RESEARCH AND DEVELOPMENT

RESEARCH

Research is the systematic investigation into existing or new knowledge. It is used to

establish or confirm facts, reaffirm the result of existing or previous work.

DEVELOPMENT

Development means the act or process of growing, progressing, or developing. In

general, it means expand, organize, and improving something.

RESEARCH AND DEVELOPMENT

Research and Experimental Development comprise creative work undertaken on a

systematic basis in order to increase the stock of knowledge to devise new application.

Furthermore, Research and Development is, in principle, generally define as being the

sum of three exhaustive and mutually exclusive activities.

 PURPOSE OF RESEARCH AND DEVELOPMENT

1. Development of effective products

2. Designed to meet educational needs

3. To improve educational systems

4. For betterment of distance education

5. Providing information to solve the problems

PRODUCTS PRODUCED BY RESEARCH AND DEVELOPMENT

1. Teacher Training Material

2. Learning Materials

3. Set of Behavioral Objectives

4. Media Materials

5. Management Systems

NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT

A national assessment is designed to describe the achievement of students in a

curriculum area aggregated to provide an estimate of the achievement level in the

education system as a whole at a particular age or grade level. It provides data for a

type of national education audit carried out to inform policy makers about key aspects

of the system.
 National assessment systems in various parts of the world tend to have common

features. All include an assessment of students’ language or literacy and of students’

mathematics abilities or numeracy. Some systems assess students’ achievements in a

second language, science, art, music, or social studies. In practically all national

assessment systems, students at the primary-school level are assessed. In many

systems, national assessments are also carried out in secondary school, usually during

the period of compulsory education.

Differences also exist in national assessment systems from country to country.

First, they differ in the frequency with which assessments are carried out. In some

countries, an assessment is carried out every year, although the curriculum area that is

assessed may vary from year to year. In other systems, assessments are less frequent.

Second, they differ in the agency that carries out an assessment. In some systems, the

ministry of education carries out the assessment; in others, the assessment is by a

national research center, a consortium of educational bodies, a university, or an

examination board. Third, participation by a school may be voluntary or may be

mandated. When voluntary, nonparticipation of some schools will almost invariably bias

the results and lead to an inaccurate refl ection of achievement levels in the education

system.

Main Elements of a National Assessment

• The ministry of education (MOE) appoints either an implementing agency within

the ministry or an independent external body (for example, a university

department or a research organization), and it provides funding.

 • The MOE determines policy needs to be addressed in the assessment,

sometimes in consultation with key education stakeholders (for example,

teachers’ representatives, curriculum specialists, business people, and parents).

• The MOE, or a steering committee nominated by it, identifi es the population to

be assessed (for example, fourth grade students).

• The MOE determines the area of achievement to be assessed (for example,

literacy or numeracy).

• The implementing agency defi nes the area of achievement and describes it in

terms of content and cognitive skills.

• The implementing agency prepares achievement tests and supporting

questionnaires and administration manuals, and it takes steps to ensure their

validity.

• The tests and supporting documents are pilot-tested by the implementing

agency and subsequently are reviewed by the steering committee and other

competent bodies to (a) determine curriculum appropriateness and (b) ensure

that items refl ect gender, ethnic, and cultural sensitivities.

• The implementing agency selects the targeted sample (or population) of schools

or students, arranges for printing of materials, and establishes communication

with selected schools.

• The implementing agency trains test administrators (for example, classroom

teachers, school inspectors, or graduate university students).

• The survey instruments (tests and questionnaires) are administered in schools

on a specifi ed date under the overall direction of the implementing agency.

• The implementing agency takes responsibility for collecting survey instruments,

for scoring, and for cleaning and preparing data for analysis.
HOW SHOULD THE RESULTS OF A NATIONAL ASSESSMENT BE

COMMUNICATED AND USED?

 If the results of a national assessment are to affect national education policy,

they should be reported as soon as possible after the completion of data analysis. In

the past, technical reports that featured a considerable amount of data tended to be

the sole form of reporting. Some groups of users (for example, teachers in Chile; see

A.7 in appendix A), however, considered those reports overtechnical. As a result, the

requirement to provide other forms of reports is now increasingly recognized. Those

alternatives include short summary reports that focus on the main fi ndings for busy

policy makers; press releases; special reports for radio and television; and separate

reports for schools, teachers, curriculum developers, and teacher trainers. In some

countries (for example, Sri Lanka), separate reports are prepared for each province. A

report in Ethiopia was translated into four major languages. The information needs of

stakeholders should determine the contents of additional reports.

WHAT ARE THE COST COMPONENTS OF A NATIONAL ASSESSMENT?

The cost of a national assessment will vary greatly from one country to another,

depending on the salary levels of personnel and the cost of services. Within a country,

cost will also vary, depending on some or all of the following factors (Ilon 1996).

• Implementing agency. Costs will vary depending on whether the agency has

the necessary facilities and expertise or needs to upgrade or employ full-time or part-

time consultants. The cost ofproviding facilities and equipment, including computers

and software, also needs to be taken into account.

 • Instrument content and construction. Options for the selection of the content

and form of assessment should be considered in terms of cost, as well as other factors,

such as validity and ease of administration. Multiple-choice items are more expensive to

construct than open-ended items but are usually less expensive to score. The cost of

translating tests, questionnaires, and manuals and of training item writers also needs to

be considered.

ASSESSING NATIONAL ACHIEVEMENT LEVELS IN EDUCATION

• Numbers of participating schools and students. A census-based assessment will

obviously be more expensive than a sample-based one. Costs increase if reliable data

are required for sectors of the system (for example, states or provinces). Targeting an

age level is likely to be more expensive than targeting a grade level because students of

any particular age may be spread over a number of grades, requiring additional

assessment material and testing sessions.

• Administration. Data collection tends to be the most expensivecomponent of a

national assessment. It involves obtaining information from schools in advance of the

assessment; designing, printing, packaging, and dispatching test materials and

questionnaires; and establishing a system to administer instruments. Factors that

contribute to overall cost include (a) the number of schools and students that

participate, (b) travel, (c) diffi culty in gaining access to schools, (d) accommodation for
enumerators (if needed), and (e) the collection and return of completed tests and

questionnaires.

• Scoring, data management, and data entry. Costs will vary according to the

number of participating schools, students, teachers, and parents; the number of open-

ended items; whether items are hand or machine scored; the number of inter-rater

reliability studies; and the quality of test administration and scoring.

• Analysis. Analytic costs will depend on the type of assessment procedures used

and the availability of technology for scoring and analysis. Although machine scoring is

normally considered to be cheaper than hand scoring, this reduced cost may not be the

case in a country where technology costs are high and labor costs are low.

• Reporting. Costing should take account of the fact that different versions of a

report will be required for policy makers, teachers, and the general public and of the

nature and extent of the report dissemination strategy.

• Follow-up activities. Budgetary provision may have to be made for activities

such as in-service teacher training that is based on the findings of the national

assessment, briefings for curriculum bodies, and secondary analyses of the data.

Provision may also have to be made to address skill shortages in key professional

areas .

PROFESSIONAL EXAMINATION

INTRODUCTION:
 The licensing examination is one of the last hurdles that a candidate must face in

the licensing process. A board has the ultimate responsibility to ensure that the

examinations meets technical, professional and legal standards, and protects the

health, safety and welfare of the public by assessing candidates’ abilities to practice

competently.

PURPOSE OF LICENSING EXAMINATION

A board must understand the purpose of a licensing examination in order to

appreciate the process of developing, maintaining, and administering it. The sole

purpose of a licensing examination is to identify persons who possess the minimum

knowledge and experience necessary to perform tasks on the job safety and

competently.

PROFESSIONAL REGULATION COMMISSION (PRC)

- is a three-man commission attached to Department of Labor and Employment

(DOLE). Its mandate is to regulate and supervise the practice of the professionals

(except lawyers, who are handled by the the Supreme Court of the Philippines) who

constitute the highly skilled manpower of the country.

- as the agency in charge of the professional sector, the PRC plays a strategic

role in developing the corps of professionals for industry, commerce, governance, and

the economy.

VISION:
 The Professional Regulation is the instrument of the Filipino people in

securing for the nation a reliable, trustworthy and progressive system of

determining the competence of professionals by credible and valid licensure

examinations and standards of professional practice that are globally recognized.

MISSION:

To deliberately, scientifically, and consistently determine the competence

of professionals through the provision of professional standards and judicious

issuance of professional license.

Professions with Board Exam

Accountancy Customs Interior Design Midwifery Psychology

Brokers
Aeronautical dentistry Guidance and Mining Radiologic

Engineering Counselling Engineering Technology and

X-Ray Technology
Agricultural and Electrical Landscape Naval Architecture Real Estate

Biosytems Engineering Agriculture and Marine Services

Engineering Engineering
Agriculture Electronics Librarian Nursing Respiratory

Engineering Theraphy
Architecture Environmental Master Plumbers Nutrition and Sanitary

Planning Dietetics Engineering

Chemical Fisheries Mechanical Optometry Social workers

Engineering Engineering
Chemistry Foresters Medical Pharmacy Veterinary
 Technology Medicine
Civil Engineering Geodetic Medicine Physical and Occupational Theraphy

Engineering
Criminology Geology Metallurgical Professional Teachers

Engineering

- Under the Commission are the forty-three (43) Professional Regulatory Boards which

exercise administrative, quasi-legislative, and quasi-judicial powers over their respective

professions. The 43 PRBs which were created by separate enabling laws, perform these

functions subject to review and approval by the Commission:

1. Prepare the contents of licensure examinations. Determine, prescribe, and revise

the course requirements

2. Recommend measures necessary for advancement in their fields

3. Visit / inspect schools and establishments for feedback

4. Adopt and enforce a Code of ethics for the practice of their respective professions

5. Administer oaths and issue Certificate of Registration

6. Investigate violations of set professional standards and adjudicate administrative and

other cases against erring registrants

7. Suspend, revoke, or reissue Certificate of Registration for causes provided by law

PRC BOARD EXAM GENERAL INSTRUCTIONS AND REQUIREMENTS

 The government agency that administers licensure examinations in the Philippines is

the PRC. Every year, the Commission gives different types of board exams to the

graduates of the different courses

 In the start of the year, the Commission releases the calendar of exams that will be

observed.

 Among the individuals that take licensure exams administered by the PRC are the

graduates of accountancy, engineering, education, dentistry, nursing, psychology,

and other medical courses.

 Graduates need to apply for a PRC Board Exam at any office. The Commission sets

a schedule for the application period and as well as the exam day.

 With regards to the requirements for application, it may vary depending on the

course of the applicant.

 On the exam day, examinees also need to comply with the PRC Board Exam

requirements and general instructions to be able to get the exam.

 Based on the official website of the Professional Regulation Commission, examinees

should come to the testing center before 6:30 in the morning. Late examinees may

not be allowed to take the exam.

 On the exam day, examinees also need to comply with the PRC Board Exam

requirements and general instructions to be able to get the exam.

 Based on the official website of the Professional Regulation Commission, examinees

should come to the testing center before 6:30 in the morning. Late examinees may

not be allowed to take the exam.

 Examinees are also required to wear the prescribed dress code. For male exam

takers, white polo shirt with collar (without any logo, mark, or seal) and descent

pants or slacks.

For the female examinees, wear white blouse or shirt with collar (without any logo,

mark, or seal) and descent slacks or pants.

 Examinees should also bring the following PRC Board Exam requirements on the

exam day:

 Notice of Admission (NOA)

 Official Receipt

 Pencils No. 1 or 2

 Black Ball Pens

 Metered-stamped Window Mailing Envelope

 Long Brown Envelope

 Long Plastic Envelopes

Are foreigners allowed to take professional licensure examinations

in the philippines?

The Professional Regulation Commission clearly stated that an applicant must be a

Filipino citizen in order to qualify for any professional licensure examination.

However, foreigners can still take the exams if there’s a “proof of reciprocity” between

the Philippines and the applicant’s country of origin.

Moreover, foreigners who are recognized Filipino citizens or have dual citizenships are

welcome to apply for the local licensure exams as long as they can present the

following:

 ID Certificate from the Bureau of Immigration.

 Certificate of Oath of Allegiance.

 Certificate of Dual Citizen/Certificate of Recognition as Filipino Citizen.