RESEARCH AGENDA
S.Y. 2018-2020

I. Institutional Priority Research Topics for S.Y. 2018-2020

1. Tracer Studies for School Total Impact

2. Students' Profile as Basis for Teaching and Learning Improvement

3. Board Courses' Performance

4. School Services' Quality

5. School Culture as Basis for Program Proposals

6. Assessment of FAPE ESC program and Recommended areas for improvement by FAPE Accreditation Visit 2017-2018: - Classroom instruction through in-depth treatment of content, language fluency, production and effective use of instructional materials and technology

7. Factors Influencing Student Performance as Basis for Interventions (i.e. individual differences, background, motivation, teaching strategies, classroom environment, instruction)

8. Values at all Levels, student discipline, bullying, gender and development, indigenous education, inclusive education

9. Review and evaluation of school processes (student management, human resources, quality assurance, school administration) for school sustainability

10. Review and evaluation of academic, non-academic, and special programs (OJT/internships, immersions, in-house reviews, student retention, enhancement classes, homeroom classes, community extension program, tutorial programs)

II. Harmonized National Research and Development Agenda for 2017-2022 (DOST and NEDA)

A. National integrated Basic Research Agenda (NIBRA)

1. Water Security - TUBIG Program (Tubig ay Buhayin at Ingatan)
- Watershed studies, water quality, accessibility and availability

2. Food and Nutrition Security - SAPAT Program (Saganang Pagkain Para sa Lahat)
- Food safety, biodiversity studies

3. Health Sufficiency - LIKAS Program (Likas Yaman sa Kalusugan)
- Fundamental studies on potential sources of natural products, basic veterinary studies, social dimensions on health

4. Clean Energy - ALERT Program (Alternative Energy Research Trends)
- Alternative energy

5. Sustainable Communities - SAKLAW Program (Saklolo sa Lawa)
- Vulnerable ecosystems, data analytics on natural phenomena, environmental and anthropogenic activities

6. Inclusive Nation-building - ATIN Program (Ang Tinig Natin)
- Documentation on indigenous knowledge, data collection on social phenomena, education, national security and sovereignty, arts, history and culture

B. Health

1. Drug Discovery and Development

2. Diagnostics

3. Functional foods

4. Hospital Equipment and Biomedical Devices

5. Information and Communication Technology for Health

6. Dengue

7. Nutrition and Food Safety

8. Disaster Risk Reduction - Health

9. Climate Change Adaptation - Health

10. Omic Technologies for Health

C. Agriculture, Aquatic and natural Resources Sector (AANR)

1. Agriculture - Crops (germplasm research, varietal improvement and selection, good quality planting materials, cultural management and crop production systems, postharvest processing and product development - Livestock (animal improvement, improved reproduction, feeding and nutrition, conservation and improvement of native animals

2. Fisheries and Aquaculture - Applied genomics; culture systems; culture of new cultivable species; fish health, disease diagnostics and management; nutrition, feeds and feeding systems; postharvest handling , processing and product development; automation of feeding, water and culture management and post production; fishkill warning and mitigation systems and environmental management for sustainable aquaculture; management of fisheries

3. Forestry - Development and sustainable management practices; Development of high yielding varieties (HYVs) of priority timber species with superior traits; Production protocols for the propagation of quality timber and non-timber forest planting materials; Development of sustainable harvesting and postharvest techniques/technologies and marketing strategies for timber and non-timber forest species/products

4. Natural Resources and Environment - Sustainable utilization, conservation and management of biodiversity in terrestrial, forestry and marine ecosystems; Sustainable watershed management and utilization; Management and rehabilitation of problem, degraded and polluted agricultural soils through remediation; Development of high value products from agricultural and forest wastes; Strategies/decision management tools for climate change resilient environment; Resource and ecosystems assessment and monitoring; Habitat management for fishery and ecosystem sustainability; Marine environmental management (to include Harmful Algal Blooms, coastal integrity/erosion, fish kills and eutrophication); Innovative management systems for unique landscapes and ecosystems

5. Technology Transfer - Development of innovative and improvement of traditional extension modalities for the efficient transfer of technologies to end-users; Upscaling of agricultural technology transfer and commercialization

6. Socio-economics and Policy Research - Continuing review of existing policies affecting the AANR sectors; Policy research on natural resources/environment-related issues, agricultural trade, supply chain/value chain related issues and R&D governance, compliance to standards across the value chain; Impact assessment of technologies, AANR programs and projects; Socio-economic studies on production and marketing efficiencies, role of social institutions in technology adoption, labor migration, development of social enterprise models, gender and development; Agriculture and resource economic studies including market research, agrarian/asset reform, environmental valuation, economies of scale/collective farming; Policy studies on global competitiveness of Philippines AANR sector

D. Industry, Energy, and Emerging Technology

1. Food and Nutrition Security

2. Countryside Development

3. Competitive Industries

4. Delivery of Social Services

5. Intelligent Transportation Solutions

6. Renewable Energy and Energy Storage Solutions

7. Human Security

E. Disaster Risk Reduction and Climate Change Adaptation (DRR CCA)

1. Observation and Monitoring Networks

2. Technology Development and Application for Monitoring

3. Modelling and Simulation for Improvement of Monitoring and Forecasting

4. Hazards, Vulnerability and Risk Assessment

5. Warning and Risk Communication

6. Technology Development and Application for Climate Change Mitigation and

7. Adaptation

8. Technology Development and Application for Disaster Risk Management

9. Policy Research

III. Basic Education Research Themes (DepEd Order No. 39, s. 2016, Research Agenda for 2016-2021)

A. Teaching and Learning

1. Instruction
What factors affect the teacher's delivery of the curriculum?
- class size, contact time, materials and resources, ICT in Education, language (medium of instruction, MTB-LE), continuing professional development and support (coaching and mentoring), classroom management (positive discipline), learning space/environment, lesson planning and creation of Instructional materials (IMs), teacher's profile (background, specialization, knowledge, motivation)
What teaching and learning strategies can teachers apply to ensure inclusive and learner-centered education?
- Inclusive education (SPED, Indigenous Peoples Education, Madrasah Education, Alternative Learning System, Alternative Delivery Modes, Disaster Risk Reduction and Climate Change Adaptation, child-centered approach, emerging good practices, ICT in education, differentiated instruction, individual learning styles and multiple intelligences, collaborative learning, classroom management

2. Curriculum
How is the curriculum able to contribute in achieving learning outcomes?
- Contextualization, various subjects, spiral progression in the curriculum, higher order thinking skills, integration
How is the curriculum responsive and relevant to learners?
- Contextualization (localization and indigenization)

3. Learners
What factors affect the learning behaviors of learners?
- Child development, external and internal environment, teaching strategies, multiple intelligences
What contributes to the value formation of learners?
- School influence, community, culture, extra and co-curricular activities

4. Assessment
What factors affect the implementation of classroom assessment?
- Classroom assessment (formative, summative), emerging good practices, teachers' expertise in constructing various types of assessments, availability of assessment tools and resources (materials, manpower, environment, portfolio assessment)
How is assessment conducted and utilized in the Philippine education system?
- Process of classroom, national, international, and system assessments and their utilization in policy formulation and implementation, resource allocation, training of teachers and personnel, review and improvement of curriculum and instruction, progress tracking of learners
How effective is Recognition of Prior Learning (RPL) in determining students to special programs?
- Basic literacy program, grade level placement (PEPT), special programs

5. Learning Outcomes
What factors affect the achievement of learning outcomes?
- Teacher's profile (specialization, training, experience), learning environment, learning resources, language, assessment, governance
How does achievement of expected learning outcomes vary in terms of practices per region, division, and/or school?
- Regional, division, and school variation, school typology, role of leaders, geographic, political, and economic factors, and partnerships

B. Child Protection

How to best address child protection concerns on:
- Bullying (physical, emotional, cyber bullying), teenage pregnancy (reproductive health education), child abuse (Grave Child Rights Violations, SHS Work Immersion Context), addiction (substance abuse, online gaming, social media), media consumption (Internet, TV and film, magazines, radio)

C. Human Resource Development

How effective is the professional development framework in the delivery of the K to 12 curriculum?
- Specialization, quality of years of experience, language, proficiency (mother tongue), academic skills, psycho-social skills, ICT integration in teaching

What qualifications and competencies are required for teaching in an inclusive learning environment?
- Skills for inclusive education, disaster risk reduction, climate change adaptation, and teaching beginning reading, qualification standards and criteria for hiring, psychosocial skills, interpersonal skills

How can pre-service teacher education be improved to develop teachers who can effectively deliver the K to 12 curriculum?
- Teacher education institutions, core courses, relevant non-core courses, new courses, preparation on contextualization of the curriculum, integration teaching beginning reading , and inclusive education

How can selection, retention, assessment, development, promotion, and recognition be enhanced to support employees in different career stages?
- Career path and progression, personal considerations, quota system, item reclassification, mentoring, training and development, patronage and corruption, results-based performance management system (RPMS), scholarships and grants, succession planning

What kind of capacity-building activities are necessary and most effective in addressing development needs and improving the work performance of teachers and personnel?
- Overall training program, specialized training program, capacity-building process, training strategy, selection process, practical application, monitoring and evaluation, classroom training, coaching and mentoring, experience

What motivates teaching and non-teaching personnel to sustain commitment and passion to high-quality teaching, learning, and work performance?
- Intrinsic and extrinsic motivation

D. Governance

How effective are policies, programs, and projects?
- Decentralization of basic education governance, private school regulations, private sector partnerships, community engagement and participation, civil society organization (CSO) engagement in governance, Human Resource Training and Development, Early language, literacy, and numeracy, multi-grade schools, Regional Science high schools, special Science Elementary Schools, Science, Technology, Engineering, and Math Program, Strengthened Technical-Vocational Education Program, Adopt-a-School Program, Library Hub, MTB-LE, Alternative Deliver Modes, School-based initiatives implemented in various versions in different divisions, Temporary Learning Spaces (TLS)

E. Disaster Risk Reduction and Management (DRRM)

Prevention and Mitigation, Preparedness, Response, Rehabilitation and Recovery

How effective are current prevention and mitigation measures?
- Current prevention and mitigation practices in schools, DRRM plans, structural designs, natural hazards and conflict

How are prevention and mitigation practices integrated in the curriculum?
- Curriculum integration, capacity of implementers, learning materials, implementation strategies

How are prevention and mitigation practices being translated into disaster preparedness and awareness?
- Curriculum integration, learning materials, structural designs, DRRM plans, plan implementation (evacuation drills, trainings, inspection), natural hazards and conflict

What are the factors that contribute to risk reduction and preparedness?
- Structural resilience, construction protocols, practices, and monitoring, community integration, contextualization of DRRM concepts, capacity for response, risk information, early warning

F. Gender and Development

Gender mainstreaming in and gender-responsiveness of school structures, policies, programs, and projects

G. Inclusive Education

Readiness in providing inclusive learning environment through program, teaching strategies, assessment, capacity building programs, instructional materials

Perceptions of internal and external stakeholders on inclusive education in the Philippine education system