Developing inclusive teacher education: A Stakeholder-driven feasibility study of ECE and SNED micro-credentials

Ronald M. Quileste

doi:10.61251/ijoep.v2i3.239

Authors

Ronald M. Quileste School of Education, Xavier University - Ateneo de Cagayan, Cagayan de Oro City, Philippines https://orcid.org/0000-0002-6388-1445

DOI:

https://doi.org/10.61251/ijoep.v2i3.239

Keywords:

inclusive education, micro-credentials, Philippines, stakeholder engagement, teacher training

Abstract

This mixed-methods study examines the feasibility of implementing stackable micro-credential programs in Early Childhood Education (ECE) and Special Needs Education (SNED) at a Philippine university, responding to critical gaps in accessible teacher training. Combining needs assessment surveys (N=60), key informant interviews (n=10), and benchmarking of five leading universities, the research reveals strong demand for flexible upskilling, with 90% enrollment willingness and 65% preference for Master's-credit-bearing certificates. Stakeholders prioritized hybrid delivery (55% online, 37% blended), affordable pricing (₱20,000-25,000/~$350-440), and practical competencies like IEP design and play-based pedagogy. Benchmarking identified successful models integrating practicum requirements and ICT-enabled instruction, while institutional capacity analysis highlighted faculty readiness (5 qualified instructors) despite needing adjunct support for SNED supervision. Financial projections indicate sustainability, with Year 1 revenue (₱1.125M/~$19,500) exceeding operational costs by 125%. The study contributes to global conversations on micro-credentials by: (1) demonstrating their viability in resource-constrained contexts, (2) proposing a stakeholder-driven design framework adaptable to Global South institutions, and (3) addressing SDG4 targets for inclusive teacher training. Findings offer evidence for policymakers navigating the tension between standardization and localization in competency-based education reforms, particularly in Southeast Asia's evolving qualification landscapes.

Author Biography

Ronald M. Quileste, School of Education, Xavier University - Ateneo de Cagayan, Cagayan de Oro City, Philippines

Dr. Ronald M. Quileste is a faculty member at Xavier University's Ateneo de Cagayan School of Education. He has a distinguished academic background, having graduated Cum Laude with a Bachelor's degree in Early Childhood Education, a Master's in School Management, and a Doctorate in Education, all from the same university. He is also a licensed professional teacher with experience in both grade school and higher education at Xavier University. Dr. Quileste is a passionate researcher and educator. His research focuses on Early Childhood Education and Assessment of Learning. He has presented at local, national, and international conferences and published his work in international journals. He actively supports upcoming researchers by serving various roles in research for undergraduate and master's students and reviewing submitted studies for international publications. Currently, Dr. Quileste is sharing his knowledge by teaching courses in Preschool Education, Assessment, Curriculum Development, and Educational Technology. He is also involved in reviewing research ethics and training local daycare workers.

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