Content Analysis of Licensure Examination for Teachers: Traditional vs Non-Traditional Teacher Assessment

• Main Authors: Bagadion, Anne Marie Fordelon, Tullao, Tereso S., Jr
• Format: text
• Published: Animo Repository 2018
• Subjects: LET; Teachers; Professional Development; Teacher Education and Professional Development
• Online Access: https://animorepository.dlsu.edu.ph/res_aki/37; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1040&context=res_aki
• Institution: De La Salle University

With the recently released report of World Economic Forum on Global Human Capital Report (September 2017) with the subtitle “Preparing People for the Future of Work,” the need for human capital development cannot be overemphasized. The report has identified four elements of human capital. First, CAPACITY – Level of formal education of younger and older generations as a result of past education investment. Second is DEVELOPMENT – Formal education of the next generation workforce and continued upskilling and reskilling of the current workforce. Third is DEPLOYMENT – Skills application and accumulation among the adult population. Fourth is KNOW-HO W –Breadth and depth of specialized skills used at work, which can promote three important skills for the 21st century— complex problem solving, creativity, and critical thinking as part of an effective and efficient labor force. In this context, one would ask, “who should prepare the people for future work?” At the onset, the answer, in general, would be the teacher. But how ready are our teachers in preparing the young people for future work? Is Licensure Examination for Teachers (LET) enough to prepare the so-called “millennials” for future work?