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Mindanao Center for Education Research, Training and Innovation (MCERTI)

The Mindanao Center for Education Research, Training, and Innovation (MCERTI) serves as the College of Education's central hub for research and innovation. MCERTI spearheads research activities, fostering advancements in education through its commitment to the diffusion of knowledge and educational technologies. By establishing strong linkages and networks, MCERTI ensures the sustainability of its endeavors.  MCERTI strategically aligns its research with issues that beset the Philippine Educational system and with Sustainable Development Goal 4 (SDG 4), which promotes quality, inclusive education, and lifelong learning opportunities for all.

NICHE AREAS

  1. Curriculum Studies
  2. Pedagogy and Innovations 
  3. School Governance
  4. Educational Assessments
  5. Teacher Training Research

CONTACT INFORMATION

Mailing Address:
Mindanao Center for Education Research, Training and Innovation (MCERTI)
Rm 212, College of Education
Iñigo St. Bo. Obrero, Davao City, Philippines

Phone: (082)227-8192 Local 227
Email: ced_research@usep.edu.ph

HENRY C. ENCABO
MCERTI Center Manager
ROSIE LYN G. TUBA
Center Staff

Agenda 1: Equity and Alternative Assessments

Theme 1.1: Equity and Inclusiveness in Assessments

The inequities faced by students due to societal and physical challenges demand a re-examination of how we assess their learning. Traditional methods often fail to account for the diverse contexts and limitations that impact students' ability to effectively express and demonstrate their learning. Research on equity in assessments analyzes the shortcomings of traditional assessment designs and explores alternative assessment methods that can illuminate learning gaps and needs for support and accommodations, and ultimately work towards a more equitable and inclusive educational experience. Research on the equity that assessment serves its true purpose – not as a barrier to access, but as a springboard for growth and success for all learners.

Theme 1.2: Assessment of Learning Transfer and Transversal Skills

International assessments (PISA, TIMMS, SEA-PLM) reveal a worrying trend – Filipino students struggle to transfer their learning to unfamiliar, authentic contexts, raising questions about the effectiveness of our educational practices. Research on assessment of learning transfer and transversal skills steps in, offering a useful lens to address this gap. By studying how students perform on tasks that require them to apply knowledge in novel situations, we can shed light on what hinders or facilitates their ability to transfer learning. This research will not only clarify the interconnectedness between different learning outcomes but also guide the development of more effective teaching and assessment methods that foster the development of transversal skills – a cornerstone of educational success in today's world.

Theme 1.3: Alternative Measures and Assessments of Lifelong Learning

Our present measures of learning, often confined to formal education, fail to capture the wide range of knowledge and skills acquired throughout life. Lifelong learning, encompassing diverse modalities beyond the classroom and schooling systems, demands a shift in assessment paradigms to fully understand its value. Applying traditional measures of learning, and indicators of educational programs and systems to this broader landscape paints an incomplete and potentially misleading picture. This hinders our understanding of educational progress and programs and our ability to address emerging challenges. By focusing beyond current assessment practices and tools, we can tap into the rich tapestry of learning experiences that occur inside and outside formal settings. This shift in focus unlocks the true potential of learning, allowing us to accurately gauge its impact on individuals and communities.

Agenda 2: Relevant and Innovative Curriculum

Theme 2.1: Reimagining the Curriculum of the Future

Amidst the challenges of the present and uncertainties of the future, traditional curriculum models struggle to equip learners with the skills and knowledge needed to navigate an increasingly complex and interconnected world. The traditional, rigid, standardized curricula has been limited in fostering critical thinking, problem-solving, and collaboration and other skills demanded for a more sustainable future. This research theme explores how the curriculum (Basic Education, Higher Ed, Tech-Voc Ed) , its underlying philosophy and frameworks can adapt to meet the demands of tomorrow while addressing critical issues like sustainable development, inclusion, and the globalization of communities.

Theme 2.2: Resilience, Learning and Holistic Support

In the face of increasing challenges and uncertainties, fostering resilience in the curriculum has become more crucial than ever for learners of all ages and of varying circumstances. This research theme delves into the interconnected concepts of resilience, learning, and holistic support, exploring how the curriculum, learning experiences and environments, in particular the support systems in the formal educational setting can cultivate individuals to learn and succeed in school and in their communities. The theme also tackles the concepts of adaptability and resourcefulness as key concepts of resilience, and its integration into the learning experience of an individual.

Agenda 3: Transformative School Governance

Theme 3.1: Leveraging Governance Variability for Reforms

The Philippines is gearing up for sweeping reforms in education, seeking to address disparities and forge a path towards quality education for all. Anticipating these changes, a crucial question emerges: can we move beyond one-size-fits-all solutions by leveraging the power of "governance variability"? This research theme delves into the diverse realities of schools and communities, understanding how their unique systems and engagement with reforms influence outcomes and help achieve sustainable development goals. By studying this variability, we aim to unlock context-sensitive approaches that empower local actors, tailor strategies to specific needs, and ultimately realize the promise of educational transformation for all Filipinos.

Theme 3.2: Transformative Leadership

Traditional leadership models in education, characterized by its hierarchical structures and top-down approach, often are ill-equipped to navigate the complex and multifaceted challenges faced by schools today. Persistent disparities in outcomes, the demand for responsive pedagogies in an age of rapid technological and environmental shifts – these realities call for an alternative, transformative leadership paradigm. This research theme delves into the potential of transformative leadership within the Philippine educational system, envisioning a future where schools thrive as vibrant hubs of collaboration, innovation, and equity. This theme aims to nurture knowledge and programs towards developing transformational leaders, who can pave the way for schools to bridge the gap between policy and practice, becoming vibrant centers of community engagement and positive social impact.

Agenda 4: Quality Teacher Education

Theme 4.1: Quality Pre-Service Education

This theme examines the critical role of preparing future teachers to address evolving challenges within the Philippine educational system. It recognizes that teacher quality hinges on both quality pre-service education and effective support systems. These systems play a vital role in shaping competent and dedicated educators who can meet the diverse needs of their students and their respective communities. As a Center of Excellence in Teacher Education, the College of Education (CED) embraces this responsibility by nurturing pre-service teachers through innovations in the curriculum, training approaches and rigorous practical experiential activities. This commitment ensures that future educators are well-equipped to navigate the complexities of the Philippine educational landscape and contribute to its sustained improvement.

Theme 4.2: Professional Growth and Lifelong Learning

This theme emphasizes the importance of lifelong learning through Continuing Professional Development (CPD) and in-service training for teachers. While pre-service programs lay the groundwork for teacher quality, in-service education and lifelong professional learning sustains and enhances educator effectiveness. Concerns regarding existing CPD models and the efficacy of the Philippine CPD Law necessitate exploration of innovative, technology-driven approaches to nurture in-service educators, ultimately fostering a dynamic and well-supported professional ecosystem for reforms.

Agenda 5: Transformative Pedagogy and Innovative Materials

Theme 5.1: Pedagogy for Learners in Challenging Circumstances

Children in difficult circumstances do not usually receive equal opportunities in education. These types of learners refer to those children whose needs are compromised due to the following forms of disadvantages: geographic isolation, extreme poverty, chronic illness, displacement due to armed conflicts, urban disaster, child abuse and child labor practice, special needs and conflict with the law. Studying pedagogy for learners in challenging circumstances is crucial for unveiling and dismantling the systemic barriers that impede their access to quality education and equitable learning outcomes. By understanding the unique needs and contexts of these diverse groups, we can develop targeted and adaptive instructional approaches that empower them to reach their full potential.

Theme 5.2: Pedagogy for the 21st Century

We recognize that international assessments reveal a worrying disconnect between what students learn and how they apply it in unfamiliar, real-life situations. This theme focuses on developing effective pedagogical approaches to equip learners with the tools they need to thrive in the 21st century, where adaptability, transfer of knowledge and the use of complex systems of information are essential. By developing new and better teaching methods for transfer, we can provide educators with practical strategies to guide instructional practices. Ultimately, this research theme aims to empower learners to become independent thinkers and problem solvers who can adapt their knowledge and skills to navigate the complexities of the 21st century.

Theme 5.3: Innovative and Contextualized Learning Materials

Limited access to essential resources like books and technology, which is often a consequence of poverty, isolation, or displacement and other challenging circumstances, restricts the learner's opportunity to engage in meaningful learning. Existing resources frequently fail to reflect the cultural contexts and lived experiences of these diverse learners, leading to disconnect, feelings of exclusion and sadly, poor performance. Traditional materials, crafted for a general audience, also often disregard the specific learning needs of learners facing adversity, hindering their ability to grasp concepts and develop necessary skills. These interconnected barriers necessitate innovative and contextualized solutions, ensuring all learners have access to resources that resonate with their realities and empower them to thrive.

Agenda 6: Transformative Futures of Education

Theme 6.1: Future of Work and Education

The world of work is undergoing a seismic shift. Artificial Intelligence, globalization, technological advancements and environmental challenges are rapidly reshaping job landscapes, making traditional education models increasingly outdated. Research on this theme delves into the disconnect between current educational practices and systems and the challenges demanded by the dynamic future of work. By studying emerging trends, analyzing workforce needs, and understanding the impact of technological disruptions, we can reimagine education systems that empower students to navigate uncertainty and embrace lifelong learning.

Theme 6.2: Education for Sustainable Development

Global challenges like climate change, biodiversity loss, technological divides, and social inequity demand a fundamental transformation in both our way of living and how we educate. To navigate these complex future landscapes and build a sustainable future, we need equipped citizens. These citizens should possess the knowledge, skills, and values necessary for global citizenship, peace building, security, and a thriving quality of life. Our current educational systems often operate in silos, isolated from the realities of sustainability. This necessitates a redesign: integrating environmental stewardship, social equity, and economic resilience principles into the curriculum, innovative teaching strategies materials.

2024 Publications

Teachers’ Views on the Conduct of Class Observation: The Philippine DepEd Setting 

Torres, M. V., Zerrudo, A. P., Labad, V. S., & Gabales, B. G. (2024). Teachers’ views on the
conduct of class observation: The Philippine DepEd setting. International Journal of Instruction, 17(3),
453-474. https://doi.org/10.29333/iji.2024.17325a

The Evolving Role of Social Media in Enhancing Quality of Life: A Global Perspective Across 10 Countries

Marzo, R. R., Jun Chen, H. W., Ahmad, A., Tudy, R., Thew, H. Z., Choy, J. S., Ng, C. H., ... & Elsayed, M. E. (2024). The evolving role of social media in enhancing quality of life: a global perspective across 10 countries. Archives of Public Health, 82(1), 28. https://doi.org/10.1186/s13690-023-01222-z

 
 

2023 Publications

Evaluating The Philippine TVET Competency Assessment and Certification System Using SERVQUAL Model

Francisco, J. M., & Jasmin, N. (2023). Evaluating The Philippine TVET Competency Assessment and Certification System Using SERVQUAL Model. Journal of Technical Education and Training, 15(3), 46-54. https://doi.org/10.30880/jtet.2023.15.03.005

Alignment between teachers' assessment practices and principles of outcomes-based education in the context of Philippine education reform

Alonzo, D., Bejano, J., & Labad, V. (2023). Alignment between teachers’ assessment practices and principles of outcomes-based education in the context of Philippine education reform. International Journal of Instruction, 16(1), 489-506. . https://doi.org/10.29333/iji.2023.16127a

The Journey of a Non-Native English Speaker towards Scopus Publication: An Autoethnography

Tudy, R. (2023). The Journey of a Non-Native English Speaker towards Scopus Publication: An Autoethnography. Recoletos Multidisciplinary Research Journal11(2), 97–106. https://doi.org/10.32871/rmrj2311.02.09 

2024 Research Briefs

Redesigning the USePAT as a Measure of College Readiness

 Download PDF Copy

2024 Research Briefs

How can the USePAT be more Inclusive to students with Disabilities?

 Download PDF Copy

MCERTI Whitelist of Education Journals

The Mindanao Center for Education Research, Training, and Innovation (MCERTI) has compiled this list to encourage College of Education faculty and students to publish in affordable, high-quality, discipline-specific journals. The journals listed typically do not charge publication fees, or if they do, the fees do not exceed $350 USD. To learn more about the journals, we recommend visiting their websites directly.

This list is a work in progress. We only include journals that meet our specific criteria, and we're constantly adding more. We encourage you to explore reputable databases such as Scopus, Web of Science, ASEAN Citation Index and the Bro. Andrew Gonzales Philippine Citation Index for other journals that also accept articles in Education. For feedback on this list, please email: ced_research@usep.edu.ph

List of Scopus and Web of Science Journals

Other High Quality Journals in Education

This list includes journals published by other universities. These journals may not yet be indexed in popular databases like Scopus, but they are known for publishing high-quality, original research.

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Linkages and Partnerships

Southeast Asian Ministers of Education Organization, Regional Center Educational Innovation and Technology (SEAMEO INNOTECH)
https://www.seameo-innotech.org/
SEAMEO INNOTECH develops educational resources to improve learning outcomes across Southeast Asia. Faculty from the College of Education have been recognized for their expertise by SEAMEO INNOTECH, collaborating on the development of blended learning modules for the Alternative Learning System (ALS) and serving as trainers for the continuing education program offered jointly by DepEd (Department of Education) and SEAMEO INNOTECH.
Department of Education Regional XI (DepEd Regional Office XI)
https://depedroxi.ph/
The Department of Education Region XI (DepEd XI) is government body taking charge of all elementary, high schools, and special educational institutions in Davao Region. They have been a strong and consistent partner of the College of Education (CED) at USeP. This partnership is exemplified by MCERTI, which conducts extension activities that leverage the research and expertise of the CED faculty.
Commission on Higher Education
https://ched.gov.ph/
The Commission on Higher Education (CHED), is the Philippines' governing body for higher education institutions, has commissioned a number of CED Faculty for the Scoping Study on Teacher Education Project and continues to be a source of funding support for research and extension.

CED TVET Symposium

The College of Education department spearheaded a Technical and Vocational Education symposium last May 13, 2023 to capacitate the BTVTED students with the right skills and knowledge about the recent agenda and directions of the Technical Education and Skills Development Authority (TESDA). In the said event, the faculty and students were informed on the new technologies and related sciences as well as on the acquisition of practical skills related the program.

 

TVET SYMPOSIUM:

The College of Education department spearheaded a Technical and Vocational Education symposium to capacitate the BTVTED students with the right skills and knowledge about the recent agenda and directions of the Technical Education and Skills Development Authority (TESDA). In the said event, the faculty and students were informed on the new technologies and related sciences as well as on the acquisition of practical skills related the program.