Cambodia Presentation

The Filipino EFL-ESL Pre-Service

Educators’ Conceptions on Teaching in the

ASEAN 2015 EducationAsst. Prof. Roger Don SJ. Cerda / Asst. Prof. George D. Paguio

PASIG CITY UNIVERSITY, PHILIPPINES

ABSTRACTIn the dawn of a new arena of education, the

ASEAN 2015 brings new perspectives and poses new challenges in the field of education.

In the scenario where the government officials and ministers of education are the decision-making body of educational and language policies, where the ordinary teachers, who are at the forefront of implementing these policies are misinformed or misguided – what would be the impression of pre-service language educators as they start their careers as EFL-ESL teachers within the context of ASEAN 2015 education?

Through the utilization of focus-group interviews, reflective journals, and teacher’s field notes, this research sought to examine the conceptions of the Filipino Pre-Service EFL-ESL teachers from a locally -funded community college in Pasig City, Philippines by eliciting their notions, perceptions, awareness, and preparation on the ASEAN 2015 education. The respondents were grouped according to their academic performance (high, average, and low achievers) to draw out a variety of themes from their responses.

INTRODUCTION AND RELATED LITERATURE

The ASEAN community is composed of three Pillars: (1) ASEAN Political-Security Community – APSC which aims to enhance peace, stability, democracy and prosperity in the region through comprehensive political security and cooperation

• (2) ASEAN Economic Community – AEC which focuses on enhancing competitiveness for economic growth and development through closer economic integration, characterized by single market and production base, equitable economic development and global integration, finally,

• (3) ASEAN Socio-Cultural Community – ASCC which aims to nurture human, cultural and natural resources for sustained development in a harmonious and people centered ASEAN. Education falls on the third pillar.

As stated in the ASEAN charter, we must “develop human resources through closer cooperation in education and life-long learning, an in science and technology, for the empowerment of the peoples of ASEAN and for the strengthening of the ASEAN Community”.

• To break down further, Social dimensions of development in ASEAN focus on promoting greater educational cooperation among ASEAN Member countries and strengthen education within them (1) to narrow the development gaps, (2) to prepare youth for regional leadership, and (3) to increase the competitiveness of the people.

In the Philippines, Dr. Ester B. Ogena, president of Philippine Normal University, The National Center for Teacher Education, stressed that the OBE Teacher Education Curriculum considered (1) Curriculum workshops, (2) Vision-Mission and Teacher Education Framework,

(3) Literatures on Teacher Education Models, and finally, the (4) Requirements of the K-12 Curriculum. The New Teacher Education Curriculum Model: Bachelor’s Degree + Certificate (Three years content specialization plus one year certificate in any education level).

PROBLEMSWith the above-mentioned scenario, this research

sought to answer the following questions.1. What are the themes arising from the students’

knowledge, preparations, and strengths about ASEAN 2015 according to their academic achievements?

2. What are the students’ knowledge, preparations and strengths as Pre-service EFL/ESL teachers in ASEAN 2015 according to their academic achievements?

3. What are the students’ knowledge, preparations and strengths as perceived in the teacher’s field notes according to their academic achievements?

METHODOLOGY

Subjects of the studyThere are 23 Pre-Service Educators taking

Bachelor in Secondary Education major in English (Male and female) from a locally funded community college who participated in the study. They are all in their final year of their stay in college and they are performing their Practice Teaching in the surrounding highs schools, handling English subject for ESL speakers of English. The Pre-service Educators were group into three according to their academic performance using their general weighted average from the previous semester.

Instrument 1: FOCUS GROUP

DISCUSSION

FOCUS GROUP DISCUSSION – was done by dividing the 23 Pre-Service Educators into three focus groups, the (1) high achievers, (2) average achievers, and the (3) low achievers.

Focus Groups are defined as “a research technique that collects data through group interaction on a topic determined by the researcher” (Morgan, 1997, p6). As emphasized by Nunan (2009), the term focus highlights that the fact that the researcher guides and focuses the discussion rather than letting informants take the interview in any direction that they wish. The advantage of a focus group rather than an individual interview is that the informants can stimulate and be stimulated by each other.

The discussions were audio recorded. Below are the questions that served as guide used by the researcher. And the prevalent themes that arose from the discussion.

1. What do you know about ASEAN 2015? And what are your insights about this?

2. What are your preparations for the ASEAN 2015 integration as a Pre-Service EFL-ESL teacher?

3. What are your strengths as a Pre-Service EFL-ESL Filipino teacher that you can contribute in the ASEAN 2015 education?

FOCUS GROUP QUESTIONS


Emerging Themesa. Has exisiting knowledge on ASEAN

2015.b. Has no or limited knowledge on

ASEAN 2015.

Has exisiting knowledge on ASEAN 2015.HIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“integrate the K-12 ideas in our teacher education”

“the first word that comes to my mind when I heard about the ASEAN 2015 is about globalization”

“we talk about the globalization there will be a teaching of exchanging ideas or exchanging teachers or workers from different countries within the ASEAN Nations”

“be able to teach in the k-12 curriculum which would be for the ASEAN 2015”

“ASEAN 2015 is all about globalization”

“They need teachers in the interdisciplinary to integrate different discipline so that we would be able to touch, not only the lives of our students but also the cultures and the beliefs of the students.”

Has exisiting knowledge on ASEAN 2015.HIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“countries of the ASEAN to be united to be as one and to have opportunities equal to all”

“it is all about opening our doors to other neighboring countries”

“For me the ASEAN 2015 is the organization that gives being united”

“it would entail challenges for us, first because we have not graduated from the k-12 curriculum”

“ASEAN 2015 is more on aligning the educational system of the Philippines through international countries”

“ASEAN 2015 is about the alliances of the countries of the South East Asian Nations”

“if ever we would be teaching other countries, we would have to adapt to their culture”

“when I hear the ASEAN 2015 is the word unity; meaning there would be a unified or shall I say unified educational system among the ASEAN countries”

Has NO or limited knowledge on ASEAN 2015.HIGH ACHIEVERS MODERATE

ACHIEVERSLOW ACHIEVERS

“I know a little about this ASEAN integration”

“I still don’t know what the aims are and how would these be measurable”

“I don’t have a wide idea or concept about the ASEAN 2015”

“is all about the exchanging of teachers from here in the Philippines to the other eastern countries”

“I know nothing about the ASEAN 2015”

“We need to master first what is the first thing we learned and we will go to the next one if we are already done with the basic one just like the k-12 curriculum. And if we are already done with the k-12 curriculum, the implementation of the ASEAN 2015 would be more effective and it will be more applicable to us Filipinos because of the seminars we already attended and already attained.”


Emerging Themesa. Aware and preparing.b. Aware but unprepared.c. Unaware an unprepared.

Aware and PreparingHIGH ACHIEVERS MODERATE ACHIEVERS LOW

ACHIEVERS

“Other thing that I use for preparing is researching. I try to research for sources online which could help me in the future if I teach both in the Philippine setting and the ASEAN setting”

“I think the only solution is that for me to attend seminars first, and other activities that will be headed by the government so that teachers or Filipinos like us future educators will acquire the necessary skills that I think that is very important to the ASEAN 2015 and another thing is that truly that it is crystal clear that I still have to train in my mother tongue.”

“the only preparation I’m doing right now is for me and my skills and the resources that I could use.”

“I really have to train before I teach in ASEAN 2015”

Aware and PreparingHIGH ACHIEVERS MODERATE ACHIEVERS LOW

ACHIEVERS

“after I graduate, I will immediately take my masters degree so I can match the competencies that the k-12 basic education graduates have”

“after I graduate, I will immediately take my masters degree so I can match the competencies that the k-12 basic education graduates have”

“my preparation for now is of course, I have to take my subjects first seriously”

“my preparation for now is of course, I have to take my subjects first seriously”

Aware but UnpreparedHIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS“my communicative skills, especially since I have to communicate with people from other culture”

“I am not that confident and prepared enough to teach other people from different nationalities within the ASEAN countries because here in our school, there are still no seminars about the new curriculum and the a big question and how would we teach other nationalities or how would we teach in other countries”

“I’m confident enough when it comes to teaching, comparing the students in the Philippines and students from other countries. I think that they have the same intellectual capabilities”

“I feel confident not only for myself even for my classmates and that we would be able to teach in the ASEAN setting but I’m not feeling confident with the curriculum”

“the preparedness of Filipino teachers is not guaranteed at this point because there are still other teachers most specially in public schools in which they are telling me when I conducted an Interview with one of our subjects, the seminars that they are attending are not enough for them to fully understand or fully comprehend what the new curriculum or the k-12 curriculum really wants then to do”

“I’m not really that confident to teach in other countries first of all considering each culture is something very important for us to consider, yes we have to know its culture to be able to grasp more about themselves so that we would be able to be in touch with them personally”

Aware but UnpreparedHIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“I’m confident with our abilities but I’m not confident with how other teachers would react to us teaching in their countries”

“we, pre-service teachers are not yet fully equipped with the necessary skills needed in order for us to teach other countries, other cultures”

“I’m not prepared yet because I have not attended any seminars yet in order to determine what cultures or beliefs if they are good enough in that specific language”

“I am having a hard time to deal with those kinds of students who possess a different culture than what we have”

“I think the government must provide different seminars and conduct different researches about how will we be able to be fully equipped in terms of teaching and moving into other countries”

“if I am going to teach there in a specific country in the ASEAN, are they ready to listen to my discussion? Because we believe that we are different in terms of speaking to them because here in the Philippines we are adapting American accent and other ASEAN countries they are not adapting American accent.”

Unaware and UnpreparedHIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“most or some of the pre-service teachers or pre-service educators are not as largely aware of the 2015 ASEAN”

“Since I’m not familiar to the new curriculum and to tell you honestly I’m not yet ready for this new curriculum because I used to teach and learn from the old curriculum. Since k-12, the new curriculum is subject to immediate implementation, it caused confusion to us future educators. That is the reason why I am not ready”

“For me I’m not yet ready to be an educator especially from other eastern ones. And regarding on that matter I don’t know if I can cope up easily on their beliefs and their superstitious belief and religions. And also, I also wanted to know if their curriculum is also the same with our curriculum right now so for me I’m not yet ready.”

“Some of us know only few things. So even I know a little. So how could we prepare for it?”

“I’m not yet ready to teach in the ASEAN 2015. I should know their interest, capabilities, their abilities, their mood and their culture. My knowledge is not that enough for teaching them and facing the ASEAN students.”

Unaware and UnpreparedHIGH ACHIEVERS MODERATE


“How could we be accepted in other countries if we did not graduate in the same 12-years of basic education?”“Would we be discriminated?”

“how should we prepare for it? Do we have to study more? Do we have to take our master’s degree immediately after we graduate from our bachelor’s education? Or do we have to take seminars from other countries, do we have to present thesis?”“the imposition of the ASEAN integration is very abrupt I don’t have the confidence to teach in other countries”“afraid of the notion that some people said that K-12 graduates will be prioritized in the ASEAN and then 10-year basic education will not be prioritized”


EMERGING THEMESa. Flexibility and adaptabilityb. Resilience and resourcefulnessc. Communicatived. Competitive

Flexibility and AdaptabilityHIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS“we are flexible or we are willing to learn and develop”

“Filipinos are known to be very adaptable persons, they are not having a hard time in adapting to other cultures or other traditions they just fit in or squeeze in where they can”

“I should be competent enough and flexible in facing our students in the “ASEAN and teaching them to be able to understand our lessons in delivering the lessons.”

“adaptable to many things”

“Filipinos are well praised and well known for us being committed and for our versatility”

“Aside from being communicative, for instance… for me when I become an ASEAN teacher, I know that I can also teach them different values”

Flexibility and AdaptabilityHIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS“our capability to easily get along with other people of diverse culture of diverse personality that’s one thing that I can really be proud of and that’s a strength that I really consider”

“Filipinos can easily adapt to whatever changes that happens to the society and we are in a globalization”

“You have to be adaptable you have to consider your students”

“the flexibility of Filipinos that could help us comply with those standards that the ASEAN 2015”

“The sole purpose of Filipinos is to learn the languages of survival and it includes English that would help them to teach foreign students and to adopt to the changes that happens to the society.”

“One characteristic that I think I possess is flexibility”

Resilience and resourcefulnessHIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS“Filipinos are really known to be flexible and are really good at adaptation”

“Adaptation is one of the strengths of the Filipino and as a pre-service teacher, we are between the new and old curriculum. Thus, we can accommodate and adjust between the two different systems”

“adaptability, the way we adapt to the other cultures of other nationalities because as we all know that teaching is an interactive process we teachers learn from our students and our students learn from us.”

“Filipinos are around the world, they could adapt to any culture, talk to anyone even with the language barriers we could still communicate”

“we are flexible we can adopt to different environments”

Resilience and resourcefulnessHIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“going with other people also Filipinos are just, are good in following or going with the flow and going with the system, just to overcome and to survive.”

“one thing that I can contribute is my flexibility, that my professors taught me how to cope up with different learning styles of every student having long patience to accept innovation”

“the strengths of the Filipino teacher, are good characteristics”

“We are very flexible, versatile, and passionate”

CommunicativeHIGH ACHIEVERS MODERATE


“Filipinos are known for their communication skills among all the ASEAN countries”

“The strength that I have is speaking the English language”

“I am communicative competent in the English language it is not in the technicalities of the English language, as long as you can communicate in other countries with other people and they understand you the way you speak the way you talk it that is your strength”

“I really believe that communication is our advantage because most of the ASEAN countries are focused on their own language and are finding it very hard to learn English”

“being communicative”

CommunicativeHIGH ACHIEVERS MODERATE


“it is an edge for us that English is our second language”

“communicative competence, for me I believe that to know a second language like English, we are able to talk to the world so by that, means I have this versatility as a teacher, as a teacher, you are not just a teacher, you’re a facilitator, and actor and an actress or anything because being a teacher is not an easy job.”

“I would say that I have the strengths, first is the communication skills that is always the first thing that should be mastered in teaching English, and of course you are teaching them the language itself even though they don’t have the familiarization on the about the accent on the certain language.”

CompetitiveHIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“we are competitive in nature that no matter what are the issues we are facing now, we always strive for excellence”

“passionate is one of our strengths as a Filipino. We are so passionate to the extent that even we are bombarded with so many paper works and abrupt changes in the educational system; we still manage to continue to strive for excellence for teaching”

“I am passionate, I can contribute how to be passionate in teaching student to be patient in teaching these students.”

“Filipinos are very competitive and competent with their skills”

“I can say that Filipino as a teacher is more passionate in their endeavor”

CompetitiveHIGH ACHIEVERS MODERATE


“They are very good when it comes to teaching, when it comes to content and methodology”

“Filipino teachers are not just flexible, versatile but also competitive”

“we are very open minded specifically to the changes specially when we know that it is for the better of everything”

“Filipino teachers are passionate and committed”

Instrument 2: STUDENTS’ JOURNAL

STUDENTS’ JOURNAL – the students were required to write a journal in their field studies, containing their experiences, feelings, and opinions regarding their teaching and preparedness.

As part of the journal, the Pre-service teachers were asked to summarize their experiences in an essay and to write about how they see themselves teaching in the context of ASEAN 2015.

Using the themes that emerged form the focus group discussion, the journal entries were taken

HAS EXISTING KNOWLEDGE ABOUT ASEAN 2015HIGH ACHIEVERS MODERATE


“For pre- service teachers who are a product of a 10- year basic education, there is fear in teaching diverse learners, cultures and beliefs. I lack the competencies to teach abroad.”“ASEAN highlights the importance of linkages to meet the demands of international standards. This makes me doubtful of my skills.”

Has NO or limited knowledge about ASEAN 2015HIGH ACHIEVERS

MODERATE ACHIEVERS LOW ACHIEVERS

“How can ASEAN 2015 be successful if our country is not yet prepared? I am in doubt that we are competent enough.”

“ASEAN 2015 is the organization that will help the pre-service teachers to be more productive, ASEAN 2015 is for us to be certified professionals.”

“I am doubtful of my self, I do not know if I could adapt with the changes that will happen. Our educational system is fragmented and it is still in progress.”

“The ASEAN policies will bring more downfalls than progress.”

Aware but UnpreparedHIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“Our country will not adapt easily.”

“ASEAN 2015 will bring us new opportunities that will help us compete with other countries. My only problem is that we are not products of k-12.”

“It is not crystal clear that our generation who don’t belong to the k-12 can get the benefits of ASEAN 2015”

Unaware and UnpreparedHIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“I have the fear of competing with professional from other countries.”

“The immediate implementation of the K-12 program is the problem”

“Educational institutions fail to improve the quality of education because they don’t have the sense of accountability.”

“I am doubtful with my capabilities to teach in the ASEAN 2015, as pre-service educators, we must be equipped with knowledge and ideas about the demands and changes”

“What will the non-k-12 teachers do?”

FLEXIBILITY AND ADAPTABILITY HIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“ASEAN 2015 will test the versatility of Filipino educators. The problem is that there is no proper information dissemination.”

“Yes, we can adapt with the changes but not this time. We are not fully ready.”

COMPETITIVEHIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“Teachers are challenged to build higher competencies. I will take this challenge to improve my self.”

INSTRUMENT 3

TEACHER’S FIELD NOTES

TEACHER’S FIELD NOTES – through observing the Pre-Service EFL-ESL Filipino teachers’ actual teaching in classroom, the researchers were able to triangulate the information needed.

HAS EXISTING KNOWLEDGE ON ASEAN 2015HIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“Practice teacher was able to connect the relation of the K-12 to ASEAN 2015”

“Majority has fair knowledge about it.”

“During casual interviews, the students from this group claim to know more about ASEAN 2015 and its implication, but their responses evidently show lack of information regarding the event. Some even mention misconceptions on ASEAN 2015”

HAS NO OR LIMITED KNOWLEDGE ON ASEAN 2015 HIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“Some practice teachers were noted to have been reading ASEAN 2015 from newspapers and internet articles”

“There were few students who mentioned an alarming amount of misconceptions on ASEAN 2015”

“Majority of the students who belonged to this group had limited knowledge about ASEAN 2015”

AWARE AND PREPARING FOR ASEAN 2015 HIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“Has learned about professional qualifications framework and are able to benchmark to improve their current and future professional standing”

“Select few are aware of the implication of ASEAN 2015, fewer had the plans to improve their career paths.”

“Only few are aware of the implication of the ASEAN 2015 to their teaching endeavors.

AWARE BUT UNPREPARED FOR ASEAN 2015 HIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“Some high achievers were noted talking about their future after graduation mentioning questions on how to improve their professional statures”

“Majority of the students from this group are aware but unprepared for ASEAN 2015”

“Many students who belong to this group admit that they are aware of the gravity of ASEAN 2015 and realize that they are unequipped for this change.”

UNAWARE AND UNPREPARED FOR ASEAN 2015 HIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“Students belonging to this group were only looking forward to finishing the semester”

“Majority of the low achievers were short sighted and never bothered to learn more about ASEAN 2015”

DISPLAYS FLEXIBILITY AND ADAPTABILITY SUITED FOR ASEAN 2015

HIGH ACHIEVERS MODERATE ACHIEVERS LOW ACHIEVERS

“Some practice teachers were noted to have been deviating from their lesson to give way to incidental teachings and generating impromptu strategies to improve learning in the classroom. Some are noted to have connected their lesson to real life applications and listening to insights of the students.”

“Selected students from this group displays flexibility and adaptability”

“few displays flexibility and adaptability”

DISPLAYS RESILIENCE AND RESOURCEFULNESS FOR ASEAN 2015


“Majority of the students from this group used authentic texts and materials that are familiar and accessible to students”

“Select few display resilience and resourcefulness”

“few display resilience and resourcefulness”

ADVANCED COMMUNICATIVE COMPETENCE FOR ASEAN 2015


“Display 80 % – 70% communicative competence”

“Majority of the students who belongs to this group display 69 % – 40% communicative competence”

“Majority of the students who belongs to this group displays 39% - 20% communicative competence”

DISPLAYS COMPETITIVE ATTITUDE FOR ASEAN 2015


“Has the tendency to better their previous teaching styles. Are always prepared and never misses details in their teaching.”

“Half of the students who belong to this group displays competitive attitude for ASEAN 2015”

“few displays competitive attitude for ASEAN 2015”

SUMMARY

1. What are the themes arising from the students’ knowledge, preparations, and strengths about ASEAN 2015 according to their academic achievements?


a. Has exisiting knowledge on ASEAN 2015.b. Has no or limited knowledge on ASEAN 2015.


a. Aware and preparingb. Aware but unpreparedc. Unaware and unprepared


a. Flexibility and adaptabilityb. Resilience and resourcefulnessc. Communicatived. Competitive

2. What are the students’ knowledge, preparations and strengths as Pre-service EFL/ESL teachers in ASEAN 2015 according to their academic achievements?

A. As tabulated, the statements of the High Achievers expressed that they have a considerable existing knowledge regarding ASEAN 2015.

B. The statements of the low achievers considerably expressed limited amount of information regarding ASEAN 2015.

C. The statements of the High Achievers displayed more awareness on ASEAN 2015 and highlighted their preparedness for the challenge.

D. The statements of the Moderate Achievers clamored more that the government should allot more programs for trainings in preparation for the ASEAN 2015, this displayed that the moderate achievers are aware but unprepared to face the challenges of ASEAN 2015.

E. On the theme ‘Unaware and Unprepared’ all the groups stated confusion on the outcomes of ASEAN 2015.

F. On the theme ‘Flexibility and Adaptability’ all the groups stated that flexibility and adaptability is really common among Filipinos

G. On the theme ‘Resilience and Resourcefulness’ the High Achievers stated more agreement on this part.

H. On the theme ‘Communicative’ the low achievers stated more firmness on their claim.

I. On the theme ‘Competitive’ the high achievers declared more statements on this more than the rest of the groups.

3. What are the students’ knowledge, preparations and strengths as perceived in the

teacher’s field notes according to their academic

achievements?

1. High achievers have more knowledge and readings about ASEAN 2015.

2. Very few students go out of their way to learn about updates on ASEAN 2015 and its implication to education.

3. All the respondents agree that they are not yet equipped to be a teacher in the ASEAN classroom.

4. High achievers show more flexibility an adaptability in facing the challenges of ASEAN 2015.

5. High achievers display more resilience and resourcefulness in preparing and executing their lessons.

6. High achievers have better communicative competence based on the field notes assessment.

7. High achievers try to better their content and pedagogy.

CONCLUSION

What we have attempted is to draw out the emerging themes that generally defines and illustrates the perceptions of pre-service EFL-ESL teachers based from the triangulation of the eliciting tools to gather the information. Education Policy makers must take into consideration the big amount of responsibility handed over to these future educators, taking to account that these students are not even products of k-12 themselves. These future EFL- ESL teachers will have to go out of their way to improve and meet the national standards and qualification frameworks. One of the best solutions would be pursuing graduate studies and training for International Language teaching certifications. It will take a tremendous amount of political and personal will to surpass this great challenge.

REFERENCES ASEAN CHARTER (2009) Cha Am-Hua Hin DeclarationASEAN Secretariat (nd) ASEAN Integration by 2015 and its

implications to education in the regioan, ASEANMorgan. D. (1997) Focus groups as qualitative research (2nd

ed) Thousand Oaks, CA: SageNunan, D. and Bailey, C. (2009) Exploring second language

classroom research: a comprehensive guide Cengage Learning

Ogena, E. (2013) Teacher Education Preparations for ASEAN 2015 - PNU, Bayview Hotel, MLA, PH

Shuaibi, N. H. etal. (2009) Implementing continual quality improvement in an OBE education. INTI University College

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