LISQUP SCHOLARSHIP INFORMATION

A. Scholarship Application Details and Disclaimer

1. Processing will be on a first come, first served basis subject to available slots per region and per
program.
2. Applications are subject to PNU’s initial screening. Complete application submission does not
guarantee a slot in the scholarship.
3. Results of initial application will be forwarded to the officially registered email address of the
applicant.
4. Applicants who are qualified for the scholarship as per PNU’s initial screening will be endorsed
to NEAP for the final evaluation and scholarship application approval.
5. Should the applicants qualify to the scholarship, they should be ready to join the program by
January 24, 2022 for the onboarding activities. The official start of LiSQuP’s second term and
specialized and contextualized training sessions is on January 31, 2022.

B. LiSQuP as a Professional Development Program

Linking Standards and Quality Practice (LiSQuP) is a program that responds to the challenge of upskilling
and reskilling teachers, school leaders and education personnel in the country. With the sets of DepEd-
adopted Standards for teachers and school leaders at the core, these customized programs are NEAP-
recognized professional development programs that are contextualized to the perceived and projected
needs of the cohort of participants.

The LiSQuP program brings together three main drivers for quality practice: DepEd’s Sulong
Edukalidad, a national response to the effects of the PISA, among other ILSAs, the expectations of the
sets of Standards adopted by DepEd: Philippine Professional Standards for Teachers (PPST), Philippine
Professional Standards for School Heads (PPSSH) and the Philippine Professional Standards for
Supervisors (PPSS), and the outcomes set by the PNU Outcome-based Graduate Teacher Education
(OBGTEC) for education leader, expert practitioner, and research scholar.

The LiSQuP program is geared to change the landscape of Filipino education by developing and
delivering high caliber, differentiated, and standards-based PD programs that focus on making quality
practice common practice among education personnel.

C. LiSQuP Model

The customized programs are delivered through the LiSQuP model: academic course work and
specialized and focused training, with job-embedded learning (JEL) activities and practice lodged in the
delivery of both the academic and training inputs, using PNU’s flexible learning modality. The academic
coursework is spread in 5 terms for 2 years, while the specialized training sessions not only cover the
NEAP priority special topics and indicators, but also target the specific needs of the DepEd participants
in relation to their workstation and individual personal/professional development. Embedded in these
two components is JEL, which provides the link between theory and practice, by supporting the LiSQuP
scholars in their attainment of Results-based Performance Management System (RPMS) targets.

D. Length of Scholarship

The scholarship is good for two years. For scholars who are taking up one of the 12 master’s degree
program, it is expected that they will be completely finish the program (including thesis writing) and
graduate with a master’s degree. For doctoral students, the program is designed to let the students
complete their academic requirements for their PhD degrees.

E. Programs Offered

There are 12 Master’s Degree and 8 Doctoral Degree programs under PNU’s College of Graduate Studies
and Teacher Education Research (CGSTER) for LiSQuP. These are as follow:

Program Program Overview Intended Participants

Master of Arts in English The program provides thorough training in the Teachers
Language Education theory and practice in teaching English as a School Heads
(ELE) second/foreign language with a strong emphasis Supervisors
on issues inherent in the practice of the
discipline. It traces milestones and developments
in the history of language curriculum in order
to draw valuable insights that may impact current
practices in course design. This knowledge will
mount important decisions and sound judgment
as students critically study and evaluate existing
language curricula so that they can design
their own language course responsive to the
needs of their target learners.

Master of Arts in The program is designed to prepare graduate Teachers

Reading Education students as reading and literacy teachers, reading School Heads
and literacy coaches, supervisors or coordinators Supervisors
of reading/ literacy programs, and education
scientists as they work with children,
adolescents, and adults in school. It further
aims to prepare them in the development and
improvement of reading and aliteracy education
so that they can contribute to the scholarship
of teaching and teaching practice through
 immersion in key domains of content, curriculum
development, educational leadership, and
research in the discipline
Master ng Sining sa Ang programa ay nakadisenyo upang maihanda Teachers
Edukasyong Pangwika at mahubog ang kaalamang taglay ng mga guro School Heads
sa Filipino sa edukasyong pangwika sa Filipino. Supervisors
Nakapaloob sa programang ang mga kursong
may kaalaman sa aspektong panlinggwistika
(nilalaman) tulad ng pag-aaral ng estruktura,
paglinang at pagsasaling wika. Bibigyang pansin
din ang pedagohikal na pangwika, pagbuo ng
kurikulum pangwika sa pamamagitan ng mga
kurso ukol sa pedagohiya ng wikang Filipino,
pagdisenyo at pagtataya ng kurikulum.
Magsasagawa rin ang mga mag-aaral ng
pananaliksik pangwika ukol sa napapanahon, isyu
at hamon sa wikang Filipino.
Master of Arts in Social With specialized focus on pedagogy and research Teachers
Science Education on the various streams of Social Sciences, this School Heads
program combines coursework and research Supervisors
work on carefully selected subject areas and
topics that include cognition, brain, society and
learning, Philippine Studies, ASEAN Studies,
gender and development and Philippine History,
among others.
Master of Arts in Values Anchored on the national government agenda Teachers
Education themed “Malasakit at Pagbabago,” the program School Heads
aims to respond to the changes and reforms in Supervisors
the country by producing educators, researchers,
and leaders who will be agents of social change
and values development among Filipinos and
contribute to social transformation. The program
also responds to the need of K to 12 curriculum
for more experts who are capable of teaching,
managing and leading Values Education programs
that can contribute to policy making.
Master of Arts in The program aims to develop students into life Teachers
Counseling educators that can engage in the practice of School Heads
individual assessment and counseling, Supervisors
management of school counseling programs, and
conduct of counseling research. A solid
foundation on psychological theories and
guidance and counseling systems is combined
with advanced training in research and
counseling practice to develop counselors who
 are not only expert practitioners, but also
researchers and educational leaders in their field.
Master of Arts in The program is designed for teachers in basic Teachers
Mathematics Education education as well as in colleges and universities School Heads
who wish to broaden and deepen their Supervisors
knowledge of both content and pedagogy in
mathematics, conduct scientific research that
contribute to the advancement of mathematics
education, and develop leadership skills in
managing mathematics programs. MAME aims
to develop teachers' understanding of the
teaching and learning of mathematics from a
critical analysis of learning theories, assessment
and evaluation, curriculum, media and
technology integration, and issues and trends in
mathematics education.

Master of Arts in The program targets to produce educators with Teachers

Science Education the knowledge, skills and competencies of a School Heads
research scholar, expert practitioner, and Supervisors
educational leader in the field of science and
science education. A reflective science educator
is shaped by the three major domains of learning
experience, namely science and science
education literature, practice of science
education, and science education in social
context.

Master of Arts in The program offers courses that develop Teachers

Educational Assessment graduate students to become proficient in the School Heads
and Evaluation (EAE) field/s of educational research, educational Supervisors
statistics, program evaluation, and test and non-
test instrument development and validation. It is
an interdisciplinary program that prepares
students for collegiate teaching careers and
expert/consultant in the above-mentioned fields
in government agencies as well as in private
institutions.

Master of Arts in Early The program is designed for educators and child Teachers
Childhood Education care professionals who hope to explore issues in School Heads
(ECE) early childhood research, theory and practice. Supervisors
Graduates of the program understand the stages
of child development as well as their
characteristics and demonstrate skills in creating
 learning environments and developmentally
appropriate curriculum and instruction to
encourage individual as well as group learning,
skill development, reflection, critical thinking, and
inquiry. Furthermore, graduates are expected to
uphold ethical and professional standards in
conduct as an early childhood professional, and
to engage in continued professional
advancement.
Master of Arts in The program envisions to equip academic leaders Teachers
Education with and program planners with the knowledge, skills, School Heads
Specialization in and attitudes necessary to assume a variety of Supervisors
Curriculum and leadership roles in research as well as educational
Instruction (CIN) and policy making in countless curricular
decisions. It also seeks to describe and examine
the processes of curriculum development in
order to acquaint teachers and teacher-in-
training with fundamental issues and priorities in
curriculum development.

Master of Arts in The program introduces both current and future School Heads and
Educational Leadership school heads and academic leaders to Supervisors ONLY
and Management organizational leadership and development,
(EDLM) curriculum and instructional management and
leadership, school finance and education policy
development among all others, both in national
and international context of education.
Doctor of Philosophy in The program curriculum consists of three areas, Teachers
English Language namely: major/ specialization courses, core School Heads
Education courses, and electives. The major/ specialization Supervisors
courses critically review the theoretical
foundations of the discipline; revisit a critical
mind studies in second language acquisition and
sociolinguistics, as they illuminate English
language pedagogy and research; identify
current trends and issues in language teaching
methodologies, assessment, materials design
and evaluation, curriculum design
implementation and evaluation; and integrate
technology into language teaching.

Doctor of Philosophy in This program is designed to prepare graduates Teachers

Reading Education as reading and literacy coordinators in basic School Heads
education, as reading supervisors, as literacy Supervisors
coaches and faculty in teacher education
 institutions of higher learning or for positions
within research organizations and to assists them
in constructing theories and generating models as
a contribution to the body of knowledge in the
discipline.

Doktor ng Pilosopiya sa Ang programa ay nakatuon sa pangunahing Teachers

Edukasyong Pangwika tunguhin nito na makabuo ng mga maka- School Heads
sa Filipino Filipinong teorya, modelo, programa, patakaran, Supervisors
kurikulum, at batas pangwika na magsisilbing
daan upang maitaas ang kalidad at kahusayang
pang-akademiko sa larangan ng edukasyong
pangwika sa pamamagitan ng mga kurso tungkol
sa mga pagsusuri sa mga teoryang
panggramatika, kalakaran, isyu, polisiya at
reporma sa pagpaplanong pangwika gayundin
ang pamamahala at pananaliksik sa mga
programang pangwika sa akademya.

Doctor of Philosophy in The program develops students to become Teachers

Counseling competent and effective counseling practitioners, School Heads
educators, researchers, and supervisors Supervisors
grounded in both theory and empirical research.
The program trains the students on the following
core functions: individual and group counseling,
psychological assessment, counseling program
development, management, and evaluation,
counselor education, counselor supervision, and
counseling research.

Doctor of Philosophy in The program is designed to prepare students Teachers

Mathematics Education to obtain leadership positions in Mathematics School Heads
Education as teachers, supervisors, teacher Supervisors
educators, and faculty members in colleges and
universities. Students of the program will also be
prepared to become researchers and decision-
makers in the development and improvement of
Mathematics Education. Key domains of
Mathematics Education are included in the
program such as mathematics content,
curriculum development, educational, leadership,
and research.

Doctor of Philosophy in Anchored on the framework of education for Teachers

Science Education social transformation, the doctoral program School Heads
 develops intellectual autonomy, research Supervisors
scholarship and scientific inquiry, leadership and
collaboration, ethics and professional
understanding, communication information
literacy, and lifelong learning. The program
engages graduate students in science education
in a broad range of learning experiences to
provide a balanced, extensive, and
personalized form of professional development
that will prepare them to become expert
practitioners, research scholars and educational
leaders.

Doctor of Philosophy in The program intends to prepare its graduates to Teachers

Curriculum and demonstrate the following competencies: to be School Heads
Instruction engaged in serious reflection and to theorize Supervisors
about the curriculum, to be able to articulate
future curricular directions and the appropriate
programs and policies, to be able to apply
intellectual technical skills required in designing,
developing, managing and evaluating the
curriculum across levels and in different socio-
cultural and political contexts, to be able to
examine existing trends and directions in
education vis-à-vis existing curriculum models,
techniques and practices in order to arrive at
decisions for policy making, and to be able to
demonstrate leadership and management skills
and dispositions in providing practitioners with a)
intellectual tools for conceptualizing and raising
curricular questions and b) appropriate
theoretical and empirical bases for formulating
desirable curricular outcomes and designing
instructional programs.
Doctor of Philosophy in The program is designed for practicing and School Heads and
Educational Leadership prospective educational leaders/managers and Supervisors ONLY
and Management other related professionals to effectively meet
current and emerging challenges in educational
leadership and management at various levels of
educational at the local, national, and
international milieu. It is intended to increase and
strengthen their knowledge, skills and attitudes
as well as values and ethics necessary to
effectively lead schools and educational
institutions and related learning organizations to
 new parameters and domains of educational
excellence through the knowledge and practice
created by research in educational leadership and
management at the local and global levels.
Executive Program for The LiSQuP's Executive Program (EP) is a two-year School Heads and
School Heads and professional development program anchored on Supervisors ONLY
Supervisors consolidating practice for career stage 2 and 3
school heads and supervisors. This program has
two main components which all participants will
take in the whole course of the program:
• Academic Courses - these are the
academic programs that PNU are offering
that will lead to a master's degree or the
completion of academic requirements for
PhD. The default academic courses of EP
scholars are MA and PhD in Educational
Leadership and Management. Our school
head- and supervisor-scholars will be
enrolled in an MA or PhD program as the
academic course component of the
Executive Program; and
• Executive Training - specialized training
that is designed to help with the specific
needs of school heads and supervisors.
Some of the topics included here are
training on the NEAP PD priorities,
operations and governance, change
management, executive wellness, etc.

F. Mode of Delivery
The main mode of program delivery will be through PNU’s learning management system (LMS), ePNU.
This is the official LMS of the university that is a Moodle-based learning platform where online classes
are supervised. The system is designed to be responsive and its interface is easy to navigate both on
desktop and mobile devices.

As such, pursuing the scholarship entails good access and connectivity to the internet to be able to
actively participate in synchronous and asynchronous classes scheduled throughout the week.

G. Schedule Customization

PNU follows a trimester scheme for its academic year. For the LiSQuP program, one trimester scheme is
customized into two phases with six weeks each. This allows the scholars to focus on two subjects for
each term phase to make the academic workload manageable. Kindly refer to the example below:
 Term Term 1
Phase Term 1.1 Term 1.2
Weeks Covered Weeks 1 -6 Weeks 7-12
Duration 6 Weeks 6 Weeks
Courses Academic Course 1 Academic Course 3
Academic Course 2 Academic Course 4

For each term phase, scholars will be given schedules for the two academic courses they will be taking.
The classes may be scheduled on the following dates and time:

Class Day Time

MTH Monday 5:30 – 8:30 PM
Thursday 5:30 – 8:30 PM
TF Tuesday 5:30 – 8:30 PM
Friday 5:30 – 8:30 PM
WS Wednesday 5:30 – 8:30 PM
Saturday 7:00 – 10:00 AM

Note that the schedule of LiSQuP classes are during after office hours to ensure that the participants will
not have any conflicts with their official work times.

The schedule of classes also follows an alternating week for synchronous and asynchronous activity to
allow scholars to focus on one class for synchronous sessions in a week. As an example, take a scholar
who is taking up MA ELE. His/her sample schedule is as follows:

This schedule shows that in a given week, a LiSQuP scholar is expected to have only two (2) synchronous
sessions while asynchronous tasks are accessible through class modules in ePNU.

H. Mode of Communications
All official communications from PNU will be channeled through the scholars’ submitted active email
addresses. It is requested that applicants consistently check their inboxes for communication letters
from PNU regarding the application process. Kindly note that there are cases where PNU’s emails are
received through the spam/ junk folders. Once accepted as a scholar, PNU will provide students with
Google Workspace Accounts accessible through official PNU LiSQuP email addresses.

For all scholar concerns, an email may be sent to lisqup.support@pnu.edu.ph or a message may be sent
through LiSQuP’s official Facebook page: facebook.com/lisqup.

I. Responsibilities of a LiSQuP Scholar

As a participant in a NEAP-recognized professional development program, the DepED personnel is

expected to:
a. required to read and understand DepEd Memo No. 82, s. 2020 or the Guidelines on the
Registration of Teachers and School Leaders for NEAP-Recognized Professional
Development Programs and Courses, express willingness and commitment to finish the
program and state full awareness of the guidelines and responsibilities through a letter of
intent;

b. maintain the academic standards and other course requirements set for by the program of
the institution and Department of Education (DepEd) and that failure to do so would be
sufficient grounds for disqualification and termination the participation to the program;

c. conduct himself/herself in such manner that will uphold the moral integrity and
professionalism of DepEd public servant;

d. submit to the head of office and the Department of Education (DepEd) through the National
Educators Academy of the Philippines (NEAP) a copy of the NEAP-PDP Action Plan
containing lessons for the conduct of echo seminars to share new learnings, teaching
innovations, and strategies to their co-workers and administrators, various trainings,
program highlights and general impressions constituting a general evaluation of the
program at the end of the program or course;

e. implement the echo seminars / LAC Sessions and submit reports to the QUALITY
ASSURANCE DIVISION, National Educators Academy of the Philippines at Second Floor,
Mabini Building, DepEd Complex, Meralco Avenue, Pasig City;

f. teach the subject / conduct echo seminars / LAC Sessions on the course in which they
participation in continue to serve their school / division / region for at least three years
which is the service obligation equivalent for a year of scholarship or a fraction thereof;

g. fulfill the service obligation as required under Sections 17 and 19 Rule VIII of the Omnibus
Rules Implementing Book V of Executive Order No. 292;
 h. refund in full to DepEd such sums of money as may have been defrayed by the Philippine
government for expenses incidental for having attended the program or course, for failure
to comply with any of the foregoing conditions through my fault or willful neglect,
resignation from the service, transfer to other agencies, voluntary retirement or other
causes within my control. For reasons beyond the control of the teacher-participant, the
conditions do not apply, provided that all documentary requirements including doctor’s
certification are met and are acceptable to DepEd.

Moreover, as a PNU-LiSQuP student, the DepEd scholar is expected to:

a. Submit to PNU the required documents for the customized program;

b. Take the PNU Graduate College Admission Test (GCAT) administered by the Office of Admission
for profiling and impact assessment purposes;

c. Participate in the onboarding process designed by PNU to thoroughly introduce the scholar to
the University and orient him or her with the school rules and regulations which he or she is
expected to completely abide by;

d. Adhere to the course policies and other academic requirements set by the College of Graduate
Studies and Teacher Education Research, and Graduate Teacher Education Faculty;

e. Devote the necessary amount of time to maintain the grade requirements and comply with any
program obligations including but not limited to research work, specialized and job-focused
training, and gateway assessment;

f. Complete the customized degree (for MA programs) and academic coursework or requirements
(for PhD programs) within the period granted for the scholarship or program;

g. Comply with the University policy on Bridge Schemes, which offers research, coursework, and
mentoring experiences (as needed) to non-thesis MA graduates who would like to pursue
doctoral degrees;

h. Abide by the University policy on residency requirements in their completion of their respective
degrees or coursework after the two-year scholarship period has elapsed;

i. Be willing to relinquish the Graduate courses / units from another university since they will not
be credited towards his/her Master’s or Doctorate Degree under LiSQuP;

j. Withdraw from ongoing / current graduate program either with PNU or another university in
order to pursue and complete the customized programs under LiSQuP;

k. Seek PNU’s approval for any matter that may affect his or her completion of the program and
write a letter addressed to the University President through the Office of the Vice President for
 Academics specifying compelling reasons for the termination of the program or scholarship
agreement.

J. Entrance Credentials

The following documentary requirements will be submitted:

For Master’s Degree Programs:
1. Bachelor’s Degree Transcript of Records (TOR) with remarks “Copy for PNU”
2. 2x2 latest ID picture
3. Certificate of GWA/ GPA
4. Copy of Signed Agreement with DepEd – to be secured once scholar officially signs the
scholarship contract with NEAP

For Doctorate Degree Programs:

1. Master’s Degree Transcript of Records (TOR) with remarks “Copy for PNU”
2. 2x2 latest ID picture
3. Certificate of GWA/ GPA
4. Copy of Signed Agreement with DepEd - to be secured once scholar officially signs the
scholarship contract with NEAP

The original copies of the abovementioned requirements will be placed in a long brown envelope and
sent through preferred courier to the address below:
OFFICE OF ADMISSIONS
Philippine Normal University
Taft Ave, Ermita, Manila, 1000 Metro Manila

Also, please note that (1) an alumna/alumnus of PNU, instead of original TOR & CGWA, only the
Certified True Copy of your CGWA will be submitted; an (2) Original PSA Marriage Certificate is also
required if the TOR bears maiden name; and other requirements such as medical requirements and
other pertinent documents related to your admission in the University will be announced at a later time.

Non-submission of all entrance credentials by the announced deadline may be grounds for scholarship
termination.

K. Conforme

Kindly read the following statements and tick the corresponding checkbox to signify your understanding
of and agreement towards them.

I have read and understood the eligibility requirements of DepEd Memo 82, s. 2020.

I am a permanent item holder in DepEd.

I have no pending administrative, civil, or criminal case.

I have not been found guilty of any violation involving moral turpitude, corruption, or fraud

I am willing to signed and commit to the provisions of the NEAP- Recognized Professional Development
Contract.

I am willing to prepare and undertake the conduct of a NEAP PDD Action Plan.

Should I be accepted into the program, I commit to finish the two-year commitment the scholarship
contract entails.

I understand that if I am currently enrolled in another university and if I am accepted into LiSQuP, I will
have to process the transfer of all my documents from said university to PNU.

I understand that if I am a graduate of a non-thesis master’s degree, I will be required to do additional

research and/or coursework in order to qualify for a doctoral degree.

I give PNU permission to use the contact and address details I will provide in this form to communicate
with me and send me materials relevant to my participation and inclusion in the program.

I will make sure to be on the lookout for communications from the LiSQuP team. I understand that
although most of these communications will come via email, it is still possible for the LiSQuP team to
contact me via phone or via sending materials to my mailing address.

I will do my utmost effort to learn how to navigate ePNU, the learning management system that will be
used in LiSQuP.

I will take responsibility in ensuring that I have the devices and connectivity needed to actively
participate in online coursework.

I will actively participate in my classes and reach out to the LiSQuP team and my professors when
problems arise.