UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
This study compared the Kindergarten Program (KP) of Philippines and Malaysia
towards the development of a program evaluation model for the Philippines. The
objectives of the study were to identify the laws and policies that guide the
implementation of the Kindergarten Program; to describe the issues and challenges in the
implementation of the program in terms of management, curriculum, teachers, instruction,
assessment, learning resources and instructional materials, learning space and environment, and
parental and community involvement; and to develop a Kindergarten Program evaluation model
for the Philippines. This case study involves four public kindergarten schools that included four
principals/headmasters, 12 teachers, eight parents and one kindergarten supervisor. The
Discrepancy Evaluation Model (DEM) of Provus (1971) and Steinmetz (1983) and Stufflebeam’s (2003)
CIPP model were used as framework to determine the desired standards in the actual implementation
of KP. The instruments were semi-structured interview protocol and interview, documentary
and observation checklists. Thematic analysis of Creswell (2012), through open, axial and
selective coding was performed which unveiled the findings on similarities and differences of
national laws, curriculum, managerial structure, teacher qualifications, teaching-learning process,
learning resources and space. Documentary and content analyses were also conducted to analyse
discussions on laws and policies for effective implementation of the program. The study yielded to
a conclusion that both Philippines and Malaysia strive to achieve SDG Target 4.2 on the universal
access to early childhood education by all children and aspire to provide quality
program services. Recommendations of the study include program development, policy-making, teacher
development, management structure and teaching-learning environment. This benchmark study has
implications to government leaders, educational leaders, teachers, parents, and community leaders
to work hand in hand for the attainment of quality
kindergarten program.
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