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NATIONAL COLLEGE OF SCIENCE and TECHNOLOGY

The School of My Choice

And a

Detailed Evaluation of it’s Entire Operations

___________________________________

A Special Project

Presented to

DR. AVELINO DE CHAVEZ, PhD

DE LA SALLE UNIVERSITY - DASMARIŇAS


COLLEGE OF EDUCATION
GRADUATE STUDIES DEPARTMENT

_________________________________

In Partial Fulfillment

Of the Requirements for the Degree

DOCTOR OF PHILOSOPHY IN EDUCATIONAL MANAGEMENT

By:

YOLANDA RODRIGUEZ UBUSAN

April 19, 2010


NATIONAL COLLEGE OF SCIENCE and TECHNOLOGY

Evaluation of It’s Entire Operations

• NCST Brief History

The National College of Science and Technology (NCST) were born in the
historic and progressive city of Dasmariṅas, in 1998. As a brain child of a 23-
year old visionary entrepreneur, Emerson B. Atanacio, the College has slowly
yet steadily carved its niche CALABARZON region. With an initial enrollment
of 550 students in 1998, the college has now increased ten times from its
original number in its entire regular in all its regular programs.

The College has been faithful in its mission to produce industry responsive
graduates; thus, it has ventured into its “first institutionally developed course
offering” in 2005-the Certificate in Manufacturing Technology and the
Diploma in Production Technology being offered by the NCST institute of
Industrial Research & Training (NCST IIRT). The said courses apply the dual
training modality that trains the students in two areas of learning-the school
and the industry.

• According to Board of Trustees of NCST, it is simply common sense to


prepare for the future. There are senses in which one may say that the past
determines the present, and the present is determined by what NCST want
the future to be. Our interest in both past and future is not born of mere
curiosity, but is based on the need for guidance on actions to be taken now.

• In developing a scenario, the following are the steps done by NCST:

1. Identification of the individual trends which will produce basic long term
trends.

2. Agreement on assumptions relating to possible future environments.

3. Listing of logical outcomes with respect to the area of interest.

4. Estimate the probability of occurrence of those outcomes.

5. Choose the two most probable outcomes.

6. Repeat steps 3, 4, and 5 for those outcomes.

EXAMPLES OF TRENDS

SOCIAL

1. The increasing sophistication of private organizations in running community


development programs;
2. The increasing tendency to use ad hoc committees with multi-agency
membership in problem solving and policy-generation;

3. A growing reliance on sophisticated data-based planning schemes for


development projects, and;

4. A growing emphasis on self-governance through participatory structures, e.


g. Gawad Kalinga.

EDUCATIONAL

1. The improving school administrative or management practices;

2. The upgrading of academic standards through admission testing


accreditation, supervision and curricular improvement;

3. They judge student’s performance using the criterion-referenced measures;

4. They directed work experience activities as a means of developing student’s


right work attitudes, habits and skills, and;

5. They provide the students opportunities for developing their physical,


intellectual and social energies.

Approaches to Future Educational Problems

 Turning to the fundamental structure of a problem, NCST seems that a


problem arises only when they become conscious of a discrepancy between
what they expect and what they find. They see no problem as long as they
lack an idealistic attitude of what to expect, or remain in a state of ignorance
which prohibits cognizance of what they find.

Explanation:

A consideration of educational problems of the future therefore means an


attempt, first, to foresee what will be the circumstances of the individual in
future society and, secondly, to decide, given these circumstances, what
activities should be pursued in order to maximize his opportunity for self-
fulfillment.

NCST understand clearly what has already been achieved through


education, what they expect for the future and we can best realize the
following expectations:

 What subjective conditions will the individual need in future society?

 What scientific methodological problems in education should be developed to


meet the needs of that society in the future?
 What kind of educational system should be established in order to enable
every individual to benefit from an education adapted to the necessities to
the necessities of the future?

Therefore, the consideration of future problems that needs to develop by


NCST is as follows:

 The necessity to adopt education to individual needs;

 The necessity to educate an independent autonomous personality;

 The necessity to educate a practical-minded organization man;

 Educational technology as a means of individualizing education;

 The formation of value consciousness as a factor of an independent


personality, and;

 Methods of teaching and guidance for developing ability in social activities.

The scenario as an approach to studying the development:

1. The increasing speed of change has laid to rest the often unquestioned
assumption that the future will be like the past, only a little bigger and a little
better;

2. NCST are becoming increasingly aware of the need to identify and strive for
desirable alternative visions of the future.

3. Vision of NCST

The National College of Science and Technology (NCST) envisions of


becoming one of the nation’s leading technological educational institutions
with campuses in various areas in the country. The National College of
Science and Technology in response to the commercial and industrial sectors’
need of highly professional and skilled manpower provides advanced
technology and industry-based education. It is also sets standards of
proficiency and competency compatible to the demands of industry, enduring
positive work values competitiveness and quality among its graduates.

Mission of NCST

The National College of and Technology undertakes the responsibility of


providing the country with quality graduates, who are equipped with industry
responsive knowledge and skills and are founded with underpinning values of
love, justice, mutual respect and peace. As the Philippines achieves its newly
industrialized country status, the National College of Science and Technology
is committed to provide TOTAL QUALITY EDUCATION AND SKILLS
ENHANCEMENT PROGRAMS in the field of science and technology that
serves as an instrument in providing the Filipino’s quality life.

It is therefore, NCST necessary to examine carefully the possible impact of


the actions on the future through the study of various alternatives:

 Forecasting Methods;

Explanation:

A forecast is a carefully formed, time-based opinion about the future. Time-


based means that the forecast is related to some particular moment or period
in the future, once a forecast is made, a scenario provides the framework
upon which analysis of the emergence of this particular future can be based.

 Explanatory vs. Normative Forecasting, and;

Explanation:

Two additional aids in understanding the relationship and differences among


various forecasting methods are concepts of exploratory and normative
forecasts. Exploratory forecasting starts from today’s assured basis of
knowledge and is oriented toward the multiple opportunities that the future
may hold. Normative forecasting on the other hand begins with the
definition of a particular desired future goal by working backward to the
present. It describes an optional path from current reality to the specified
target.

 Forecasting vs. Planning.

Explanation:

Planning is a process moving from goal formulation, through statements of


specific objectives, definition and evaluation of alternative strategies,
implementation and evaluation with feedback loops existing in each step of
the process of NCST. Forecasting of NCST serves as an aid to the planner in
the definition and evaluation of alternatives. Accepting the premise that
actions in the present create the future, is essential that the planner and
educational decision-maker should be able to conceptualized a variety of
educational futures and the reason out hoe their decisions might have an
impact on those futures. Forecasting is an aid in the former tasks, while
scenario is a devise for giving substance to alternative futures once they
have been identified by using any of the forecasting methods or techniques
of NCST.

The outlook of NCS for community development program:

 The scope: diversity of approaches and practices;

 The main converging trends;

- The need for long term prospective studies;

- Policy dialogue and analysis;

- Rolling planning;

- Hybrid planning, and;

- More qualitative concerns.

The main methodological consequences:

 The central role of information;

Explanation:

The production, utilization and dissemination of information relevant to


decision-making play a key role in developing of NCST.

 The case for studies on incentives and regulating mechanisms;

Explanation:

They perform its function effectively if we know more how various “actor” in
education respond to secondary, general or specific incentive measures.

 The case for policy analysis and strategies;

Explanation:

The developers offer decision-makers alternatives for which assessments


have been made.

 Negotiation and communication, and;

Explanation:

The tasks for developers are to convince:


(i) Actors in charge of implementation,

(ii) Users and partners in education development

 Traditional yet still needed techniques.

Explanation:

Like for example sector analysis; prospective studies; instruments for


monitoring and evaluation; tests of financial feasibility; appraisal methods,
etc.

National co-operation: What to support?

 Upstream (studies, research, experimentation)

 Capacity-building (training, staffing)

 Innovative actions (incentives, regulating mechanisms, evaluation).

Necessity for Linkages and Coordination

 At any level or in any segment of the personnel group involved in the


institution, they design the kind of education that ought to have for the future
though it is difficult but not an impossible task.

 There has a built-in and a clear implication for all levels in the institution, the
so called “linkage system”’ vertical and horizontal, so as to get the change
disseminated and adopted in an actual school situation.

Purposes of Educational Development

 Effective and adequate educational planning will enable policy-makers and all
others concerned to:

 See the emerging problems sooner and in closer perspective;

 Identify more closely the various options that may be available in dealing
with the merging problems, and;

 Assess the relative merits and feasibilities of all proposed alternatives.

Evaluation of its Entire Operations:


 NCST Identify the individual trends which will produce basic long term trends.

 They agree on assumptions relating to possible future environments.

 They listed of logical outcomes with respect to the area of interest.

 They estimate the probability of occurrence of those outcomes.

 NCST chose the two most probable outcomes.

Sir, thank you so much and GOD BLESS YOU MORE…

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