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National Workshop on Supporting Competency-based Teacher Training Reforms to Facilitate ICT-Pedagogy Integration in the Philippines (21-22 July 2015, Quezon City, Philippines)

As a tool to enhance instruction in the Philippines, ICT is used by teachers across learning areas to make learning more interesting and effective. This expectation is reflected in the country’s National Competency-Based Teacher Standards (NCBTS), an integrated professional development framework that defines the different dimensions of effective teaching. Adopted in 2004, the NCBTS has been and remains the core of the Department of Education’s Teacher Education Development Program and has been adopted by both teacher education institutions (TEIs) throughout the country and the Professional Regulation Commission, which is in charge of the country’s licensure exam for teachers.

However, in light of recent massive education reforms driven by the country’s shift to the K to 12 basic education program and adoption of the outcomes-based approach to tertiary education, there is an urgent need to revisit and revise the ICT competencies within NCBTS, especially in the face of rapidly evolving ICT and other digital technologies. UNESCO Bangkok’s KFIT-funded project on “Supporting Competency-Based Teacher-Training Reforms” therefore comes at an opportune time, as it presents the Philippines’ Commission on Higher Education (CHED) with a chance to meet this need.

As part of the Philippine implementation of the project, UNESCO Bangkok, CHED and the Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH) teamed up to organize the 1st National Workshop on Supporting Competency-Based Teacher-Training Reforms to Facilitate ICT-Pedagogy Integration in the Philippines. Held last 21-22 July 2015, the workshop brought together CHED officials, ICT experts, members from various CHED technical panels, representatives from the Department of Education, and TEI representatives to enhance the ICT competencies within the current NCBTS and integrate these into a CHED memorandum order on the Policies, Standards and Guidelines (PSGs) for ICT-Pedagogy Integration in Undergraduate Teacher Education in the country. Session workshops were facilitated mainly by UNESCO Bangkok and the CHED task force formed for the Philippine phase of the project.

Participants came up with draft recommendations for integrating ICT and ICT Pedagogy in pre-service teacher education which, in turn, will be considered by members of the CHED task force as they finalize the ICT-Pedagogy Integration PSGs for undergraduate teacher education curriculum this month. Once promulgated, the PSGs will serve as a guide for CHED in revising the country’s Educational Technology courses.


Contact info: Jonghwi Park,; Maria Melizza Tan,