Internationalization of Education

By: Mark Kevin Y. Dimaun

Teacher II, Samal National High School

Internationalization of education is like playing a basketball game. As a player

of the game, you have the knowledge and skills to make the game exciting and
engaging to watch – knowing the rules and regulations with the addition of
techniques and methods can help you escalate your gameplay. As a result of lengthy
experiences, you can conclude that you are, somehow, good in your gameplay inside
the court because you practice and master the methods and techniques that you can
use in the game to win. On the other hand, every player’s fear is when their coach
adds new method or technique to their gameplay - this may either destroy your
gameplay or build and/or create new learning to enhance the game positively.

In line with this analogy, the internationalization of education has a positive

note on the education system in our country and surely will have a significant effect.
However, applying this approach abruptly may somehow drastically create a dilemma
in the education sector. We, Filipinos, have this notion about being “Makabayan” in
the note that we are upholding the tradition and mission of being a Filipino that, we
are having our education not to join the battle internationally but to serve our
country and countrymen. As a teacher, I believe that Internalization of Education
which is not a new approach, can be useful in providing further opportunities in
escalating the quality of education in our country. According to Halagao (2009), the
Philippine education curriculum was based on the American curriculum, means that
long way before the education in our country was internationalized. It is a pursuit of
excellence education in the international arena.

On that note, the teaching and learning processes of Filipino teachers are
well-grounded by the international approved education curriculum in which they are
practicing and using the appropriate content in educating the minds of Filipino
learners. Moreover, following the foundation of education, Filipino teachers are
capable of identifying how they can incorporate cognitive, affective, and
psychomotor domains of learning in their lessons based on the traditional
perspective of education in the Philippines.

Hence, I hope that in this course of education development, the Department

of Education will be certain in focusing on how they will help teachers on how to
integrate or infuse the internationalized approach appropriately that may be used in
the learning process.

Lessons and activities must be covered through the lens of internalization of

education with appropriate international perspectives which would not compromise
the learning domains of education and our culture. The integration and/or infusion of
an internationalized approach in the appropriate assessment plan that not only the
educator can use to identify the development of the students in the learning process
but also for the educational leaders. Therefore, the result can be used as a
determinant if the internationalized approach is effective or not.

Internalization of education must start not only in higher education but also it
must start in the grassroots. Thus, the application of the internationalized approach
will become easier. With the collaboration of all members of the Department of
Education, community, and stakeholders, let’s embrace the changes ang challenges
that globalization is giving us. This is the time that we must dismantle the hidden
problem of our education, which is poverty or lack of financial support. We must be
hunger in the development of our education. We can say that the internationalization
of education is a game-changer step in our education system, however, are we really
prepared? We must be prepared! There are lot of opportunities internationally that
we can exhaust in nurturing our learners to be globally competitive.

Reference

Halagao, P.(2009). Critical Review of K–12 Filipina/o American Curriculum.

AAPI Nexus Policy Practice and Community. Retrieved
fromhttps://www.researchgate.net/publication/267935306_Critical_Review_of_K-
12_Filipinao_American_Curriculum at November 21, 2023
 Philippine Education in the International Arena

By: Mark Kevin Y. Dimaun

Teacher II, Samal National High School

Upon reviewing few kinds of literature about the internationalization of

education, this pursuit can somehow be the key to fully enhancing our education
status. As we know, the Philippines is one of the third-world countries in which we
view education as a privilege rather than birth right to others who cannot fully
support their quest to obtain higher degrees. As a future educational leader, it is very
important to learn about the internationalization of education because of the rapid
growth of needs in our country.

The battle cry of Filipinos is on how we can be mobilized efficiently in the

pursuit of relentless competition in the global market. In the battleground of
education, educational leaders must prioritize the importance of a positive network
with other countries for benchmarking on how they can assist the learners to cope
with their needs and development. However, this track is not an easy path because
of language barriers that Filipinos may experience.

Filipino is the first and national language in the Philippines, in which Filipino
learners are more capable in communicating and interacting using their native
tongue. Thus, learning another language is on the other side of the book if they will
not know the real importance of learning English.

According to Mckay (2003), English is the international language.

Consequently, English language is considered as the lingua franca of the global
arena, that whenever there is a communication or even business transaction, both
parties are obliged to use English as their mean of communication. Hence, Filipinos
must learn and adopt the English language not only for the in-depth understanding
and function of the language but also how they can realistically apply English
language in every transaction internationally that they will face.

Now, various international schools housed in the our country apply this kind
of mindset. Hence, educational leaders of the Department of Education must also
possess this kind of mindset, for the Filipino learners can have a glance about battle
in global arena. Integration of international and/or intercultural practices can help to
widen the lens of education in our country.

As a future educational leader, we must start the development of our learners

not only in the higher level of education but also in the grassroot. Basic education is
indeed important. However, educators must incorporate realistic examples in their
teaching process that not only focus on the premise of our country but also how
students can be internationally oriented for them to understand the larger scale of
communication and interaction in the international arena. In that way, our learners
can have one step ahead in dealing with different nationalities in various situations.
Education must not have boundaries- it must be the key force in reshaping the lives
of every learner. Internationalization of Education is very important because it will
help the learners of our country to propel themselves to fight in the international
battlefield without hesitation and doubt to themselves, because I believe that if we
start to internationalize our education from the grassroot we can be capable to
accept any opportunity that will be bestowed to us.

Mckay, S.,(2003). Teaching English as an international language. Applied Psycholinguistics -

APPL PSYCHOLINGUIST. Retrieved from
https://www.researchgate.net/publication/247378245_Teaching_English_as_an_international_la
nguage_Sandra_Lee_McKay at November 21, 2023 in
 Importance of Crisis Management Plan in Time of Adversity

By. Mark Kevin Y. Dimaun

Teacher II, Samal National High School

No organization is free and excused from the crisis. Every organization or

institution experience different kind of problems or crisis that may, somehow, affect
the efficiency of not only the organization or institution but also the people who are
involved in the group. Through the course of years, crisis management has been
evidently prioritized specifically in the lens of education sectors. In addition, schools,
either public or private, may face different various crises, which may involve the
institution, itself, and/or the staff.

Considering the definition of crisis, according to Canyon (2020), crisis may

differ based on certain profession. Nonetheless, crisis implies adverse and
unexpected situations that may negatively affect the organization, and/or people
under it. I also learned about the different types of crises that may happen in any
organization. On the note, in my six years in my teaching profession the most
infamous crisis that I personally experienced was the 360-degree rotation of the
educational modality – new normal education due to COVID-19. This crisis made not
only the education sector but also the whole government stumble to their feet.
COVID-19 was an unexpected event that no one was prepared of it. In this time of
adversity, crisis management must be prioritized by the leaders that may serve as
the cornerstone of the crisis management planning and protocols.

As educational leader, we must be knowledgeable on minimizing the negative

effect of the current situation, we must know how to fully grasp the idea on how we,
somehow, provide plan that employees can follow and take into consideration their
welfare. However, in our experience last 2021-2022, even the leaders did not have a
concrete plan on how to really deal with the pandemic, they didn’t even have proper
communication in which resulted to confusion and uncertainty to the people.
Communication in the time of adversity is very important. This communication must
not only be from leaders to leaders but also from the people or employees. Hence,
employees are the ones who truly experienced the problem due to lack of resources
and capabilities to sustain their living. For instance, one of the solutions of the
government in the time of pandemic was total lockdown. Indeed, this is a good
solution. However, when we dig in the depth of this solution, there was also a
problem – their livelihood and/or income. Many Filipinos are dependent only in one
source of income which is their salary. When the lockdown happened, the
government didn’t have any plan B to assist those people and/or family that had
negatively affected their lives.

In education, the Department of Education provided the initial plan of

changing the modality of Education from the traditional face to face class to the
different modalities like online learning, modular distant learning, radio/television,
and such. However, do learners fully understand the lessons from the module? The
absence of teachers in the education of learners has a negative effect in the
continuum of education because some of the topics are challenging that some of the
parents cannot be able to teach to their children. As what I observed, the solutions
that they provided was only in the surface level, just to solve the minimal and
observable problems.

As a future leader, we must take crisis not just a problem that we must solve
or provide solution. We must take into consideration that this crisis may offer an
opportunity to develop ourselves. Throughout the crisis we must put all our efforts
to observe and record all the ideas that may be useful in constructing an effective
and significant plan. In that way, we are prepared for the future crisis that can be
solved ahead of time. Using crisis management programs can be very helpful in
sustaining the tenure of any organization because it encompasses appropriate
actions and decisions taken to anticipate, to react and to recover from any crisis.

Reference:

Canyon, D.,(2020). DEFINITIONS IN CRISIS MANAGEMENT AND CRISIS LEADERSHIP. Daniel K.

Inouye Asia-Pacific Center for Security Studies faculty and alumni. Retrieved at November 21, 2023 in
https://www.researchgate.net/publication/340389551_DEFINITIONS_IN_CRISIS_MANAGEMENT
_AND_CRISIS_LEADERSHIP
 Importance of Communication in Conflict and Crisis Management

By: Mark Kevin Y. Dimaun

Teacher II, Samal National High School

Whenever we hear “conflict or crisis”, there is always a negative connotation

and/or idea for us. We tend to negatively think, “ What happened again?”, “Who are
involved in the conflict?” “Does this conflict or crisis may affect me?” . As human
beings, from when we are born, we are naturally trained by our parents to be and to
act as a member of a certain group – family. In that way, in our early years, we are
profoundly instructed on how to deal with other people that is beyond our spectrum
of understanding and action, just to fit and mix with them to prevent conflict. As we
grow old and be part of other groups or organizations, we inhabit and apply these
practices for the furtherance of our tenure. Thus, we must make decisions rationally
in our daily interactions with other people, both personally and professionally.
However, even if we have well-organized thoughts, ideas, and actions, there is
always a situation that will test your emotional and mental management skills.

“No one fits all”, you cannot please everyone. In a certain group or
organization, there is a variation of people with different backgrounds, personalities,
and mindsets. Therefore, conflict is innately part of the organization that entails
discussion, disagreements, and misunderstanding of ideas and actions.

In the study of Onwe and Nwogbaga (2014), they emphasized that school
managers should know the causes of conflicts and crisis in school management
hence they can acknowledge the conflict and crisis accordingly. I understand the
statement of the two researchers, however, the school manager or head, if we
address them properly in education jargon, must not be the lone wolf in the pack
who is dealing with the conflict and crisis. In dealing with these situations, the
school head must acknowledge the important role of his or her subordinates for
he/she able to understand the causes. An in-depth investigation is not enough if you
do it alone. Understanding and examining a conflict or a crisis must not be isolated,
ergo, we must learn that causes of conflict and crisis are interconnected in various
spectrums like ideas, forms, and dynamic forces and aspects.

On this note, we must not look at conflict and crisis negative in general. A
completely conflict-free environment would be absurd, uninteresting, and a clear
sign that conflict is being repressed at the expense of organizational advancement. A
certain organization must face conflict or crisis sometimes not only to test their
management skills but also for them to have a depth understanding to their people
and group. In that way, they are expanding their knowledge about the things that
they need to prioritize, at the same time, allowing their people feel that they are
important and have a place in the organization. Moreover, conflict and crisis are
inevitable. Suppressing those two may result negatively in the lens of people
because they will think that the organization where they belong is autocratic and
humdrum.

As a future leader, I understand the importance of communication in an

organization. In order to properly address and identify the causes of conflict and
crisis, whatever types of conflict and crisis may it is, I must know first how to
effectively use the power of communication. Identifying, describing, and finding
solutions are some phases that are very crucial in crisis management but on the
shadow of that planning, proper communication must be grounded, for a positive
outcome or result. Moreover, Senapathy (2023), emphasized that members who are
guaranteed to be informed, involved, and in agreement with the aims and objectives
can produce a positive result in an organization. Also, communication aids in conflict
resolution, risk identification and mitigation, and trust building. Thus, for effective
communication, the crisis management process comprises crisis communication,
which encompasses management strategy, message, timing, and distribution
methods.

Within an organization, conflict and crises are inevitable and will inevitably
arise at some point. We as a leader must imperatively possess knowledge and skills
of suitable and punctual conflict and crisis management techniques and take
appropriate action. Whereas we must also consider the perceptions of our
subordinates in orchestrating an effective, feasible, and well-rounded plan and
solution with the use of encouraging and positive communication. We must always
remember conflict and crisis may have a positive and negative impact in an
organization if we don’t properly handle it. Conflict and crisis may make or break us.

Reference

Onwe, S.&Nwogbaga, D.(2014). The Causes of Conflicts and Crisis in School Management.
IOSR Journal
Of Humanities And Social Science (IOSR-JHSS)
Senapathy, Y.(2023). Communications Management: Definition, Importance, Purpose,
Benefits, and
Process. Project Management Training Institute. Retrieved from
https://www.4pmti.com/learn/communications-management/#:~:text=Communication
s%20management%20is%20the%20planning%2C%20execution%2C%20monitoring
%2C%20and,consistent%20manner%20with%20all%20internal%20and%20external
%20stakeholders. at November 21, 2023
 Developing Oral Skills of Secondary School Learners

By: Mark Kevin Y. Dimaun

Teacher II, Samal National High School

As an English language teacher, our utmost objective of teaching English as a

second language is to improve students' proficiency in when it comes to reading,
writing, listening, and speaking. A strong oral communication skill is in high demand
in today's globalized world. Speaking, on the other hand, is a tremendous challenge
for a learner attempting to learn the target language, if there is no appropriate
training and opportunities to use the skill. Hence, it will be difficult for the learners to
communicate fluently and accurately.

According to Senibio (2015), he discovered it shocking that some high school

learners are cannot even compose even a simple yet accurate sentence, even when
English is taught since elementary level - this is one of the most concerning
circumstances in Philippine education. There is a notion that students will not
struggle in high school learning English language if they learn the necessary
linguistic skills throughout their formative years. As a result, learning and improving
speaking skills in learning the target language must begin in childhood, as various
studies in the field of language have shown that the older children get, the more
difficult it is for them to master the new language.

Another problem that the students face is a lack of opportunities to speak

English in the classroom. According to Oxford University Press (2011), language
learners require a lot of practice using English language, especially orally. They must
be encouraged to speak up more in class in order to practice their communication
skills. However, it is clear that improving oral abilities appears to be one of the most
difficult aspects of teaching the language. Learners are frequently unable to make
sense of the speaking activities and patterns included in textbooks. In the classroom,
a continual search for the best language teaching technique, mostly for improving
oral communication skills, has driven many teachers to seek out alternative teaching
strategies. The success of the teaching and learning process is always attributed to
the creativity of the teachers. They must design and select which tactics and
activities are appropriate for the types of learners they have because they are
believed to be the drivers of the educational wheel.

To be creative, teachers must consider the diversity and unique differences of

their pupils in every learning episode to make it more relevant. Teachers have a vital
role at this point. They must devise numerous ways for persuading and motivating
their students to speak up, develop their communication skills, and participate in
classroom activities in general. Teachers must be concerned with reducing teacher
speaking and concentrate on motivating learners to talk. It is better for teachers to
select instructional tactics that will elicit positive responses from their students.

According to Idaryani (2013), using an integrated teaching-learning method is

expected to help improve the teaching and learning process. As a result, it is
expected that the teacher will use a variety of pedagogical approaches and
strategies in the classroom to motivate students to learn English and develop their
competence, particularly in productive skills. This method allows learners to
participate in a meaningful and relevant meaning. This exposes the learners to a
variety of methods for developing expertise. An integrative approach provides
language learners with an authentic linguistic environment for social interaction. It is
the responsibility of the teacher to provide relevant and exciting learning activities.

As a language teacher, we must be grounded by various approaches,

methodologies, and techniques in teaching English language because, we are the
sole responsible in helping our students through assisting them to be a good speaker
and user of their target language.

Reference
 Senobio, M. (2015). Why English is so very hard to teach and learn. Philippine
Daily Inquirer. Retrieved November 21, 2023, from
https://newsinfo.inquirer.net/700154/why-english-is-so-very-hard-to-teach-and-learn

Oxford University Press. (2011). Retrieved from https://oupeltglobalblog.com:

https://oupeltglobalblog.com/2011/07/12/how-esl-and-efl-classrooms-differ/

Idaryani. (2013). ENGLISH, INTEGRATED APPROACH IN TEACHING-

LEARNING. SELT Proceeding, 1, 121-128. Retrieved November 21, 2023, from
http://ejournal.unp.ac.id/index.php/selt/article/view/6778

Yee, W. (1996). An Integrative Approach to Teaching English as a Second

Language: The Hong Kong Case. Retrieved November 21, 2023, from
https://files.eric.ed.gov/fulltext/ED402745.pdf