Davao del Norte State College

Reading proficiency is fundamental to learners’ academic success and lifelong learning; however, persistent gaps remain, particularly among Indigenous learners in the Philippines. Despite ongoing reading initiatives, limited research has examined how reading teachers implement reading programs within culturally diverse contexts such as that of Ata-Manobo students. This study aimed to explore the practices, challenges, and strategies of reading teachers implementing reading programs for Ata-Manobo learners. Anchored in a qualitative case study design within a social constructivist framework, the study involved purposively selected reading coordinators and teachers. Data were generated through in-depth interviews and analyzed using thematic analysis. Findings revealed that reading teachers implemented contextualized reading practices, including remedial and enhancement programs, structured procedures, and learner-centered approaches. However, they encountered significant challenges such as weak parental support, low student participation due to socio-economic demands, and limited instructional resources. In response, reading teachers employed adaptive strategies, including interactive and collaborative pedagogies, contextualization or indigenization of materials, principle-based instructional approaches, and personal initiatives such as home visitation and use of self-funded resources. The study underscores the need for culturally responsive and context-sensitive reading programs, strengthened school-community partnerships, and sustained institutional support to address structural and resource-related constraints. These findings contribute to improving reading program implementation for Indigenous learners and inform policy and practice in inclusive education.

This study assessed the current level of skills and competencies of barangay tanods in the Municipality of Braulio E. Dujali to inform future intervention programs. Utilizing a descriptive-correlational design, the study employed a standardized questionnaire anchored on the DILG tanod training domains: gender sensitivity, first responder skills, and operational competencies. A total of 75 barangay tanods participated in the survey, and data were analyzed using descriptive statistics, Pearson correlation, and ANOVA. Findings revealed that the respondents possessed moderate levels of competency across all domains. Moreover, age and educational attainment did not exhibit statistically significant influence on any of the skill dimensions. The results underscore the importance of structured and hands-on training regardless of demographic profile. The study concludes with a recommendation for the implementation of a competency-based enhancement program to elevate the effectiveness and responsiveness of barangay tanods in performing their roles in local governance and community safety.

This study developed a framework to enhance e-government implementation in selected local government units (LGUs) in Davao del Norte. Using an exploratory sequential mixed-methods design, qualitative data were gathered through 9 key informant interviews, followed by a quantitative survey involving 235 participants. Exploratory Factor Analysis (EFA) revealed six core dimensions of e-government: (1) Institutional Digital Readiness, (2) Citizen Engagement Mechanisms, (3) Digital Infrastructure Accessibility, (4) E-employment Enablement, (5) Digital Capacity Building, and (6) Secure and Equitable Digital Access. These dimensions accounted for 49.37% of the total variance, affirming the multifaceted nature of e- government in local governance. The results point out the value of digital literacy, successful electronic governance involving institutional support, inclusive access and citizen response. The framework is consistent with international digital governance frameworks, but specific to respond to the requirements of issues facing the Philippine LGUs like insufficient infrastructure and digital divides. This framework provides a practical guide for local policymakers, IT personnel, and stakeholders aiming to improve digital service delivery. Future studies are recommended to apply Confirmatory Factor Analysis (CFA) to validate the framework further and support its application across other regions.

The Sangguniang Kabataan (SK), established by RA 7160, is vital for youth representation and nation-building in the Philippines. However, the Sanggunian Kabataan (SK) has struggled with ineffectiveness, limited governance understanding, and inadequate training, signaling a gap between officials' competencies and their roles. This study conducts a Learning Needs Assessment for SK officials in Davao del Norte, across the three cities and eight municipalities, with a total of 223 respondents. Grounded in Human Capital Theory and Competency-Based Training (CBT), the research assesses SK officials' current core, technical, leadership, and functional competencies, along with core skills, considering their educational attainment. Using a descriptive survey with a quantitative approach, data from elected and appointed SK officials will identify specific skill and competency deficiencies. The findings informed a comprehensive training plan to boost SK officials' efficiency and effectiveness. This study offers significant contributions by pinpointing training needs, providing a foundation for policy recommendations to strengthen the SK, and guiding future research on youth leadership development in the Philippines.

College Education Behind Bars (CEBB) is recognized globally as a transformative tool for reducing recidivism and fostering the successful reintegration of Persons Deprived of Liberty (PDLs). Despite its growth, there is limited research on the operational realities faced by implementers navigating these highly restrictive environments. This study investigates the challenges encountered and the coping strategies employed in implementing the CEBB program at the Davao Prison and Penal Farm in the Philippines, a collaborative initiative involving Davao del Norte State College (DNSC) and the Davao Prison and Penal Farm, with support from a private implementing partner. The private implementing partner plays a key role in facilitating program implementation through logistical support, coordination, and educational service assistance, strengthening the partnership between the higher education institution and the correctional facility. This qualitative single-case study utilized purposive sampling to interview eight program implementers, including three coordinators and five faculty members. Data were analyzed using thematic analysis to uncover the challenges and coping mechanisms inherent in prison-based schooling. Implementers faced significant structural barriers, including institutional support constraints (funding gaps), credential-based eligibility hurdles, faculty workload strain, and stringent custodial security restrictions that disrupt academic continuity. Adaptive coping strategies employed included carceral inter-agency continuity meetings, collaborative document support systems involving families to secure academic records, and instructional resource substitution, which relies on printed modules and simulations to overcome technological gaps. The study concludes that prison higher education is a highly negotiated system where pedagogy and correctional control continually intersect. Sustaining such programs requires implementers to act as adaptive leaders who can reconstruct teaching processes to fit the realities of confinement.