PNU Educational Policy Research and Development Office

PNU Educational Policy Research and Development Office EPRDC's mandate in RA 9647 (NCTE law) is to conduct policy research and studies on teacher education
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๐๐๐” ๐๐š๐ซ๐ญ๐ข๐œ๐ข๐ฉ๐š๐ญ๐ž๐ฌ ๐ข๐ง ๐‘๐ž๐ฅ๐š๐ฎ๐ง๐œ๐ก ๐จ๐Ÿ ๐’๐จ๐ฎ๐ญ๐ก๐ž๐š๐ฌ๐ญ ๐€๐ฌ๐ข๐š-๐‚๐ก๐ข๐ง๐š ๐„๐๐ฎ๐œ๐š๐ญ๐ข๐จ๐ง ๐‘๐ž๐ฌ๐ž๐š๐ซ๐œ๐ก ๐๐ž๐ญ๐ฐ๐จ๐ซ๐คThe Philippine Normal University (PNU) re...
04/08/2026

๐๐๐” ๐๐š๐ซ๐ญ๐ข๐œ๐ข๐ฉ๐š๐ญ๐ž๐ฌ ๐ข๐ง ๐‘๐ž๐ฅ๐š๐ฎ๐ง๐œ๐ก ๐จ๐Ÿ ๐’๐จ๐ฎ๐ญ๐ก๐ž๐š๐ฌ๐ญ ๐€๐ฌ๐ข๐š-๐‚๐ก๐ข๐ง๐š ๐„๐๐ฎ๐œ๐š๐ญ๐ข๐จ๐ง ๐‘๐ž๐ฌ๐ž๐š๐ซ๐œ๐ก ๐๐ž๐ญ๐ฐ๐จ๐ซ๐ค

The Philippine Normal University (PNU) reaffirmed its commitment to regional education research collaboration through its participation in the Sixth Southeast Asia-China Education Research Network (SEA-CERN) Meeting and the Inaugural Meeting of the Asia-Pacific Education Research Network (APERN) held from ๐‰๐ฎ๐ฅ๐ฒ ๐Ÿ๐Ÿ— ๐ญ๐จ ๐Ÿ‘๐ŸŽ, ๐Ÿ๐ŸŽ๐Ÿ๐Ÿ”, in ๐†๐ฎ๐ข๐ฒ๐š๐ง๐ , ๐†๐ฎ๐ข๐ณ๐ก๐จ๐ฎ ๐๐ซ๐จ๐ฏ๐ข๐ง๐œ๐ž, ๐๐ž๐จ๐ฉ๐ฅ๐ž'๐ฌ ๐‘๐ž๐ฉ๐ฎ๐›๐ฅ๐ข๐œ ๐จ๐Ÿ ๐‚๐ก๐ข๐ง๐š.
Representing PNU was ๐ƒ๐ซ. ๐‡๐ž๐ข๐๐ข ๐. ๐Œ๐š๐œ๐š๐ก๐ข๐ฅ๐ข๐ , ๐ƒ๐ข๐ซ๐ž๐œ๐ญ๐จ๐ซ ๐จ๐Ÿ ๐ญ๐ก๐ž ๐„๐๐ฎ๐œ๐š๐ญ๐ข๐จ๐ง๐š๐ฅ ๐๐จ๐ฅ๐ข๐œ๐ฒ ๐‘๐ž๐ฌ๐ž๐š๐ซ๐œ๐ก ๐š๐ง๐ ๐ƒ๐ž๐ฏ๐ž๐ฅ๐จ๐ฉ๐ฆ๐ž๐ง๐ญ ๐Ž๐Ÿ๐Ÿ๐ข๐œ๐ž (๐„๐๐‘๐ƒ๐Ž), who joined education leaders and educational research experts from Southeast Asia and China discussing the theme "๐˜ˆ๐˜ณ๐˜ต๐˜ช๐˜ง๐˜ช๐˜ค๐˜ช๐˜ข๐˜ญ ๐˜๐˜ฏ๐˜ต๐˜ฆ๐˜ญ๐˜ญ๐˜ช๐˜จ๐˜ฆ๐˜ฏ๐˜ค๐˜ฆ, ๐˜Œ๐˜ฅ๐˜ถ๐˜ค๐˜ข๐˜ต๐˜ช๐˜ฐ๐˜ฏ, ๐˜ข๐˜ฏ๐˜ฅ ๐˜š๐˜ถ๐˜ด๐˜ต๐˜ข๐˜ช๐˜ฏ๐˜ข๐˜ฃ๐˜ญ๐˜ฆ ๐˜‹๐˜ฆ๐˜ท๐˜ฆ๐˜ญ๐˜ฐ๐˜ฑ๐˜ฎ๐˜ฆ๐˜ฏ๐˜ต." The meeting was held as one of the featured events of the 2026 China-ASEAN Education Cooperation Week (CAECW).
PNU has been an active member of the Southeast Asia-China Education Research Network since its establishment in 2014. The 2026 meeting marked the Network's first gathering after a six-year hiatus caused by the COVID-19 pandemic and formally relaunched SEA-CERN while inaugurating the Asia-Pacific Education Research Network to expand education research collaboration across the region.

During the meeting, Dr. Macahilig shared updates on the Philippine context, including initiatives in teacher education, educational research, and the responsible integration of artificial intelligence in education. She also contributed to discussions on regional priorities, the development of the 2026โ€“2027 Biennial Work Plan of SEA-CERN, and the formulation of the Terms of Reference for the newly established Asia-Pacific Education Research Network.

PNU's participation strengthens the University's international partnerships and reinforces its role as the National Center for Teacher Education in advancing evidence-based educational research, policy development, and regional cooperation. The engagement also opens opportunities for future collaborative research, faculty exchanges, joint publications, and policy initiatives addressing emerging issues in artificial intelligence, education, and sustainable development.

๐๐Ž๐‹๐ˆ๐‚๐˜ ๐๐‘๐ˆ๐„๐… ๐’๐„๐‘๐ˆ๐„๐’ ๐•๐Ž๐‹. ๐Ÿ๐ŸŽ ๐ˆ๐’๐’๐”๐„ ๐Ÿ–๐๐ฎ๐›๐ฅ๐ข๐ฌ๐ก ๐š๐ง๐ ๐…๐ฅ๐จ๐ฎ๐ซ๐ข๐ฌ๐ก: ๐‘๐ž-๐ž๐ง๐ฏ๐ข๐ฌ๐ข๐จ๐ง๐ข๐ง๐  ๐†๐ซ๐š๐๐ฎ๐š๐ญ๐ž ๐‘๐ž๐ฌ๐ž๐š๐ซ๐œ๐ก ๐๐ซ๐จ๐๐ฎ๐œ๐ญ๐ข๐ฏ๐ข๐ญ๐ฒ ๐š๐ง๐ ๐Œ๐ž๐ง๐ญ๐จ๐ซ๐ฌ๐ก๐ข๐ฉ ๐ข๐ง...
03/08/2026

๐๐Ž๐‹๐ˆ๐‚๐˜ ๐๐‘๐ˆ๐„๐… ๐’๐„๐‘๐ˆ๐„๐’ ๐•๐Ž๐‹. ๐Ÿ๐ŸŽ ๐ˆ๐’๐’๐”๐„ ๐Ÿ–

๐๐ฎ๐›๐ฅ๐ข๐ฌ๐ก ๐š๐ง๐ ๐…๐ฅ๐จ๐ฎ๐ซ๐ข๐ฌ๐ก: ๐‘๐ž-๐ž๐ง๐ฏ๐ข๐ฌ๐ข๐จ๐ง๐ข๐ง๐  ๐†๐ซ๐š๐๐ฎ๐š๐ญ๐ž ๐‘๐ž๐ฌ๐ž๐š๐ซ๐œ๐ก ๐๐ซ๐จ๐๐ฎ๐œ๐ญ๐ข๐ฏ๐ข๐ญ๐ฒ ๐š๐ง๐ ๐Œ๐ž๐ง๐ญ๐จ๐ซ๐ฌ๐ก๐ข๐ฉ ๐ข๐ง ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐ž ๐‡๐ข๐ ๐ก๐ž๐ซ ๐„๐๐ฎ๐œ๐š๐ญ๐ข๐จ๐ง
๐˜’๐˜ฆ๐˜ฏ ๐˜™๐˜ถ๐˜ด๐˜ด๐˜ฆ๐˜ญ ๐˜ก. ๐˜Ž๐˜ถ๐˜ต๐˜ช๐˜ฆ๐˜ณ๐˜ณ๐˜ฆ๐˜ป ๐˜ข๐˜ฏ๐˜ฅ ๐˜‹๐˜ข๐˜ณ๐˜ณ๐˜ฆ๐˜ฏ ๐˜™๐˜ฆ๐˜บ ๐˜Š. ๐˜‘๐˜ข๐˜ท๐˜ช๐˜ฆ๐˜ณ

This policy brief addresses the critical gap between graduate publication mandates and actual research productivity within the Philippine higher education sector. While recent policy modifications under Commission on Higher Education (CHED) Memorandum Order (CMO) No. 21, s. 2025 introduce operational flexibility, the structural barriers preventing high-quality scholarly publication remain unaddressed. By analyzing systemic constraints, specifically uneven mentorship structures and restrictive institutional bureaucracies, this policy brief outlines a transition from an output-driven compliance model to a growth-oriented ecosystem. It provides actionable, operational pathways for CHED Policy Makers, Technical Panels, and Higher Education Institution (HEI) Administrators to build institutional capacity, streamline administrative pipelines, and elevate the global footprint of Philippine academic scholarship.

Read full article here: https://www.pnuresearchportal.org/wp-content/uploads/2026/07/Policy-Brief-10-S-8_2026.pdf.

๐๐Ž๐‹๐ˆ๐‚๐˜ ๐๐‘๐ˆ๐„๐… ๐’๐„๐‘๐ˆ๐„๐’ presents๐…๐ซ๐จ๐ฆ ๐‚๐ซ๐š๐๐ฅ๐ž ๐ญ๐จ ๐‚๐ฅ๐š๐ฌ๐ฌ๐ซ๐จ๐จ๐ฆ: ๐˜ˆ ๐˜๐˜ฐ๐˜ถ๐˜ณ-๐˜ฑ๐˜ข๐˜ณ๐˜ต ๐˜—๐˜ฐ๐˜ญ๐˜ช๐˜ค๐˜บ ๐˜‰๐˜ณ๐˜ช๐˜ฆ๐˜ง ๐˜š๐˜ฆ๐˜ณ๐˜ช๐˜ฆ๐˜ด ๐˜ฐ๐˜ฏ ๐˜š๐˜ต๐˜ณ๐˜ฆ๐˜ฏ๐˜จ๐˜ต๐˜ฉ๐˜ฆ๐˜ฏ๐˜ช๐˜ฏ๐˜จ ๐˜™๐˜ฆ๐˜ด๐˜ฑ๐˜ฐ๐˜ฏ๐˜ด๐˜ช๐˜ท๐˜ฆ ๐˜Œ๐˜ข๐˜ณ๐˜ญ๐˜บ ...
31/07/2026

๐๐Ž๐‹๐ˆ๐‚๐˜ ๐๐‘๐ˆ๐„๐… ๐’๐„๐‘๐ˆ๐„๐’ presents

๐…๐ซ๐จ๐ฆ ๐‚๐ซ๐š๐๐ฅ๐ž ๐ญ๐จ ๐‚๐ฅ๐š๐ฌ๐ฌ๐ซ๐จ๐จ๐ฆ: ๐˜ˆ ๐˜๐˜ฐ๐˜ถ๐˜ณ-๐˜ฑ๐˜ข๐˜ณ๐˜ต ๐˜—๐˜ฐ๐˜ญ๐˜ช๐˜ค๐˜บ ๐˜‰๐˜ณ๐˜ช๐˜ฆ๐˜ง ๐˜š๐˜ฆ๐˜ณ๐˜ช๐˜ฆ๐˜ด ๐˜ฐ๐˜ฏ ๐˜š๐˜ต๐˜ณ๐˜ฆ๐˜ฏ๐˜จ๐˜ต๐˜ฉ๐˜ฆ๐˜ฏ๐˜ช๐˜ฏ๐˜จ ๐˜™๐˜ฆ๐˜ด๐˜ฑ๐˜ฐ๐˜ฏ๐˜ด๐˜ช๐˜ท๐˜ฆ ๐˜Œ๐˜ข๐˜ณ๐˜ญ๐˜บ ๐˜Š๐˜ฉ๐˜ช๐˜ญ๐˜ฅ๐˜ฉ๐˜ฐ๐˜ฐ๐˜ฅ ๐˜›๐˜ฆ๐˜ข๐˜ค๐˜ฉ๐˜ฆ๐˜ณ ๐˜Œ๐˜ฅ๐˜ถ๐˜ค๐˜ข๐˜ต๐˜ช๐˜ฐ๐˜ฏ ๐˜ช๐˜ฏ ๐˜ต๐˜ฉ๐˜ฆ ๐˜—๐˜ฉ๐˜ช๐˜ญ๐˜ช๐˜ฑ๐˜ฑ๐˜ช๐˜ฏ๐˜ฆ๐˜ด

Issue 4 of 4

๐–๐ก๐š๐ญ ๐’๐ญ๐š๐ง๐๐ฌ ๐ข๐ง ๐ญ๐ก๐ž ๐–๐š๐ฒ? ๐’๐ฒ๐ฌ๐ญ๐ž๐ฆ๐ข๐œ ๐š๐ง๐ ๐ˆ๐ง๐ฌ๐ญ๐ข๐ญ๐ฎ๐ญ๐ข๐จ๐ง๐š๐ฅ ๐๐š๐ซ๐ซ๐ข๐ž๐ซ๐ฌ ๐ญ๐จ ๐‘๐ž๐ฌ๐ฉ๐จ๐ง๐ฌ๐ข๐ฏ๐ž ๐„๐š๐ซ๐ฅ๐ฒ ๐‚๐ก๐ข๐ฅ๐๐ก๐จ๐จ๐ ๐“๐ž๐š๐œ๐ก๐ž๐ซ ๐„๐๐ฎ๐œ๐š๐ญ๐ข๐จ๐ง ๐ข๐ง ๐ญ๐ก๐ž ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐ž๐ฌ
๐˜•๐˜ช๐˜ฌ๐˜ฐ๐˜ญ๐˜ฆ๐˜ฆ ๐˜”๐˜ข๐˜ณ๐˜ช๐˜ฆ ๐˜ˆ ๐˜š๐˜ฆ๐˜ณ๐˜ข๐˜ง๐˜ช๐˜ค๐˜ฐ-๐˜™๐˜ฆ๐˜บ๐˜ฆ๐˜ด, ๐˜ˆ๐˜ณ๐˜ญ๐˜บ๐˜ฏ๐˜ฆ ๐˜Š ๐˜”๐˜ข๐˜ณ๐˜ข๐˜ด๐˜ช๐˜จ๐˜ข๐˜ฏ, ๐˜๐˜ฆ๐˜ช๐˜ฅ๐˜ช ๐˜‰ ๐˜”๐˜ข๐˜ค๐˜ข๐˜ฉ๐˜ช๐˜ญ๐˜ช๐˜จ, ๐˜‘๐˜ฐ๐˜บ๐˜ค๐˜ฆ ๐˜“ ๐˜‰๐˜ข๐˜ถ๐˜ต๐˜ช๐˜ด๐˜ต๐˜ข, ๐˜”๐˜ฆ๐˜ญ๐˜ช๐˜ด๐˜ด๐˜ข ๐˜› ๐˜‰๐˜ข๐˜ณ๐˜ต๐˜ฐ๐˜ญ๐˜ฐ๐˜ฎ๐˜ฆ, ๐˜ˆ๐˜ญ๐˜ท๐˜ช๐˜ฏ ๐˜‰ ๐˜‰๐˜ข๐˜ณ๐˜ค๐˜ฆ๐˜ญ๐˜ฐ๐˜ฏ๐˜ข, ๐˜ˆ๐˜ฑ๐˜ณ๐˜ช๐˜ญ ๐˜ˆ๐˜ฏ๐˜ฏ ๐˜” ๐˜Š๐˜ถ๐˜ณ๐˜ถ๐˜จ๐˜ข๐˜ฏ, ๐˜“๐˜ฆ๐˜ฐ๐˜ฏ๐˜ฐ๐˜ณ๐˜ข ๐˜— ๐˜๐˜ข๐˜ณ๐˜ฆ๐˜ญ๐˜ข, ๐˜•๐˜ช๐˜ญ๐˜ฐ ๐˜‘ ๐˜Š๐˜ข๐˜ด๐˜ต๐˜ถ๐˜ญ๐˜ฐ, ๐˜‰๐˜ฉ๐˜ฆ๐˜ซ๐˜ข๐˜บ ๐˜“ ๐˜”๐˜ฐ๐˜ญ๐˜ฆ๐˜ณ๐˜ข, ๐˜š๐˜ฆ๐˜ต๐˜ฉ ๐˜™ ๐˜ฅ๐˜ฆ ๐˜Ž๐˜ถ๐˜ช๐˜ข, ๐˜”๐˜ข๐˜ณ๐˜ฌ ๐˜—๐˜ฐ๐˜ฏ๐˜ค๐˜ฆ ๐˜Š ๐˜š๐˜ข๐˜ฏ ๐˜‘๐˜ถ๐˜ข๐˜ฏ

This policy brief examines the systemic and institutional barriers that prevent Teacher Education Institutions (TEIs) in the Philippines from developing fully responsive Bachelor of Early Childhood Education (BECEd) programs. Drawing on qualitative data from 10 TEIs and interviews with ECCD Council personnel, the brief identifies five interconnected barrier clusters: the attrition of ECE-specialized faculty and isolation from ECCD professional networks; the scarcity of locally produced, culturally grounded teaching and learning materials; the absence of simulation facilities and inadequate deployment site diversity; weak formal partnership infrastructure between TEIs and community-based ECCD providers; and mutual institutional unawareness between TEIs and the ECCD Council. Critically, these barriers compound each other and fall hardest on regional and underserved institutions. The brief argues that addressing them requires not piecemeal fixes but coordinated investment in the policy, material, and institutional infrastructure that makes responsive teacher preparation structurally possible rather than individually improvised.

Read full article here: https://www.pnuresearchportal.org/wp-content/uploads/2026/07/Policy-Brief-Volume-10-Special-Issue-4.pdf.

๐๐Ž๐‹๐ˆ๐‚๐˜ ๐๐‘๐ˆ๐„๐… ๐’๐„๐‘๐ˆ๐„๐’ presents๐…๐ซ๐จ๐ฆ ๐‚๐ซ๐š๐๐ฅ๐ž ๐ญ๐จ ๐‚๐ฅ๐š๐ฌ๐ฌ๐ซ๐จ๐จ๐ฆ: ๐˜ˆ ๐˜๐˜ฐ๐˜ถ๐˜ณ-๐˜ฑ๐˜ข๐˜ณ๐˜ต ๐˜—๐˜ฐ๐˜ญ๐˜ช๐˜ค๐˜บ ๐˜‰๐˜ณ๐˜ช๐˜ฆ๐˜ง ๐˜š๐˜ฆ๐˜ณ๐˜ช๐˜ฆ๐˜ด ๐˜ฐ๐˜ฏ ๐˜š๐˜ต๐˜ณ๐˜ฆ๐˜ฏ๐˜จ๐˜ต๐˜ฉ๐˜ฆ๐˜ฏ๐˜ช๐˜ฏ๐˜จ ๐˜™๐˜ฆ๐˜ด๐˜ฑ๐˜ฐ๐˜ฏ๐˜ด๐˜ช๐˜ท๐˜ฆ ๐˜Œ๐˜ข๐˜ณ๐˜ญ๐˜บ ...
24/07/2026

๐๐Ž๐‹๐ˆ๐‚๐˜ ๐๐‘๐ˆ๐„๐… ๐’๐„๐‘๐ˆ๐„๐’ presents
๐…๐ซ๐จ๐ฆ ๐‚๐ซ๐š๐๐ฅ๐ž ๐ญ๐จ ๐‚๐ฅ๐š๐ฌ๐ฌ๐ซ๐จ๐จ๐ฆ: ๐˜ˆ ๐˜๐˜ฐ๐˜ถ๐˜ณ-๐˜ฑ๐˜ข๐˜ณ๐˜ต ๐˜—๐˜ฐ๐˜ญ๐˜ช๐˜ค๐˜บ ๐˜‰๐˜ณ๐˜ช๐˜ฆ๐˜ง ๐˜š๐˜ฆ๐˜ณ๐˜ช๐˜ฆ๐˜ด ๐˜ฐ๐˜ฏ ๐˜š๐˜ต๐˜ณ๐˜ฆ๐˜ฏ๐˜จ๐˜ต๐˜ฉ๐˜ฆ๐˜ฏ๐˜ช๐˜ฏ๐˜จ ๐˜™๐˜ฆ๐˜ด๐˜ฑ๐˜ฐ๐˜ฏ๐˜ด๐˜ช๐˜ท๐˜ฆ ๐˜Œ๐˜ข๐˜ณ๐˜ญ๐˜บ ๐˜Š๐˜ฉ๐˜ช๐˜ญ๐˜ฅ๐˜ฉ๐˜ฐ๐˜ฐ๐˜ฅ ๐˜›๐˜ฆ๐˜ข๐˜ค๐˜ฉ๐˜ฆ๐˜ณ ๐˜Œ๐˜ฅ๐˜ถ๐˜ค๐˜ข๐˜ต๐˜ช๐˜ฐ๐˜ฏ ๐˜ช๐˜ฏ ๐˜ต๐˜ฉ๐˜ฆ ๐˜—๐˜ฉ๐˜ช๐˜ญ๐˜ช๐˜ฑ๐˜ฑ๐˜ช๐˜ฏ๐˜ฆ๐˜ด

Issue 3 of 4

๐Œ๐ž๐š๐ฌ๐ฎ๐ซ๐ข๐ง๐  ๐ญ๐ก๐ž ๐Œ๐š๐ญ๐œ๐ก โ€” ๐‡๐จ๐ฐ ๐–๐ž๐ฅ๐ฅ ๐ƒ๐จ ๐“๐„๐ˆ ๐๐ซ๐จ๐ ๐ซ๐š๐ฆ๐ฌ ๐€๐ฅ๐ข๐ ๐ง ๐ฐ๐ข๐ญ๐ก ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐ž ๐„๐š๐ซ๐ฅ๐ฒ ๐‚๐ก๐ข๐ฅ๐๐ก๐จ๐จ๐ ๐„๐๐ฎ๐œ๐š๐ญ๐ข๐จ๐ง ๐’๐ญ๐š๐ง๐๐š๐ซ๐๐ฌ?
๐˜•๐˜ช๐˜ฌ๐˜ฐ๐˜ญ๐˜ฆ๐˜ฆ ๐˜”๐˜ข๐˜ณ๐˜ช๐˜ฆ ๐˜ˆ ๐˜š๐˜ฆ๐˜ณ๐˜ข๐˜ง๐˜ช๐˜ค๐˜ฐ-๐˜™๐˜ฆ๐˜บ๐˜ฆ๐˜ด, ๐˜ˆ๐˜ณ๐˜ญ๐˜บ๐˜ฏ๐˜ฆ ๐˜Š ๐˜”๐˜ข๐˜ณ๐˜ข๐˜ด๐˜ช๐˜จ๐˜ข๐˜ฏ, ๐˜๐˜ฆ๐˜ช๐˜ฅ๐˜ช ๐˜‰ ๐˜”๐˜ข๐˜ค๐˜ข๐˜ฉ๐˜ช๐˜ญ๐˜ช๐˜จ, ๐˜‘๐˜ฐ๐˜บ๐˜ค๐˜ฆ ๐˜“ ๐˜‰๐˜ข๐˜ถ๐˜ต๐˜ช๐˜ด๐˜ต๐˜ข, ๐˜”๐˜ฆ๐˜ญ๐˜ช๐˜ด๐˜ด๐˜ข ๐˜› ๐˜‰๐˜ข๐˜ณ๐˜ต๐˜ฐ๐˜ญ๐˜ฐ๐˜ฎ๐˜ฆ, ๐˜ˆ๐˜ญ๐˜ท๐˜ช๐˜ฏ ๐˜‰ ๐˜‰๐˜ข๐˜ณ๐˜ค๐˜ฆ๐˜ญ๐˜ฐ๐˜ฏ๐˜ข, ๐˜ˆ๐˜ฑ๐˜ณ๐˜ช๐˜ญ ๐˜ˆ๐˜ฏ๐˜ฏ ๐˜” ๐˜Š๐˜ถ๐˜ณ๐˜ถ๐˜จ๐˜ข๐˜ฏ, ๐˜“๐˜ฆ๐˜ฐ๐˜ฏ๐˜ฐ๐˜ณ๐˜ข ๐˜— ๐˜๐˜ข๐˜ณ๐˜ฆ๐˜ญ๐˜ข, ๐˜•๐˜ช๐˜ญ๐˜ฐ ๐˜‘ ๐˜Š๐˜ข๐˜ด๐˜ต๐˜ถ๐˜ญ๐˜ฐ, ๐˜‰๐˜ฉ๐˜ฆ๐˜ซ๐˜ข๐˜บ ๐˜“ ๐˜”๐˜ฐ๐˜ญ๐˜ฆ๐˜ณ๐˜ข, ๐˜š๐˜ฆ๐˜ต๐˜ฉ ๐˜™ ๐˜ฅ๐˜ฆ ๐˜Ž๐˜ถ๐˜ช๐˜ข, ๐˜”๐˜ข๐˜ณ๐˜ฌ ๐˜—๐˜ฐ๐˜ฏ๐˜ค๐˜ฆ ๐˜Š ๐˜š๐˜ข๐˜ฏ ๐˜‘๐˜ถ๐˜ข๐˜ฏ

This policy brief interrogates the alignment between Bachelor of Early Childhood Education (BECEd) programs in Philippine Teacher Education Institutions (TEIs) and the four national frameworks governing early childhood education: CHED CMO No. 76, s. 2017; DepEd Order No. 47, s. 2016; the K to 3 Basic Education Curriculum; and the ECCD National Early Learning Framework (NELF). Drawing on curriculum mapping data from seven sampled TEIs and qualitative interview data, the brief finds that alignment is strongest at the level of prescribed course offerings and weakest in three critical areas: the integration of NELF-aligned developmental assessment tools into practicum requirements; the preparation of graduates for culturally distinct contexts, including indigenous peoples and Madrasah communities; and the historical structural distortion created by a Licensure Examination for Teachers (LET) calibrated to elementary rather than early childhood competencies. This is a misalignment that the 2025 PRC-CHED reforms have since begun to address through a specialization-specific licensure pathway for Early Childhood Education graduates. This brief treats that reform as a significant development requiring implementation monitoring rather than as an outstanding problem.. The brief proposes targeted reforms to address these fractures and strengthen coherence across the full depth of the alignment spectrum.

๐˜•๐˜ฐ๐˜ต๐˜ฆ: ๐˜‹๐˜ข๐˜ต๐˜ข ๐˜ค๐˜ฐ๐˜ญ๐˜ญ๐˜ฆ๐˜ค๐˜ต๐˜ช๐˜ฐ๐˜ฏ ๐˜ฑ๐˜ณ๐˜ฆ๐˜ค๐˜ฆ๐˜ฅ๐˜ฆ๐˜ฅ ๐˜ต๐˜ฉ๐˜ฆ 2025 ๐˜—๐˜™๐˜Š-๐˜Š๐˜๐˜Œ๐˜‹ ๐˜ญ๐˜ช๐˜ค๐˜ฆ๐˜ฏ๐˜ด๐˜ถ๐˜ณ๐˜ฆ ๐˜ณ๐˜ฆ๐˜ง๐˜ฐ๐˜ณ๐˜ฎ๐˜ด ๐˜ฅ๐˜ช๐˜ด๐˜ค๐˜ถ๐˜ด๐˜ด๐˜ฆ๐˜ฅ ๐˜ช๐˜ฏ ๐˜ต๐˜ฉ๐˜ช๐˜ด ๐˜ฃ๐˜ณ๐˜ช๐˜ฆ๐˜ง; ๐˜ต๐˜ฉ๐˜ฆ ๐˜ญ๐˜ช๐˜ค๐˜ฆ๐˜ฏ๐˜ด๐˜ถ๐˜ณ๐˜ฆ ๐˜ง๐˜ช๐˜ฏ๐˜ฅ๐˜ช๐˜ฏ๐˜จ๐˜ด ๐˜ฃ๐˜ฆ๐˜ญ๐˜ฐ๐˜ธ ๐˜ข๐˜ณ๐˜ฆ ๐˜ฑ๐˜ณ๐˜ฆ๐˜ด๐˜ฆ๐˜ฏ๐˜ต๐˜ฆ๐˜ฅ ๐˜ข๐˜ด ๐˜ฉ๐˜ช๐˜ด๐˜ต๐˜ฐ๐˜ณ๐˜ช๐˜ค๐˜ข๐˜ญ ๐˜ค๐˜ฐ๐˜ฏ๐˜ต๐˜ฆ๐˜น๐˜ต ๐˜ต๐˜ฉ๐˜ข๐˜ต ๐˜ฎ๐˜ฐ๐˜ต๐˜ช๐˜ท๐˜ข๐˜ต๐˜ฆ๐˜ฅ ๐˜ต๐˜ฉ๐˜ฐ๐˜ด๐˜ฆ ๐˜ณ๐˜ฆ๐˜ง๐˜ฐ๐˜ณ๐˜ฎ๐˜ด, ๐˜ฏ๐˜ฐ๐˜ต ๐˜ข๐˜ด ๐˜ข๐˜ฏ ๐˜ถ๐˜ฏ๐˜ณ๐˜ฆ๐˜ด๐˜ฐ๐˜ญ๐˜ท๐˜ฆ๐˜ฅ ๐˜ฑ๐˜ณ๐˜ฐ๐˜ฃ๐˜ญ๐˜ฆ๐˜ฎ

Read full article here: https://www.pnuresearchportal.org/wp-content/uploads/2026/07/Policy-Brief-Volume-10-Special-Issue-3.pdf.

The Educational Policy Research and Development Office (EPRDO) congratulates ๐——๐—ฟ. ๐—ก๐—ถ๐—ธ๐—ผ๐—น๐—ฒ๐—ฒ ๐— ๐—ฎ๐—ฟ๐—ถ๐—ฒ ๐—”. ๐—ฆ๐—ฒ๐—ฟ๐—ฎ๐—ณ๐—ถ๐—ฐ๐—ผ-๐—ฅ๐—ฒ๐˜†๐—ฒ๐˜€, Facult...
23/07/2026

The Educational Policy Research and Development Office (EPRDO) congratulates ๐——๐—ฟ. ๐—ก๐—ถ๐—ธ๐—ผ๐—น๐—ฒ๐—ฒ ๐— ๐—ฎ๐—ฟ๐—ถ๐—ฒ ๐—”. ๐—ฆ๐—ฒ๐—ฟ๐—ฎ๐—ณ๐—ถ๐—ฐ๐—ผ-๐—ฅ๐—ฒ๐˜†๐—ฒ๐˜€, Faculty Researcher, on her successful paper presentation at the ๐Ÿฐ๐Ÿณ๐˜๐—ต ๐—œ๐—ป๐˜๐—ฒ๐—ฟ๐—ป๐—ฎ๐˜๐—ถ๐—ผ๐—ป๐—ฎ๐—น ๐—ฆ๐˜๐—ฎ๐—ป๐—ฑ๐—ถ๐—ป๐—ด ๐—–๐—ผ๐—ป๐—ณ๐—ฒ๐—ฟ๐—ฒ๐—ป๐—ฐ๐—ฒ ๐—ณ๐—ผ๐—ฟ ๐˜๐—ต๐—ฒ ๐—›๐—ถ๐˜€๐˜๐—ผ๐—ฟ๐˜† ๐—ผ๐—ณ ๐—˜๐—ฑ๐˜‚๐—ฐ๐—ฎ๐˜๐—ถ๐—ผ๐—ป (๐—œ๐—ฆ๐—–๐—›๐—˜ ๐Ÿฐ๐Ÿณ) held at the ๐—ก๐—ฎ๐˜๐—ถ๐—ผ๐—ป๐—ฎ๐—น ๐—ฎ๐—ป๐—ฑ ๐—ž๐—ฎ๐—ฝ๐—ผ๐—ฑ๐—ถ๐˜€๐˜๐—ฟ๐—ถ๐—ฎ๐—ป ๐—จ๐—ป๐—ถ๐˜ƒ๐—ฒ๐—ฟ๐˜€๐—ถ๐˜๐˜† ๐—ผ๐—ณ ๐—”๐˜๐—ต๐—ฒ๐—ป๐˜€, ๐—š๐—ฟ๐—ฒ๐—ฒ๐—ฐ๐—ฒ, ๐—ผ๐—ป ๐Ÿญ๐Ÿฑโ€“๐Ÿญ๐Ÿด ๐—๐˜‚๐—น๐˜† ๐Ÿฎ๐Ÿฌ๐Ÿฎ๐Ÿฒ.

As co-author and co-presenter, Dr. Serafico-Reyes presented the paper, "๐˜ž๐˜ฉ๐˜ฆ๐˜ฏ ๐˜™๐˜ฆ๐˜ฑ๐˜ฐ๐˜ณ๐˜ต๐˜ด ๐˜‰๐˜ฆ๐˜ค๐˜ฐ๐˜ฎ๐˜ฆ๐˜ด ๐˜๐˜ช๐˜ด๐˜ต๐˜ฐ๐˜ณ๐˜บ: ๐˜Œ๐˜ฅ๐˜ถ๐˜ค๐˜ข๐˜ต๐˜ช๐˜ฐ๐˜ฏ๐˜ข๐˜ญ ๐˜™๐˜ฆ๐˜ง๐˜ฐ๐˜ณ๐˜ฎ ๐˜™๐˜ฆ๐˜ฑ๐˜ฐ๐˜ณ๐˜ต๐˜ด ๐˜ข๐˜ด ๐˜š๐˜ถ๐˜ณ๐˜ณ๐˜ฐ๐˜จ๐˜ข๐˜ต๐˜ฆ ๐˜š๐˜ฐ๐˜ถ๐˜ณ๐˜ค๐˜ฆ๐˜ด ๐˜ช๐˜ฏ ๐˜ต๐˜ฉ๐˜ฆ ๐˜๐˜ช๐˜ด๐˜ต๐˜ฐ๐˜ณ๐˜บ ๐˜ฐ๐˜ง ๐˜Œ๐˜ฅ๐˜ถ๐˜ค๐˜ข๐˜ต๐˜ช๐˜ฐ๐˜ฏ ๐˜ช๐˜ฏ ๐˜ต๐˜ฉ๐˜ฆ ๐˜—๐˜ฉ๐˜ช๐˜ญ๐˜ช๐˜ฑ๐˜ฑ๐˜ช๐˜ฏ๐˜ฆ๐˜ด," in the conference session Disciplinary Records, Reform Reports, Petitions, and Anonymous Letters in Educational Historiography.

The paper examined how education reform reports have come to function as surrogate historical sources in the Philippine context, shaping dominant narratives of educational development and reform. By interrogating the authority of policy documents through historiographical analysis and source criticism, the study contributes to international scholarship on the politics of archives, historical methodology, and the reconstruction of educational pasts.

EPRDO is proud to support research that advances Philippine educational scholarship while contributing to global conversations on the history of education.

๐๐Ž๐‹๐ˆ๐‚๐˜ ๐๐‘๐ˆ๐„๐… ๐’๐„๐‘๐ˆ๐„๐’ presents๐…๐ซ๐จ๐ฆ ๐‚๐ซ๐š๐๐ฅ๐ž ๐ญ๐จ ๐‚๐ฅ๐š๐ฌ๐ฌ๐ซ๐จ๐จ๐ฆ: ๐˜ˆ ๐˜๐˜ฐ๐˜ถ๐˜ณ-๐˜ฑ๐˜ข๐˜ณ๐˜ต ๐˜—๐˜ฐ๐˜ญ๐˜ช๐˜ค๐˜บ ๐˜‰๐˜ณ๐˜ช๐˜ฆ๐˜ง ๐˜š๐˜ฆ๐˜ณ๐˜ช๐˜ฆ๐˜ด ๐˜ฐ๐˜ฏ ๐˜š๐˜ต๐˜ณ๐˜ฆ๐˜ฏ๐˜จ๐˜ต๐˜ฉ๐˜ฆ๐˜ฏ๐˜ช๐˜ฏ๐˜จ ๐˜™๐˜ฆ๐˜ด๐˜ฑ๐˜ฐ๐˜ฏ๐˜ด๐˜ช๐˜ท๐˜ฆ ๐˜Œ๐˜ข๐˜ณ๐˜ญ๐˜บ ...
17/07/2026

๐๐Ž๐‹๐ˆ๐‚๐˜ ๐๐‘๐ˆ๐„๐… ๐’๐„๐‘๐ˆ๐„๐’ presents

๐…๐ซ๐จ๐ฆ ๐‚๐ซ๐š๐๐ฅ๐ž ๐ญ๐จ ๐‚๐ฅ๐š๐ฌ๐ฌ๐ซ๐จ๐จ๐ฆ: ๐˜ˆ ๐˜๐˜ฐ๐˜ถ๐˜ณ-๐˜ฑ๐˜ข๐˜ณ๐˜ต ๐˜—๐˜ฐ๐˜ญ๐˜ช๐˜ค๐˜บ ๐˜‰๐˜ณ๐˜ช๐˜ฆ๐˜ง ๐˜š๐˜ฆ๐˜ณ๐˜ช๐˜ฆ๐˜ด ๐˜ฐ๐˜ฏ ๐˜š๐˜ต๐˜ณ๐˜ฆ๐˜ฏ๐˜จ๐˜ต๐˜ฉ๐˜ฆ๐˜ฏ๐˜ช๐˜ฏ๐˜จ ๐˜™๐˜ฆ๐˜ด๐˜ฑ๐˜ฐ๐˜ฏ๐˜ด๐˜ช๐˜ท๐˜ฆ ๐˜Œ๐˜ข๐˜ณ๐˜ญ๐˜บ ๐˜Š๐˜ฉ๐˜ช๐˜ญ๐˜ฅ๐˜ฉ๐˜ฐ๐˜ฐ๐˜ฅ ๐˜›๐˜ฆ๐˜ข๐˜ค๐˜ฉ๐˜ฆ๐˜ณ ๐˜Œ๐˜ฅ๐˜ถ๐˜ค๐˜ข๐˜ต๐˜ช๐˜ฐ๐˜ฏ ๐˜ช๐˜ฏ ๐˜ต๐˜ฉ๐˜ฆ ๐˜—๐˜ฉ๐˜ช๐˜ญ๐˜ช๐˜ฑ๐˜ฑ๐˜ช๐˜ฏ๐˜ฆ๐˜ด

Issue 2 of 4

๐–๐ก๐š๐ญ ๐€๐ซ๐ž ๐“๐„๐ˆ๐ฌ ๐€๐œ๐ญ๐ฎ๐š๐ฅ๐ฅ๐ฒ ๐“๐ž๐š๐œ๐ก๐ข๐ง๐ ? ๐„๐ฑ๐š๐ฆ๐ข๐ง๐ข๐ง๐  ๐ญ๐ก๐ž ๐๐จ๐ฅ๐ข๐œ๐ข๐ž๐ฌ, ๐๐ซ๐จ๐ ๐ซ๐š๐ฆ๐ฌ, ๐š๐ง๐ ๐๐ซ๐š๐œ๐ญ๐ข๐œ๐ž๐ฌ ๐’๐ก๐š๐ฉ๐ข๐ง๐  ๐„๐š๐ซ๐ฅ๐ฒ ๐‚๐ก๐ข๐ฅ๐๐ก๐จ๐จ๐ ๐„๐๐ฎ๐œ๐š๐ญ๐ข๐จ๐ง ๐ข๐ง ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐ž ๐‡๐ข๐ ๐ก๐ž๐ซ ๐„๐๐ฎ๐œ๐š๐ญ๐ข๐จ๐ง

๐˜•๐˜ช๐˜ฌ๐˜ฐ๐˜ญ๐˜ฆ๐˜ฆ ๐˜”๐˜ข๐˜ณ๐˜ช๐˜ฆ ๐˜ˆ ๐˜š๐˜ฆ๐˜ณ๐˜ข๐˜ง๐˜ช๐˜ค๐˜ฐ-๐˜™๐˜ฆ๐˜บ๐˜ฆ๐˜ด, ๐˜ˆ๐˜ณ๐˜ญ๐˜บ๐˜ฏ๐˜ฆ ๐˜Š ๐˜”๐˜ข๐˜ณ๐˜ข๐˜ด๐˜ช๐˜จ๐˜ข๐˜ฏ, ๐˜‘๐˜ฐ๐˜บ๐˜ค๐˜ฆ ๐˜“ ๐˜‰๐˜ข๐˜ถ๐˜ต๐˜ช๐˜ด๐˜ต๐˜ข, ๐˜”๐˜ฆ๐˜ญ๐˜ช๐˜ด๐˜ด๐˜ข ๐˜› ๐˜‰๐˜ข๐˜ณ๐˜ต๐˜ฐ๐˜ญ๐˜ฐ๐˜ฎ๐˜ฆ, ๐˜ˆ๐˜ญ๐˜ท๐˜ช๐˜ฏ ๐˜‰ ๐˜‰๐˜ข๐˜ณ๐˜ค๐˜ฆ๐˜ญ๐˜ฐ๐˜ฏ๐˜ข, ๐˜ˆ๐˜ฑ๐˜ณ๐˜ช๐˜ญ ๐˜ˆ๐˜ฏ๐˜ฏ ๐˜” ๐˜Š๐˜ถ๐˜ณ๐˜ถ๐˜จ๐˜ข๐˜ฏ, ๐˜“๐˜ฆ๐˜ฐ๐˜ฏ๐˜ฐ๐˜ณ๐˜ข ๐˜— ๐˜๐˜ข๐˜ณ๐˜ฆ๐˜ญ๐˜ข, ๐˜•๐˜ช๐˜ญ๐˜ฐ ๐˜‘ ๐˜Š๐˜ข๐˜ด๐˜ต๐˜ถ๐˜ญ๐˜ฐ, ๐˜‰๐˜ฉ๐˜ฆ๐˜ซ๐˜ข๐˜บ ๐˜“ ๐˜”๐˜ฐ๐˜ญ๐˜ฆ๐˜ณ๐˜ข, ๐˜š๐˜ฆ๐˜ต๐˜ฉ ๐˜™ ๐˜ฅ๐˜ฆ ๐˜Ž๐˜ถ๐˜ช๐˜ข, ๐˜”๐˜ข๐˜ณ๐˜ฌ ๐˜—๐˜ฐ๐˜ฏ๐˜ค๐˜ฆ ๐˜Š ๐˜š๐˜ข๐˜ฏ ๐˜‘๐˜ถ๐˜ข๐˜ฏ

This brief examines how Teacher Education Institutions (TEIs) in the Philippines implement their Bachelor of Early Childhood Education (BECEd) programs in terms of curriculum content, pedagogical approaches, assessment practices, and quality improvement mechanisms. Drawing on qualitative data from 10 TEIs across Luzon, Visayas, and Mindanao, it reveals that play-based learning and developmentally appropriate practice are genuinely embedded in program delivery, not merely aspirational statements. Cultural contextualization is an emerging institutional priority, though it currently depends on individual faculty initiative rather than systematic policy guidance. Quality assurance mechanisms exist but remain compliance-oriented rather than improvement-driven, and research capacity is unevenly distributed across institutions. The brief argues that strengthening BECEd programs requires investing in the conditions that make good teaching possible, such as culturally grounded materials, research-informed faculty, and learning environments that model the pedagogies pre-service teachers are trained to use.

Read full article here: https://www.pnuresearchportal.org/wp-content/uploads/2026/07/Policy-Brief-Special-Issue-2-2026.pdf.

๐๐Ž๐‹๐ˆ๐‚๐˜ ๐๐‘๐ˆ๐„๐… ๐’๐„๐‘๐ˆ๐„๐’ presents๐…๐ซ๐จ๐ฆ ๐‚๐ซ๐š๐๐ฅ๐ž ๐ญ๐จ ๐‚๐ฅ๐š๐ฌ๐ฌ๐ซ๐จ๐จ๐ฆ: ๐˜ˆ ๐˜๐˜ฐ๐˜ถ๐˜ณ-๐˜ฑ๐˜ข๐˜ณ๐˜ต ๐˜—๐˜ฐ๐˜ญ๐˜ช๐˜ค๐˜บ ๐˜‰๐˜ณ๐˜ช๐˜ฆ๐˜ง ๐˜š๐˜ฆ๐˜ณ๐˜ช๐˜ฆ๐˜ด ๐˜ฐ๐˜ฏ ๐˜š๐˜ต๐˜ณ๐˜ฆ๐˜ฏ๐˜จ๐˜ต๐˜ฉ๐˜ฆ๐˜ฏ๐˜ช๐˜ฏ๐˜จ ๐˜™๐˜ฆ๐˜ด๐˜ฑ๐˜ฐ๐˜ฏ๐˜ด๐˜ช๐˜ท๐˜ฆ ๐˜Œ๐˜ข๐˜ณ๐˜ญ๐˜บ ...
10/07/2026

๐๐Ž๐‹๐ˆ๐‚๐˜ ๐๐‘๐ˆ๐„๐… ๐’๐„๐‘๐ˆ๐„๐’ presents

๐…๐ซ๐จ๐ฆ ๐‚๐ซ๐š๐๐ฅ๐ž ๐ญ๐จ ๐‚๐ฅ๐š๐ฌ๐ฌ๐ซ๐จ๐จ๐ฆ: ๐˜ˆ ๐˜๐˜ฐ๐˜ถ๐˜ณ-๐˜ฑ๐˜ข๐˜ณ๐˜ต ๐˜—๐˜ฐ๐˜ญ๐˜ช๐˜ค๐˜บ ๐˜‰๐˜ณ๐˜ช๐˜ฆ๐˜ง ๐˜š๐˜ฆ๐˜ณ๐˜ช๐˜ฆ๐˜ด ๐˜ฐ๐˜ฏ ๐˜š๐˜ต๐˜ณ๐˜ฆ๐˜ฏ๐˜จ๐˜ต๐˜ฉ๐˜ฆ๐˜ฏ๐˜ช๐˜ฏ๐˜จ ๐˜™๐˜ฆ๐˜ด๐˜ฑ๐˜ฐ๐˜ฏ๐˜ด๐˜ช๐˜ท๐˜ฆ ๐˜Œ๐˜ข๐˜ณ๐˜ญ๐˜บ ๐˜Š๐˜ฉ๐˜ช๐˜ญ๐˜ฅ๐˜ฉ๐˜ฐ๐˜ฐ๐˜ฅ ๐˜›๐˜ฆ๐˜ข๐˜ค๐˜ฉ๐˜ฆ๐˜ณ ๐˜Œ๐˜ฅ๐˜ถ๐˜ค๐˜ข๐˜ต๐˜ช๐˜ฐ๐˜ฏ ๐˜ช๐˜ฏ ๐˜ต๐˜ฉ๐˜ฆ ๐˜—๐˜ฉ๐˜ช๐˜ญ๐˜ช๐˜ฑ๐˜ฑ๐˜ช๐˜ฏ๐˜ฆ๐˜ด

Issue 1 of 4

๐€๐ฅ๐ข๐ ๐ง๐ข๐ง๐  ๐๐จ๐ฅ๐ข๐œ๐ฒ ๐š๐ง๐ ๐๐ซ๐š๐œ๐ญ๐ข๐œ๐ž ๐ข๐ง ๐„๐š๐ซ๐ฅ๐ฒ ๐‚๐ก๐ข๐ฅ๐๐ก๐จ๐จ๐ ๐„๐๐ฎ๐œ๐š๐ญ๐ข๐จ๐ง: ๐’๐ญ๐ซ๐ž๐ง๐ ๐ญ๐ก๐ž๐ง๐ข๐ง๐  ๐๐ซ๐ž-๐’๐ž๐ซ๐ฏ๐ข๐œ๐ž ๐“๐ž๐š๐œ๐ก๐ž๐ซ ๐๐ซ๐ž๐ฉ๐š๐ซ๐š๐ญ๐ข๐จ๐ง ๐ข๐ง ๐ญ๐ก๐ž ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐ž๐ฌ
๐˜•๐˜ช๐˜ฌ๐˜ฐ๐˜ญ๐˜ฆ๐˜ฆ ๐˜”๐˜ข๐˜ณ๐˜ช๐˜ฆ ๐˜ˆ ๐˜š๐˜ฆ๐˜ณ๐˜ข๐˜ง๐˜ช๐˜ค๐˜ฐ-๐˜™๐˜ฆ๐˜บ๐˜ฆ๐˜ด, ๐˜ˆ๐˜ณ๐˜ญ๐˜บ๐˜ฏ๐˜ฆ ๐˜Š ๐˜”๐˜ข๐˜ณ๐˜ข๐˜ด๐˜ช๐˜จ๐˜ข๐˜ฏ, ๐˜‘๐˜ฐ๐˜บ๐˜ค๐˜ฆ ๐˜“ ๐˜‰๐˜ข๐˜ถ๐˜ต๐˜ช๐˜ด๐˜ต๐˜ข, ๐˜”๐˜ฆ๐˜ญ๐˜ช๐˜ด๐˜ด๐˜ข ๐˜› ๐˜‰๐˜ข๐˜ณ๐˜ต๐˜ฐ๐˜ญ๐˜ฐ๐˜ฎ๐˜ฆ, ๐˜ˆ๐˜ญ๐˜ท๐˜ช๐˜ฏ ๐˜‰ ๐˜‰๐˜ข๐˜ณ๐˜ค๐˜ฆ๐˜ญ๐˜ฐ๐˜ฏ๐˜ข, ๐˜ˆ๐˜ฑ๐˜ณ๐˜ช๐˜ญ ๐˜ˆ๐˜ฏ๐˜ฏ ๐˜” ๐˜Š๐˜ถ๐˜ณ๐˜ถ๐˜จ๐˜ข๐˜ฏ, ๐˜“๐˜ฆ๐˜ฐ๐˜ฏ๐˜ฐ๐˜ณ๐˜ข ๐˜— ๐˜๐˜ข๐˜ณ๐˜ฆ๐˜ญ๐˜ข, ๐˜•๐˜ช๐˜ญ๐˜ฐ ๐˜‘ ๐˜Š๐˜ข๐˜ด๐˜ต๐˜ถ๐˜ญ๐˜ฐ, ๐˜‰๐˜ฉ๐˜ฆ๐˜ซ๐˜ข๐˜บ ๐˜“ ๐˜”๐˜ฐ๐˜ญ๐˜ฆ๐˜ณ๐˜ข, ๐˜š๐˜ฆ๐˜ต๐˜ฉ ๐˜™ ๐˜ฅ๐˜ฆ ๐˜Ž๐˜ถ๐˜ช๐˜ข, ๐˜”๐˜ข๐˜ณ๐˜ฌ ๐˜—๐˜ฐ๐˜ฏ๐˜ค๐˜ฆ ๐˜Š ๐˜š๐˜ข๐˜ฏ ๐˜‘๐˜ถ๐˜ข๐˜ฏ

This policy brief examines the alignment between national Early Childhood Care and Development (ECCD) policies and the preparation of pre-service teachers in the Philippines. Drawing on a scoping review and qualitative data from 10 Teacher Education Institutions (TEIs), the study analyzes how policy frameworks are translated into curriculum design and field-based training. Findings show strong alignment at the level of curriculum. TEIs have aligned their Bachelor of Early Childhood Education (BECEd) programs with CHED CMO No. 76, the National Early Learning Framework (NELF), and DepEd standards. Developmentally appropriate, play-based, and inclusive pedagogies are widely integrated. However, this alignment is not consistently realized in practice. Pre-service teachers have limited exposure to authentic early childhood settings, particularly for children aged 0โ€“4, and depend on fragmented systems for field training. Critical structural gaps remain. The supply of qualified early childhood educators remains insufficient to meet national demand, with only 3,993 BECEd graduates produced since 2005, which is far below the workforce requirements indicated in DepEd reports, particularly for kindergarten and early childhood programs. Governance fragmentation across DepEd, DSWD, DOH, and the ECCD Council further constrains coordination and program delivery. This brief calls for policy reforms that move beyond alignment in design toward alignment in implementation, including the full operationalization and strengthening of the implementation of Republic Act No. 12199.

Read full article here: https://www.pnuresearchportal.org/wp-content/uploads/2026/07/Policy-Brief-Volume-10-Special-Issue-1.pdf.

Happy Birthday Sir Bhejay! ๐Ÿ‘‘โœจYour quiet dedication, unwavering reliability, and remarkable ability to get things done wi...
09/07/2026

Happy Birthday Sir Bhejay! ๐Ÿ‘‘โœจ

Your quiet dedication, unwavering reliability, and remarkable ability to get things done with excellence make you one of the brightest stars and strongest pillars of EPRDO.

Thank you for your dedication, positivity, and for making our workplace brighter every day.

Happy Birthday! Wishing you joy, good health, success, and another fabulous year of shining your light. Stay iconic! ๐ŸŽ‰๐Ÿ’–

๐๐จ๐ฅ๐ข๐œ๐ฒ ๐๐ซ๐ข๐ž๐Ÿ ๐’๐ž๐ซ๐ข๐ž๐ฌ presents๐…๐ซ๐จ๐ฆ ๐‚๐ซ๐š๐๐ฅ๐ž ๐ญ๐จ ๐‚๐ฅ๐š๐ฌ๐ฌ๐ซ๐จ๐จ๐ฆ: ๐˜ˆ ๐˜๐˜ฐ๐˜ถ๐˜ณ-๐˜—๐˜ข๐˜ณ๐˜ต ๐˜—๐˜ฐ๐˜ญ๐˜ช๐˜ค๐˜บ ๐˜‰๐˜ณ๐˜ช๐˜ฆ๐˜ง ๐˜š๐˜ฆ๐˜ณ๐˜ช๐˜ฆ๐˜ด ๐˜ฐ๐˜ฏ ๐˜š๐˜ต๐˜ณ๐˜ฆ๐˜ฏ๐˜จ๐˜ต๐˜ฉ๐˜ฆ๐˜ฏ๐˜ช๐˜ฏ๐˜จ ๐˜™๐˜ฆ๐˜ด๐˜ฑ๐˜ฐ๐˜ฏ๐˜ด๐˜ช๐˜ท๐˜ฆ ๐˜Œ๐˜ข๐˜ณ๐˜ญ๐˜บ ...
08/07/2026

๐๐จ๐ฅ๐ข๐œ๐ฒ ๐๐ซ๐ข๐ž๐Ÿ ๐’๐ž๐ซ๐ข๐ž๐ฌ presents
๐…๐ซ๐จ๐ฆ ๐‚๐ซ๐š๐๐ฅ๐ž ๐ญ๐จ ๐‚๐ฅ๐š๐ฌ๐ฌ๐ซ๐จ๐จ๐ฆ: ๐˜ˆ ๐˜๐˜ฐ๐˜ถ๐˜ณ-๐˜—๐˜ข๐˜ณ๐˜ต ๐˜—๐˜ฐ๐˜ญ๐˜ช๐˜ค๐˜บ ๐˜‰๐˜ณ๐˜ช๐˜ฆ๐˜ง ๐˜š๐˜ฆ๐˜ณ๐˜ช๐˜ฆ๐˜ด ๐˜ฐ๐˜ฏ ๐˜š๐˜ต๐˜ณ๐˜ฆ๐˜ฏ๐˜จ๐˜ต๐˜ฉ๐˜ฆ๐˜ฏ๐˜ช๐˜ฏ๐˜จ ๐˜™๐˜ฆ๐˜ด๐˜ฑ๐˜ฐ๐˜ฏ๐˜ด๐˜ช๐˜ท๐˜ฆ ๐˜Œ๐˜ข๐˜ณ๐˜ญ๐˜บ ๐˜Š๐˜ฉ๐˜ช๐˜ญ๐˜ฅ๐˜ฉ๐˜ฐ๐˜ฐ๐˜ฅ ๐˜›๐˜ฆ๐˜ข๐˜ค๐˜ฉ๐˜ฆ๐˜ณ ๐˜Œ๐˜ฅ๐˜ถ๐˜ค๐˜ข๐˜ต๐˜ช๐˜ฐ๐˜ฏ ๐˜ช๐˜ฏ ๐˜ต๐˜ฉ๐˜ฆ ๐˜—๐˜ฉ๐˜ช๐˜ญ๐˜ช๐˜ฑ๐˜ฑ๐˜ช๐˜ฏ๐˜ฆ๐˜ด

This special edition of our Policy Brief Series presents a connected story that traces the ECCD teacher preparation ecosystemโ€”from ๐—ฝ๐—ผ๐—น๐—ถ๐—ฐ๐˜† ๐—ถ๐—ป๐˜๐—ฒ๐—ป๐˜ and ๐—ถ๐—ป๐˜€๐˜๐—ถ๐˜๐˜‚๐˜๐—ถ๐—ผ๐—ป๐—ฎ๐—น ๐—ถ๐—บ๐—ฝ๐—น๐—ฒ๐—บ๐—ฒ๐—ป๐˜๐—ฎ๐˜๐—ถ๐—ผ๐—ป to ๐˜€๐˜๐—ฎ๐—ป๐—ฑ๐—ฎ๐—ฟ๐—ฑ๐˜€ ๐—ฎ๐—น๐—ถ๐—ด๐—ป๐—บ๐—ฒ๐—ป๐˜ and the ๐˜€๐˜†๐˜€๐˜๐—ฒ๐—บ๐—ถ๐—ฐ ๐—ฏ๐—ฎ๐—ฟ๐—ฟ๐—ถ๐—ฒ๐—ฟ๐˜€ that continue to shape pre-service teacher preparation.

Drawing from evidence, the series offers key insights into how policies are translated into practice and identifies opportunities to strengthen ECCD teacher education for the future.

The briefs are based on findings from our ๐Ÿฎ๐Ÿฌ๐Ÿฎ๐Ÿฐ-๐Ÿฎ๐Ÿฌ๐Ÿฎ๐Ÿฑ ๐—ฟ๐—ฒ๐˜€๐—ฒ๐—ฎ๐—ฟ๐—ฐ๐—ต ๐—ฝ๐—ฟ๐—ผ๐—ท๐—ฒ๐—ฐ๐˜, ๐˜Œ๐˜ฏ๐˜ฉ๐˜ข๐˜ฏ๐˜ค๐˜ช๐˜ฏ๐˜จ ๐˜—๐˜ณ๐˜ฆ-๐˜ด๐˜ฆ๐˜ณ๐˜ท๐˜ช๐˜ค๐˜ฆ ๐˜›๐˜ฆ๐˜ข๐˜ค๐˜ฉ๐˜ฆ๐˜ณ๐˜ด' ๐˜—๐˜ณ๐˜ฐ๐˜ง๐˜ช๐˜ค๐˜ช๐˜ฆ๐˜ฏ๐˜ค๐˜บ ๐˜ช๐˜ฏ ๐˜Œ๐˜ข๐˜ณ๐˜ญ๐˜บ ๐˜Š๐˜ฉ๐˜ช๐˜ญ๐˜ฅ๐˜ฉ๐˜ฐ๐˜ฐ๐˜ฅ ๐˜Š๐˜ข๐˜ณ๐˜ฆ ๐˜ข๐˜ฏ๐˜ฅ ๐˜‹๐˜ฆ๐˜ท๐˜ฆ๐˜ญ๐˜ฐ๐˜ฑ๐˜ฎ๐˜ฆ๐˜ฏ๐˜ต: ๐˜ˆ ๐˜—๐˜ฐ๐˜ญ๐˜ช๐˜ค๐˜บ-๐˜‹๐˜ณ๐˜ช๐˜ท๐˜ฆ๐˜ฏ ๐˜ˆ๐˜ฑ๐˜ฑ๐˜ณ๐˜ฐ๐˜ข๐˜ค๐˜ฉ ๐˜ต๐˜ฐ ๐˜Œ๐˜ง๐˜ง๐˜ฆ๐˜ค๐˜ต๐˜ช๐˜ท๐˜ฆ ๐˜—๐˜ณ๐˜ฐ๐˜จ๐˜ณ๐˜ข๐˜ฎ ๐˜‹๐˜ฆ๐˜ท๐˜ฆ๐˜ญ๐˜ฐ๐˜ฑ๐˜ฎ๐˜ฆ๐˜ฏ๐˜ต ๐˜ข๐˜ฏ๐˜ฅ ๐˜๐˜ฎ๐˜ฑ๐˜ญ๐˜ฆ๐˜ฎ๐˜ฆ๐˜ฏ๐˜ต๐˜ข๐˜ต๐˜ช๐˜ฐ๐˜ฏ.
๐Ÿ“– Read the full research report here: bit.ly/ECCDP1-FINAL-REPORT

Join us as we unpack the policies, practices, and challenges that influence the preparation of the next generation of ECCD educators.

๐Ÿ“ฃ ๐๐„๐– ๐๐”๐๐‹๐ˆ๐‚๐€๐“๐ˆ๐Ž๐ ๐€๐‹๐„๐‘๐“๐“๐ก๐ซ๐ข๐ฏ๐ข๐ง๐  ๐š๐ ๐š๐ข๐ง๐ฌ๐ญ ๐ญ๐ก๐ž ๐จ๐๐๐ฌ? ๐‘๐ž๐ญ๐ก๐ข๐ง๐ค๐ข๐ง๐  ๐ซ๐ž๐ฌ๐ž๐š๐ซ๐œ๐ก ๐ž๐ฑ๐œ๐ž๐ฅ๐ฅ๐ž๐ง๐œ๐ž ๐š๐ง๐ ๐ค๐ง๐จ๐ฐ๐ฅ๐ž๐๐ ๐ž ๐ฉ๐ซ๐จ๐๐ฎ๐œ๐ญ๐ข๐จ๐ง ๐ข๐ง ๐œ๐จ๐ง๐ญ๐ž๐ฑ๐ญ๐ฌ ๐จ๐Ÿ...
08/07/2026

๐Ÿ“ฃ ๐๐„๐– ๐๐”๐๐‹๐ˆ๐‚๐€๐“๐ˆ๐Ž๐ ๐€๐‹๐„๐‘๐“

๐“๐ก๐ซ๐ข๐ฏ๐ข๐ง๐  ๐š๐ ๐š๐ข๐ง๐ฌ๐ญ ๐ญ๐ก๐ž ๐จ๐๐๐ฌ? ๐‘๐ž๐ญ๐ก๐ข๐ง๐ค๐ข๐ง๐  ๐ซ๐ž๐ฌ๐ž๐š๐ซ๐œ๐ก ๐ž๐ฑ๐œ๐ž๐ฅ๐ฅ๐ž๐ง๐œ๐ž ๐š๐ง๐ ๐ค๐ง๐จ๐ฐ๐ฅ๐ž๐๐ ๐ž ๐ฉ๐ซ๐จ๐๐ฎ๐œ๐ญ๐ข๐จ๐ง ๐ข๐ง ๐œ๐จ๐ง๐ญ๐ž๐ฑ๐ญ๐ฌ ๐จ๐Ÿ ๐ฌ๐œ๐š๐ซ๐œ๐ข๐ญ๐ฒ
๐˜ˆ๐˜ญ๐˜ญ๐˜ฆ๐˜ฏ ๐˜ˆ. ๐˜Œ๐˜ด๐˜ฑ๐˜ช๐˜ฏ๐˜ฐ๐˜ด๐˜ข, ๐˜”๐˜ข. ๐˜ˆ๐˜ณ๐˜ด๐˜ฆ๐˜ฏ๐˜ช๐˜ข ๐˜Š. ๐˜Ž๐˜ฐ๐˜ฎ๐˜ฆ๐˜ป, & ๐˜๐˜ฆ๐˜ช๐˜ฅ๐˜ช ๐˜‰๐˜ข๐˜ณ๐˜ค๐˜ฆ๐˜ญ๐˜ฐ-๐˜”๐˜ข๐˜ค๐˜ข๐˜ฉ๐˜ช๐˜ญ๐˜ช๐˜จ

Can researchers truly "thrive" in systems built on inequality? Or are we simply learning how to survive within them?
This newest publication explores this question by rethinking research excellence in contexts where scarcity, unequal access to resources, and global academic hierarchies continue to shape knowledge production.
The paper invites readers to move beyond traditional metrics of success and consider a more inclusive understanding of excellenceโ€”one grounded in epistemic justice, collaboration, and the transformation of the systems that shape research itself.
Because excellence should not only be measured by what we produce, but also by the conditions under which knowledge is created.

Read the full article for free here: https://doi.org/10.1080/14767724.2026.2700198

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