Learning Outcomes: 13th PAFTE Midyear- June 15-16, 2023 the theme in this 13th PAFTE

Midyear Convention is “Evidence-Based Practices and Innovations in Education through

Research and Integration for Sustainability,” with the following intended learning outcomes:
1. State at least one (1) of the evidence-based practices and innovations in education through
research;
Teachers are innovators. Sometimes it’s to tease our desire for novelty and sometimes for
competition. But one thing is for sure, we innovate because we want to enhance our skills and also our
teaching strategies. One good example of an evidence – based practice in education is action research.
Action research is a form of investigation designed for use by teachers in attempting to solve problems
and improve professional practices in their own classrooms. It involves systematic observations and data
collection which can be used to reflect and make a decision for the betterment of learning outcomes. One
example of an action research is the use of digital classroom. We believe that with a strong background
with technology integration in our classroom, we can enhance the learning outcomes of our students. It
allows our students for more collaborative opportunities that are not possible in traditional instructional
environments. Technology also makes the learning experience more interesting as it provides a tool for
expressing their activity in novel ways, gives them immediate feedback, and allows them to use devices
in school that they regularly use at home.
2. Explain at least one (1) strategy to enhance research competitiveness for sustainability;
Policies provide guidance, consistency, accountability, efficiency, and clarity on how an
organization operates. It offers a co-operative guidelines and principles to follow. Research can help us to
understand what works and why, what the short and long-term implications are, provide a justification
and rationale for decisions and action.

A strong policy in research establish guidelines and support to those people who want to do a
study. In other words, it outlines what everyone is expected to do while doing research. With the help of
strong policies, we can incorporate actions that are consistent, effective and efficient. Furthermore,
strong policies are essentials which provide a roadmap to the researchers as well as to the school
management. It is also one of the strategies in enhancing research competitiveness for sustainability.
Through these policies, researchers will have a clear expectations with regard to the conduct, scope of
practice, accountability and responsibilities of a researcher.
3. Discuss at least one (1) of the research priorities and innovations in the field of education;
As we face different calamities and challenges nowadays, schools, through the help of the
government should do research and innovation on how learning will continue during this events. The
learning recovery plan of the Disaster Risk Reduction and Management (DRRM) should be prioritize in
the field of research. This plan incorporates the support and enabling mechanisms that shall be
established and operationalized to ensure efficiency and effectiveness in learning delivery to address
learning gaps, improve learning outcomes, and the total well-being of our learners. The importance of
this learning recovery plan is to comprehensively explain the consistent actions that must be taken
before, during and after a natural or man-made disaster so that the entire education department can
take those actions. We had already experienced this pandemic and yet we have seen some challenges in
the implementation of the distance learning. The department of education should encourage and
prioritize researches like this so that there will be a continuous learning.
4. Describe at least one (1) way to support teaching and learning in challenged areas.
Project Forth is a capacity building project financed by the European commission which intends
to develop an approach to prepare elementary and secondary teachers to operate more successfully and
effectively in challenged area. The Philippines was selected as a pilot ground, motivated initially by the
aforementioned youth project, the very large numbers of children and youth, the country’s positive
attitude towards learning, the quality of many of its teacher education programs, and the use of English
as the medium of instruction. FORTH, therefore was born to answer this need, starting with the
Philippines but looking ahead for its implementation in other places in the world. It aims to develop a
network of HEI and stakeholders creating a system of quality, motivation and support to teacher training
in a number of emerging challenged areas in our country that could serve as model of teachers training
for similar contexts around the world. Courses will be developed by the transnational team in a
collaborative manner.