International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
• provide a library with the convergence of complete and updated facilities both print and non-print such as
document camera, learning station, open access cataloguing, instructional materials development center, etc.);
• procure at least ten (10) local and foreign updated reference materials per course published in the last ten (10)
years both in print and non-print forms;
• observe the ratio of at least one (1) licensed full-time librarian to at most 500 local and/or foreign students to
ensure that there are sufficient number of licensed fulltime librarians in all its sections;
• provide a dormitory for local and foreign students with at least 10 of the following amenities, namely: student
lounge, visitors’ receiving area, kitchen, dining area, laundry area, drying area, internet connection (Wifi),
prayer room, and function room among others;
• observe the ratio of at least one (1) licensed full-time guidance counselor to at most 500 local and/or foreign
students to ensure that there is sufficient provision for guidance and counseling services to the number of
local/and foreign students
• provide at least ten (10) of the following amenities/support system for foreign students, faculty and visitors,
student lounge, faculty lounge, visitor’s lounge, tutorial center, ecumenical chapel, foster parent, etc.;
• provide the medical and dental support and facilities/materials for the local and foreign faculty members, staff
and students (i.e: receiving room; stretcher; wheel chair; state-of-the-art medical equipment; and state-of-the-art
dental equipment).
The following are the strategies for development on Diversity of Income Generation:
• generate alternative sources of income like offering educational programs or creating publications patronized by
at least 4 international institutions and industries; and
• allocate specific budget coming from at least 4 partner educational institutions from other countries.
Sisterhood thinking. This principle describes a relationship where one (1) strong member of the family of the
network nurtures one or more member institutions of the network considered weak in the area of
internationalization as they work on one development program for internationalization. The strategies for
development that these institutions could implement using this kind of thinking are those pertaining particularly
to research collaboration, mobility for exchanges of teachers and students, international and intercultural
understanding, cooperation and development assistance, and diversity of income generation.
Collective thinking. In the event that no institution is considered strong in a certain indicator of
internationalization, then 3NS through its Steering Committee or Lead Shepherd should create an
internationalization committee that could scout for possible foreign university as partner in a development
program. One case that could be cited to illustrate this scheme is what the Philippine Normal University (PNU)
has done when it forged partnership with the University of New England (UNE) in Armidale, Australia. UNE
established a Research Center for Teacher Quality (RCTQ) in partnership with PNU through the support of the
Australian Government to conduct applied research to provide evidence-based policy advice directed at
strengthening teacher quality in the Philippines. Since PNU is the lead shepherd of the network, this research
center can then become the link not only of PNU to UNE but also with its network with nine other member
institutions.
Service-oriented thinking. This principle describes a relationship where one (1) strong member of the family
of the network adopts for a development program one or more member institutions not belonging to the network
but also offering teacher education programs in the region. The program could be organized and conducted in
partnership with any other member institutions in the network or another foreign institution.
CONCLUSIONS AND RECOMMENDATIONS
The proposed development programs for the internationalization of the TEIs in the Philippines are based on
the indicators in each of the nine dimensions of internationalization in a measure developed by Balagtas and
Associates (2012).
The first scheme, which is for self-development, could be done by the individual institution through the
efforts of its own stakeholders without reliance on the network. The strategies include those in the domain of 1)
Knowledge Creation and Application; 2) Quality and Excellence; 3) Culture of Sharing and Service; and 4)
Growth, Efficiency, and Accountability. More specifically, the strategies describe processes for
internationalization in the nine (9) dimensions to include: 1) Curriculum and Instruction; 2) Facilities and
Support System; 3) Cooperation and Development Assistance; 4) Diversity of Income Generation; 5) Research
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