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Developing civic competence among learners is the business of any social studies teacher. The overall success of any social studies teaching depends, in great measure, on the ability of teachers to approach controversial public issues (CPI) in the spirit of critical inquiry. However, previous studies suggest that the teaching of CPI is affected by teachers' pedagogical deficits, students' reluctance during discussions, and lack of emphasis on CPI in the curriculum. Hence, this paper purports to locate the preferred positionality, reasons, and practices in teaching CPI of a select group of Filipino social studies teachers (n = 379) in basic education. Using a multi-aspect questionnaire, results showed that teachers are leaning towards a committed impartiality position, and are driven by the desire to develop learners to be critical, reflective, and action-oriented as they engage in meaningful conversations about important social issues. Moreover, teachers' perceived instructional practice is an intersection of empowering, democratising, and conflicting moves, Theoretical and practical implications are also discussed in this paper. [ABSTRACT FROM AUTHOR]

While a number of national studies have been conducted in various parts of the globe, determinant patterns of shadow education (SE) in the Philippines is still unknown. This study aims to establish preliminary data on the factors that determine SE participation of a select group of 1,235 Filipino basic education students. Respondents were asked to accomplish a researcher-made instrument (Cronbach α = 93.5%), wherein data was treated in-depth through descriptive and inferential statistics. Results revealed that despite the rising education cost vis-à-vis students' socio-economic status, there exist a number of factors that determine Filipino students continued SE participation. Such factors can be used as basis in curricular and instructional restructuring and in strengthening the dynamics between school and community partnership. [ABSTRACT FROM AUTHOR]

Graduates are exhorted to develop personal skills, qualities, and experiences that enable them to compete in the labor market (Moreau & Leathwood, 2006; McQuid & Lindsay, 2005). This graduate tracer study (GTS) creates an empirical portrait that describes the employment aspects of the graduates of a comprehensive university in the Philippines during the years 2001-2004 to identify policy imperatives for greater relevance of higher education curricula to industry needs and expectations. A sample of 540 randomly selected graduates representing various disciplines participated in this study. Data were gathered through a survey instrument developed by a pool of experts identified by the Commission on Higher Education (CHED) in the Philippines. Data were treated in-depth through descriptive and inferential statistics. Graduates of the institution under study pursue advanced studies and other work-related training. The impressive employability profile of comprehensive university graduates to middle level management positions particularly those representing the social behavioral sciences, natural sciences, medical fields, engineering and technology and mass communication is brought about not by the academic honors of the graduates but through capabilities such as knowledge, skills and attitudes used in work places. There is a need to develop a more functional framework for employability where the diversity of fields of study offered in universities are linked to the diversity of employment is also discussed in this paper. [ABSTRACT FROM AUTHOR]