undergraduate studies program leading to a bachelor’s degree; (c) must be financially able to
support its graduate programs and facilities; and (d) must be accredited by a reputable
accrediting institution.

3.3 Curricular Offerings. The nomenclature of the teacher education curricular offerings of the
TEP-respondents are BEEd and BSEd. The Bachelor of Secondary Education have their major
fields of specialization namely English, Mathematics, Filipino and Science.
Program Teacher Education
BEEd (Bachelor of Elementary Education) CDE (College of Development Education)
BSEd (Bachelor of Secondary Education)
Major in:
English CDE (College of Development Education)
Mathematics
 Filipino
Science
Table 2. TEPs’ Curricular Program Offerings
These courses are anchored on CHED Memorandum Order Number 52 series of 2007 (Revised
Policies and Standards for Undergraduate Teacher Education Curriculum). The said curricular
programs are intended for Teacher Education program by CHED in 2018. The College of
Development Education last November 26-30, 2018 successfully passed the level IV phase I
accreditation of AACCUP. The phase II of level IV accreditation which is considered the final
phase is expected to be visited on November 23-26, 2020, if the college passed the visit, it can
now apply for the Center of Excellence in Teacher Education to CHED. As the rigor of previous
accreditation, here are the data reflected below.

Program AACCUP (Accrediting Agency for Chartered

Colleges and Universities in the Philippines)
BEEd (Bachelor of Elementary Education) AACCUP Level IV Phase I (Passed)
BSEd (Bachelor of Secondary Education)
Major in:
English AACCUP Level IV Phase I (Passed)
Mathematics
Filipino
Science

Table 3. Accreditation Level According to Programs

These findings implied that these TEP respondents have undergone voluntary accreditation of
self-regulation and peer evaluation because they believe that accreditation process (Cottrell et al.,
2009; Roberts, 2001) and certification process are viewed in promoting high regards and
educational excellence following standards and competencies expected to a HEIs.

3.4 Students Admission Policy on Internationalization. The policies indicated below are being
used and reviewed by the Board of Regents and other Institution or Organization for student
admission in Teacher Education Program.
 PROGRAMS TEP
A student must pass the entrance examination or
test and must satisfy all prescribed requirements
set by DFA and the Bureau of Immigration prior /
to enrolment.
A student must pass the entrance examination or
test and other pertinent documents set by a
particular college and must satisfy all prescribed /
requirements by DFA and BI.
A student must pass the entrance examination or
test and should comply with the requirements
prescribed by DFA and BI. /

Table 4. TEP Respondents Admission Policy on Internationalization

Aside from the different forms required, the later also need to secure permit that allows school to
admit foreign students. Further, legal requirements also needed by BI to ensure that their studies
in the chosen Institution is legitimate and in compliance with the mandate. The mere existence of
the policy for foreign students of TEP signaled a development in intercultural education and
Internationalization.

3.5 Current Initiatives of TEP on Internationalization

Initiatives have been carried out by various Teacher Education Institution respondents based
from the FGD with students via google meet. Some of these initiatives were the admission
policies for internationalization, wherein the TEd institution has stablished policies on this;
curricular programs were in placed and were accredited by respected and reputable accrediting
agencies such that of ACCCUP and CHED through RQAT or the Regional Quality Assessment
Team; networking with schools abroad like in Indonesia and Lao PDR; attendance to
international conference and symposia. Under cooperation and development assistance, indicates
that the teacher education program clime ladder to sustain the cooperation with the linkages
between and among partner foreign institution which in part creates reciprocal benefits to both.
They have also crafted proposed development program to enhance and developed
internationalization. For the strategic initiatives of the TEP to make them more internationalized.
With these data, it can be implied that initiatives have been established and put into practice by
TEP respondents but these are not enough to sustain a possible program for internationalization.
They may be ready for it because of the initial groundwork or initiatives made but more efforts
have to be done to embark on a more tenable internationalization plan (Badiola, 2019).

3.6 Level of Internationalization of TEP

The level of Internationalization of TEP was based on the four major domains and their
corresponding dimensions namely: (a) Curriculum and Instruction, and (b) culture of sharing.

INDICATORS AWM LI
Programs are delivered utilizing different modalities 4.1 VGE
Presence of inclusive curriculum 4.1 VGE
Availability of functional laboratory to test theory and experiences 3.8 GE
Existence of a customized program that are responsive to demands of different
sectors, agencies or organization 3.8 GE
Provides students special learning experiences 3.8 GE
Has functional information and communications technology 4.1 VGE
Has foreign language to understand people of other country 3.5 GE
Regularly updates syllabus of course offerings 4.7 VGE
Has created joined programs or course curriculum with foreign institution and
universities 4.5 VGE
Offers courses that may serve as venue for understanding and appreciation of
culture of countries. 3.8 GE
Average Weighted Mean 4.020
Level of Internationalization VGE
Legend: 5 – Point Likert’s Scale Using Rubric Method
 Table 5. Curriculum and Instruction

INDICATORS AWM LI
Has students studying in other institutions abroad 4.3 VGE
For some of their courses delivered online or face to face. 4.6 VGE
Foreign students studying in the institution taught online or face to face 4.4 VGE
Has faculty members who taught abroad for faculty exchange or served as
consultant abroad 3.4 GE
Has visiting professors from other countries that do academic works in the
institution. 3.4 GE
Engages in formulating policies with other colleges/universities abroad or NGOs
on Education (e.g. ASEAN, APEC, NGO) 3.6 GE
Engages in international academic networks/alliances, consortia, or links with
other universities in other country 4 GE
Opens its program to foreign students from less developed countries that have
satisfied the entry requirements. 3.4 GE
Received funding for the promotion of cultural understanding / international
learning economical or inter-religious activities. 3.3 GE
Maintains international development projects commissioned by international
agencies (World Bank, UNESCO, ADB, Aus-Aid, US-Aid, AFAP, Etc.) 3 SE
Offers scholarship/ grants for foreign students 2.9 SE
Average Weighted Mean 3.664
Levels of Internationalization GE
Table 6. Culture of Sharing

3.7 Development Programs on Internationalization

For strategic initiatives of the TEP to make it more internationalized, the researcher has proposed
strategic plan for TEd institution. (1) shifting from traditional to IG design to Outcomes-based
and assessment rubrics; (2) design / create courses which is aligned to international programs
like multicultural subjects; (3) establishment of course and materials development office; (4)
build, organized, and maintain collections that meet the current research needs. (5)
modernization of laboratories; (6) train and upgrade teachers towards excellence in practice
teaching; (7) keep a breast with the latest teacher training thru seminars, workshop and
conferences; (8) Computerized / online enrolment procedure.

4. Conclusion and Recommendation

Based from the findings obtained, the following hereby drawn;
1. In terms of the profile, all of them respondents have achieved their institutional status and
CHED recognized as Center of Development. Their curricula are level IV phase I
accredited. The admission policy is in place and at the same time have commonalities
with international standards.
2. The TEP have responded already their respective initiatives along internationalization
like in research and the like.
3. The paired-wise comparison on different dimensions of internationalization.
4. Identifies hindering factors for internationalization such budget, lack of orientation,
preparation of students’ participants, difficulty in language (language barrier).
4.1 Recommendation
Based on the conclusions derived from the study, the researcher hereby gave the implications to
wit:

1. Believing that engagement with faculty is essential to successful internationalization,

hence the TEP should invest in the international and professional development
opportunities for the personnel.
2. Implementation of the current initiatives should be vigilantly observed for
internationalization and accreditation.
3. Plan to long term outcomes with end in-view to improve the level of
internationalization program of the TEP.
4. Addressing the multifaceted and interdisciplinary areas of the program on
internationalization able one institution to be at par with other developed universities.
5. Acknowledgment

The authors wish to extend their gratitude to Dr. Bing Baltazar Brillo of University of the
Philippines Los Baños and the Central Bicol State University of Agriculture – College of
Development Education.

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