Prospective Lifelong Learning Activities of Students and Faculty Members in Philippine HEI Centers of Excellence and Centers of Development in STEAM Programs
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Dec 29, 2021
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The Philippine higher education institutions (PHEIs) adopted learning competency-based standards and outcome-based systems to develop graduates imbued with the positive attitude of continuous or lifelong learning necessary for this 21st century. Also, several HEI programs were awarded as centers of excellence (COE) or center of development (COD) in recognition of the excellent quality of education and development of students with positive attitudes toward lifelong learning in Science, Technology, Engineering, Agriculture-Fisheries, and Mathematics (STEAM) programs. This descriptive-correlational research study surveyed 24,172 students and 1,016 faculty members from 83 PHEIs awarded as COE/COD in STEAM programs to investigate their perceptions on the importance and possibility of engagement toward lifelong learning activities. Students’ possibility to engage in lifelong learning activities was correlated with their willingness to engage in lifelong learning. Faculty members’ engagement possibility was correlated with their agreement on the institution's expectation to acquire our update their background knowledge. Most STEAM students and faculty members regarded lifelong learning as important to very important and with moderate to high possibility of engagement. Unlike fisheries, mathematics, and technology programs, students under agriculture, engineering, and science programs were willing to engage in lifelong learning provided that their possibility of engagement is moderate or higher. Most faculty members expressed their willingness to engage in lifelong learning activities, be role models to their students, and be effective in their roles at work, in life, and the community. Faculty members engage in lifelong learning not only because it was expected of them by their institution.
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References
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Maurer, T.J. (2001). Career-relevant learning and development, worker age, and beliefs about self efficacy for development. Journal of Management, 27(2). https://doi.org/10.1016 S0149-2063(00)00092-1
Maurer, T.J., Weiss, E.M., & Barbeite, F.G. (2003). A model of involvement in work-related learning and development activity: The effects of individual, situational, motivational, and age variables. Journal of Applied Psychology, 88(4): 707–724. https://doi.org/10.1037/0021 9010.88.4.707
McCombs, B. L. (1991). Motivation and Lifelong Learning. Educational Psychologist, 26(2): 117 127. https://doi.org/10.1207s1526985ep2602_4
Morales, M.P.E., Palisoc, C.P., Avilla, R.A., Sarmiento, C.P., Palomar, B.C., & Ayuste. T.O.D. (2020). Self professed Proficiency of Philippine Higher Education (PHE) Teachers of STEAM Disciplines. Philippine Journal of Science, 149(2): 415-426.
Mpofu, V. (2020). A Theoretical Framework for Implementing STEM Education. Theorizing STEM Education in the 21st Century. Published. https://doi.org/10.5772/intechopen.88304
National Economic and Development Agenda. (2017). Philippine Development Plant 2017-2022; Chapter 10: Accelerating Human Capital Development (Pp 144-155). http:/pdp.neda.gov. ph/wp-content/uploads/2017/01Chapter-10.pdf
Niloofar, N.A., Theodore, K., & Miriam, C. (2020). Examining motivation theory in higher educationamong tenured and non-tenured faculty: Scholarly activity and academic rank. International Journal of Educational Administration and Policy Studies, 12(2): 77–100. https://doi.org/10.5897ijeaps20200644
Organization for Economic Cooperation and Development. (2001). Economics and finance of lifelong learning in Paris, France. OECD Publications.
United Nations Educational, Scientific, and Cultural Organization. (1996). Learning: The treasure within Paris, France. UNESCO Publications.
Warnick, G.M. (2014). ASEE PEER - An Experiential Learning Approach to Develop Leadership Competencies in Engineering and Technology Students. American Society of Engineering Education. https://peer.asee.org/ an-experiential-learning-approach-to-developleadership-competencies-in-engineering-andtechnology-students
Watson, L. (2003). Lifelong Learning in Australia, Canberra, Department of Education, Science and Training. DEST. http://www.dest.govau/NR/rdonlyres/DBF92E32-99DA-4253-9C81 52157022BF6/805/03_13.pdf.
Weinberg, A.E., Basile, C.G., & Albright, L. (2011). The Effect of an Experiential Learning Program on Middle School Students’ Motivation Toward Mathematics and Science. RMLE Online, 35(3), 1–12. https://doi.org/10.1080/19404476.2011.1 1462086
Wrobel-Lachowska, M., Wisniewski, Z., & Polak Sopinska, A. (2017). The Role of the Lifelong Learning in Logistics 4.0. Advances in Intelligent Systems and Computing, 402–409. https://doi org/10.1007/978-3-319-60018-5_39
Anito Jr., J.C., & Morales, M.P.E. (2019). The Pedagogical Model of Philippine STEAM Education: Drawing Implications for the Reengineering of Philippine STEAM Learning Ecosystem. Universal Journal of Educational Research, 7(12), 2662–2669. https://doi org/10.13189/ujer.2019.071213
Becirovic, S., & Sinanovic, J. (2016). The Determinants of Lifelong Learning. European Researcher, 103(2): 107-118. doi:10.13187/er.2016.103.107
Benson, H. (2017). Continuous Learning: Millennials Want It, Organizations Need To Foster It. Infosys. https://www.infosys.com insights/human-potential/continuous-learning millennials.html
Commission on Higher Educattion. (2006). CHED CMO No.55, s. 2006. Revised Policies and Standards on the Centers of Excellence Project. https://ched.gov.ph/wp-content/uploads/2017/ 10/CMO-No.55-s2006-1.pdf
Commission on Higher Educattion. (2012). CHED CMO No.3, s. 2012. Enhanced policies, guidelines and procedures governing increases in tuition and other school fees, introduction of new fees, and for other purposes. https://ched.gov.ph/wpcontent/uploads/2017/10/CMO-No.03-s2012. pdf
Collins, J. (2009). Lifelong Learning in the 21st Century and Beyond. RadioGraphics, 29(2): 613 622. https://doi.org/10.1148/rg.292085179
Creswell, J.W. (2014). Research design: qualitative, quantitative, and mixed-methods approaches, 4th edition. Sage Publications.
Crow, S.R. (2006a). What Motivates a Lifelong Learner? School Libraries Worldwide, 12(1): 22–34. https://www.researchgate.net/ publication/251296152_What_Motivates_a_ Lifelong_Learner
Day, C. (1999). Developing Teachers (1st edition) [E-book]. Being a Teacher, Developing as a rofessional (pp. 1–2). Routledge. https://doi org/10.4324/9780203021316
Demirel, M. (2009). Lifelong learning and schools in the twenty-first century. Procedia - Social and Behavioral Sciences, 1(1): 1709–1716. https:/ doi.org/10.1016/j.sbspro.2009.01.303
Dunlap, J.C., & Grabinger, S. (2008). Preparing students for lifelong learning: A review of instructional features and teaching methodologies. Performance Improvement Quarterly, 16(2): 6–25. https://doi org/10.1111/j.1937-8327.2003.tb00276.x
Duţă, N., & Rafailă, E. (2014). Importance of the Lifelong Learning for Professional Development of University Teachers – Needs and Practical Implications. Procedia - Social and Behavioral Sciences, 127: 801–806. https://doi org/10.1016/j.sbspro.2014.03.358
Ejiwale, J. (2014). Facilitating collaboration across science, technology, engineering, mathematics STEM) fields in program development. Journal of STEM Education, 15(2): 35-39. https://www learntechlib.org/p/151097/.
European Commission. (2001). Making European area of Lifelong learning a reality.https://eur-lex.europa.eu/LexUriServLexUriServ.do? uri= COM:2001:0678:FIN:EN:PDF
Fisk, P. (2017). Education 4.0 . . . the future of learning will be dramatically different, in school and throughout life. GeniusWorks. https://www peterfisk.com/2017/01/future-education-young everyone-taught-together/
Frache, G., Tombras, G., Nistazakis, H., & Thompson, N. (2019). Pedagogical Approaches to 21st Century Learning: A Model to Prepare Learners for 21st Century Competencies and Skills in Engineering. 2019 IEEE Global Engineering Education Conference (EDUCON). Published. https://doi.org/10.1109/educon.2019.8725214
Francis, C.A., Jordan, N., Porter, P., Breland, T.A., Lieblein, G., Salomonsson, L., Sriskandarajah, N., Wiedenhoeft, M., DeHaan, R., Braden, I., & Langer, V. (2011). Innovative Education in Agroecology: Experiential Learning for a Sustainable Agriculture. Critical Reviews in Plant Sciences, 30(1–2): 226–237. https://doi.org/10. 080/07352689.2011.554497
Goodyear, P. (2000). Environments for Lifelong Learning. Integrated and Holistic Perspectives on Learning, Instruction and Technology, 1-18. https://doi.org/10.1007/0-306-47584-7_1
Kass, G.V. (1980). An Exploratory Technique for Investigating Large Quantities of Categorical Data. Applied Statistics, 29(2): 119–127.
Macaranas, F.M. (2007). Lifelong learning in the Philippines. Subregional Office for South East Asia and the Pacific - Manila: International Labour Organization. https://www.researchgatenet/ profile/Federico_Macaranaspublication/2424 69791_Lifelong_Learning_inthePhilippines links/57111ba208aeebe07c023f21/Lifelong LifelongLearning-in-the-Philippines.pdf
Maurer, T.J. (2001). Career-relevant learning and development, worker age, and beliefs about self efficacy for development. Journal of Management, 27(2). https://doi.org/10.1016 S0149-2063(00)00092-1
Maurer, T.J., Weiss, E.M., & Barbeite, F.G. (2003). A model of involvement in work-related learning and development activity: The effects of individual, situational, motivational, and age variables. Journal of Applied Psychology, 88(4): 707–724. https://doi.org/10.1037/0021 9010.88.4.707
McCombs, B. L. (1991). Motivation and Lifelong Learning. Educational Psychologist, 26(2): 117 127. https://doi.org/10.1207s1526985ep2602_4
Morales, M.P.E., Palisoc, C.P., Avilla, R.A., Sarmiento, C.P., Palomar, B.C., & Ayuste. T.O.D. (2020). Self professed Proficiency of Philippine Higher Education (PHE) Teachers of STEAM Disciplines. Philippine Journal of Science, 149(2): 415-426.
Mpofu, V. (2020). A Theoretical Framework for Implementing STEM Education. Theorizing STEM Education in the 21st Century. Published. https://doi.org/10.5772/intechopen.88304
National Economic and Development Agenda. (2017). Philippine Development Plant 2017-2022; Chapter 10: Accelerating Human Capital Development (Pp 144-155). http:/pdp.neda.gov. ph/wp-content/uploads/2017/01Chapter-10.pdf
Niloofar, N.A., Theodore, K., & Miriam, C. (2020). Examining motivation theory in higher educationamong tenured and non-tenured faculty: Scholarly activity and academic rank. International Journal of Educational Administration and Policy Studies, 12(2): 77–100. https://doi.org/10.5897ijeaps20200644
Organization for Economic Cooperation and Development. (2001). Economics and finance of lifelong learning in Paris, France. OECD Publications.
United Nations Educational, Scientific, and Cultural Organization. (1996). Learning: The treasure within Paris, France. UNESCO Publications.
Warnick, G.M. (2014). ASEE PEER - An Experiential Learning Approach to Develop Leadership Competencies in Engineering and Technology Students. American Society of Engineering Education. https://peer.asee.org/ an-experiential-learning-approach-to-developleadership-competencies-in-engineering-andtechnology-students
Watson, L. (2003). Lifelong Learning in Australia, Canberra, Department of Education, Science and Training. DEST. http://www.dest.govau/NR/rdonlyres/DBF92E32-99DA-4253-9C81 52157022BF6/805/03_13.pdf.
Weinberg, A.E., Basile, C.G., & Albright, L. (2011). The Effect of an Experiential Learning Program on Middle School Students’ Motivation Toward Mathematics and Science. RMLE Online, 35(3), 1–12. https://doi.org/10.1080/19404476.2011.1 1462086
Wrobel-Lachowska, M., Wisniewski, Z., & Polak Sopinska, A. (2017). The Role of the Lifelong Learning in Logistics 4.0. Advances in Intelligent Systems and Computing, 402–409. https://doi org/10.1007/978-3-319-60018-5_39