Research Article | Open Access
Faculty Qualification, Teaching Methodology and Assessment of the Diploma Courses: Realigning the Programs Towards the Inclusion of Children and Youth with Special Needs
Vanny D. Cornelio
Pages: 2132-2141
Abstract
This study aimed to determine the extent of implementation of the diploma technology program among Technical Vocational Education Institutions. This study utilized a descriptive-quantitative research design. Purposive sampling was used in selecting the respondents of the study, and these were administrators and faculty of selected technical vocational institutions in the Zamboanga Peninsula area. The findings revealed that both the Private and Public Technical vocational Education Institutions offering the Diploma of Technology Program comply with the requirements of TESDA in terms of faculty qualifications, teaching and assessment methodology, and instructional facilities. Technical vocational education institutions in Zamboanga Peninsula have similar extents of implementation of the diploma technology program in terms of the teaching methodology, regardless of the type of institution, whether public or private, and in terms of the instructional facilities, regardless of the type of institution and regardless of the level of certification.
Keywords
Faculty Qualification, Teaching Methodology, Assessment, Diploma Courses, Inclusion of Children and Youth, Special Needs, TESDA