Research Proposal for PhD Dissertation

1. KNOWLEDGE MANAGEMENT APPLIED IN A NATIONAL
EDUCATIONAL POLICY :
AN ASSESSMENT OF THE PHILIPPINES’ KNOWLEDGE SHARING
LANDSCAPE AND DYNAMICS IN MTBMLE IMPLEMENTATION
Joan Hope Elgincolin
University of the Philippines Open University
March 9, 2020

2. Outline of the Presentation
1.0 Introduction
2.0 Literature Review
3.0 Methodology

3. 1.0 Introduction
1.1 Background of the Study (p. 4)
A growing number of literature cite that knowledge management has become part of
sustainable process for development work especially in the area of monitoring and
evaluation. In the past 15 years, the United Nations has slowly included knowledge
management as part of their overall performance initiatives. This research explores
the role of knowledge management and how it is embedded in the implementation of a
national policy in the Philippines which was one of the main components of K-12
revision, MTBMLE.

4. 1.0 Introduction (cont.)
1.2 Statement of the Problem (p. 5)
There has been studies in various parts of the country done both locally and
nationally in the area of implementation. These researches reflect the various
issues and challenges of the implementation of MTBMLE. Yet none of this
research covers a comprehensive knowledge management study that will reflect
the landscape of knowledge sharing practices in various dimensions of MTBMLE
implementation such as teachers’ training, community involvement, and
monitoring and evaluation. This research consolidates the information and
insights in an attempt to reflect the country’s current situation in MTBMLE
implementation.

5. 1.0 Introduction (cont.)
1.3 Research Question (p. 6)
This doctoral research is guided by one overarching question:
What is the current knowledge management landscape of the implementation
of MTBMLE determined by implementers and advocates in the Philippines and
how can we leverage and utilize current knowledge management practices?

6. Aims and Objectives (p. 6)
Aims:
1. Identify current and existing knowledge gained during the implementation from various
stakeholders and how this knowledge is being captured, reused, and stored.
2. Identify the core factors that affect knowledge sharing practices in MTBMLE implementation
from school level to national level.
3. Identify current and existing formal and informal mechanisms such as participatory events,
training, and other activities in MTBMLE that aims to improve its implementation.
4. Identify communication-based challenges and barriers in implementing MTBMLE and how it is
being addressed and managed.

7. Aims and Objectives (p. 7)
Research Objectives:
● Develop a working knowledge management framework from the existing practices and initiatives
that can be used for strategic planning from local to national level.
● Discover repositories of knowledge management initiatives of MTBMLE implementation through
consolidation of best practices or successful stories particularly in training, advocacy and
mobilization, as well as monitoring and evaluation.
● Identify and evaluate communication tools, strategies and platforms through interview, training
observations, and review of relevant documents.
● Understand discrepancies and gaps on perceived miscommunications between stakeholders and
how communications and knowledge management tools help improve it.
● Leverage and utilize knowledge sharing activities in MTBMLE through current existing and
effective knowledge management initiatives.
● Draw upon current knowledge management researches particularly those done in Southeast Asia
to enhance current knowledge management initiatives in the country.

8. 1.0 Introduction (cont.)
1.4 Introduction to the Case Study : MTBMLE in the Philippines (p. 8)
MTBMLE was first institutionalized in 2009 and was implemented in 2012.
Since then, various programs and activities such as teacher training,
orthography development, etc were organized to pave the way of national
MTBMLE implementation.

9. Introduction (cont.)
1.5 Significance of the Study (p. 9)
A study on knowledge management applied to a national policy implementation in the Philippines
consolidates many of the existing research literature done in the area of literacy, advocacy, local
implementation and best practices in the country. The emphasis of this study lies on the knowledge
sharing mechanisms, culture and practices currently existing in the country.
This study is also timely as it answers the issues raised from House Bill No. 6125 “AN ACT
SUSPENDING THE IMPLEMENTATION OF THE USE OF MOTHER-TONGUE AS THE MEDIUM OF
INSTRUCTION FOR KINDERGARTEN TO GRADE 3”. It blames the lack of instructional materials as
the fundamental basis for the suspension of MTBMLE implementation. Various advocates and
supporters of MTBMLE agrees that DepEd and its partner organizations should come together and
collaborate for a better implementation.

10. 1.0 Introduction (cont.)
1.6 Scope of the Study (p. 10)
This research only focuses on the knowledge management and uses on exemplary
schools that was studied on a national research done by Assessment, Curriculum
and Technology Research Centre (ACTRC) in 2017.
I doesn’t include an in-depth study of the curriculum and specific programs and
initiatives. It is however, a study of the processes, systems and networks within
MTBMLE implementation in the context of the Philippines from 2009 up to
present.

11. Literature Review
An overview of MTBMLE in the Philippines (p. 20)
Philippines is one of the most multilingual nation in Southeast Asia with more than 170 languages.
For a long time, research, debates and dialogues regarding the use of mother-tongue locally and internationally has
been on and yet there was no strong policy provisions that acknowledge the country’s multilingual nature until a pilot
project was initiated that eventually develops to an important research on the impact of MTBMLE in the students’
learning outcomes.
One of the most notable MTBMLE pilot program was started in 1998. The project commenced in Lubuagan, Kalinga
with partnerships between local schools, community leaders and a supporting NGO to initiate a pilot project that will
eventually be subject for a longitudinal study. The study was completed in 2008 with a test that shows a result in favor
of the effectiveness of use of mother-tongue as Language-of-Instruction (LOI).
In the new enhanced basic education that was institutionalized in 2012, MTBMLE curriculum is exactly the same as the
streamlined curriculum from kindergarten until the end of lower primary in grade 3.

12. Literature Review (cont)
Fundamentals of Knowledge Management
Definition of KM (p. 25)
From ISO definition, Knowledge management is a human and organizational asset enabling
effective decisions and actions in context (ISO 30401:2018).
Tacit and Explicit Knowledge
One of the challenges in KM is converting tacit knowledge to explicit knowledge. Two effective
ways of knowledge transfer are through mentoring and storytelling.
Components of KM (People, Process, Tools) p. 32
There are various KM processes models. This research will adapt APOs KM Framework

13. Literature Review (cont)
KM in Multilateral Development Agencies (p. 34)
Asian Development Bank (ADB) : A global leader in KM initiatives
World Bank : Supporting SDGs through KM
UNICEF : Utilizing KM tools to nurture a knowledge sharing culture
UNESCO : Collaborative initiatives
UNDP : Capacity building through KM

14. Literature Review (cont)
Research Gap in Literature Review (p. 42)
Research domain Description Scope
Policy-related
research
enablers and constraints on
effective MTBMLE
Various parts of the country
Implementation-related
research
Impact, effectiveness National level
Studies on various
stakeholders
Teachers, parents,
community leaders
Various parts of the country
Monitoring and evaluation assessment Mindanao
Table : An overview of research on MTBMLE from 2009 - 2019
There are scattered research studies conducted in various parts of the archipelago, covering the
implementation in Cebu, Philippines (Gonzales et al., 2018)

15. Literature Review (cont)
MLE and KM Frameworks (p. 43)
Components of sustainable multilingual education (Malone, 2004)
APO KM Framework

16. KM Assessment Framework (p. 44)
Knowledge Management Processes
Platform I Programs I People
Components(MTBMLE)

17. Conceptual Framework

18. A Working KM Framework
Implementers &
Stakeholders
KM Tools
(non-IT & IT-based)
KM Processes Organizational
Activities/ Events
e.g DepEd, HEIs e.g LRMDS e.g sharing, storage e.g CoP, trainings
People Platforms Processes Programs
The KM framework will show who are the people involved in the implementation,
how they work together, what are the platforms they use, what processes takes
place, and what activities they create and initiate to implement MTBMLE in the
Philippines.

19. Methodology (p. 46)
Research Method : Mixed Methods
Research Design : Case Study (MTBMLE Implementation in the Philippines)
Data Collection Method :
Primary data will be collected through semi-structured interviews from various
stakeholders, school visits, classroom observations, and observations on
training and CoPs. A KM assessment survey will be used as well.

20. Methodology (cont.)
Four Sources of Data (p. 49)
Source 1: Interview of the following participants:
● MTBMLE Key Implementers/Leaders (government, HEIs, INGOs, local NGOs)
with representatives from Luzon, Visayas, and Mindanao
Source 2: Exemplary school visits on four various language groups
● Interview with district supervisor and school principal
● Focus group with MTBMLE Teachers
● Focus groups with parents, community leaders/MTBMLE champion or
advocates
● Classroom observations
● Review of relevant documents and resources

21. Methodology (cont.)
Source 3 : Observation on training, and knowledge sharing activities
● Observation during teachers’ training
● Observation during a CoP session
● Review of archival documents related to knowledge sharing activities
● Interview of organizers and trainers/facilitators
●
Source 4 : Survey Questionnaire from the following participants :
● Admin / supervisor/ leadership level (government, HEIs, INGOs, local NGOs)
● Researchers, Advocates, Teachers Trainers (government, HEIs, INGOS, local
NGOs)

22. Methodology (cont.)
Data Gathering for Quantitative Data (KM Assessment Survey)
Validity and Reliability
Sampling

23. Methodology (cont.)
Data Analysis (for qualitative data) p. 51
For data analysis, the appropriate method selected for this research is
Template Analysis.
The proposed research question and the subsequent aims and objectives
provides the first template for operational framework where the
researcher will base the data analysis.

24. Methodology (cont.)
First Phase : Initial Framework/ Emerging Template
● Creation of emerging and initial KM framework in local, regional, and national level
● Creation of emerging and initial knowledge sharing framework from various stakeholders
● Creation of emerging and initial knowledge flow from formal and informal mechanisms
● Creation of emerging and knowledge sharing enablers, as well as the barriers and issues
● Creation of template on trends of knowledge sharing in local, regional, and national level
Second Phase : Final Framework/Template

25. Exemplary Schools from
Four Language Contexts
Interview of key
implementers especially
from DepEd
Observations and
interviews in CoPs and
training sessions
KM Survey Assessment
1) Small language
context (Kalibo)
2) Large Language
(Cebu)
3) Tagalog (Batangas
4) Linguistically-Diver
se (Zamboanga)
DepEd, HEIs, INGOs,
local NGOs
CoPs and trainings from
Luzon, Visayas, &
Mindanao
DepEd, HEIs, INGOs,
local NGOs
Learning from success
stories from four
exemplary schools.
Understanding the
priorities, motivations, &
strategies between
implementing and
supporting communities
Understanding the
dynamics between the
participants and the
trainers, and how
training affects practice
Understanding how
various stakeholders
assess their
organizations’
processes, practices,
and platforms.
Four main sources and its contribution on answering the main research question

26. Thank You!