This best practice examined the implementation and impact of the New Testament Course as a values-formation initiative among university scholars at John B. Lacson Foundation Maritime University (Arevalo), Inc. during the School Year 2023–2024. Anchored on holistic education, the initiative aimed to strengthen students’ spiritual formation, enhance mental and social well-being, and promote discipline and ethical behavior alongside academic development. A descriptive research design was employed, involving twenty-eight (28) university scholars selected through purposive sampling. A researcher-made questionnaire, validated by experts and tested for reliability using the Kuder–Richardson Formula 20 (KR-20), was utilized. Data were analyzed using frequency and percentage distribution.

Results revealed that the New Testament Course had a positive impact across social, mental, and spiritual domains. Socially, scholars reported improved self-control, responsible behavior, and motivation for social engagement. Mentally, the course fostered inner strength, hope, peace, and motivation. Spiritually, it deepened students’ relationship with God and others, encouraged forgiveness and compassion, strengthened resilience during challenging times, and reinforced values that regulate lifestyle choices. Thematic analysis yielded three core outcomes: strengthening faith in God, holistic well-being, and discipline in everyday life.

The findings affirm that the structured integration of the New Testament Course is an effective unit best practice that contributes to holistic student development. The initiative is recommended for sustained implementation, institutionalization, and possible expansion to other student groups to further support values-based and transformative education.

Dean, College of Business and Education

JBLCF-Bacolod

Background

In response to the demands of 21st-century learning, the College of Business and Education conducted a seminar-workshop titled "Transforming Education through Technology." This initiative, under the department’s Annual Operational Plan (AOP), aimed to equip faculty with digital tools and teaching innovations to enhance pedagogical effectiveness and student engagement.

Aligned with the institution's commitment to outcome-based education (OBE) and lifelong learning, the seminar fostered digital competence, enhanced teaching methodologies. It supported the integration of technology across customs administration, hospitality, and technical vocational education. The seminar-workshop further supports the Philippine higher education agenda and aligns with Sustainable Development Goal 4 (SDG 4) to improve learning outcomes and promote lifelong learning opportunities. The integration of educational technology reaffirms the College of Business and Education's mission to prepare adaptive, globally competent professionals.

During the session, faculty members explored Mentimeter, Quizizz, and Google Classroom as effective tools to enhance teaching, learning, and student engagement.

Using the Mentimeter

Integrating Mentimeter as a teaching and learning strategy transforms the classroom into an interactive hub, empowering teachers to create engaging, student-centered experiences. By incorporating Mentimeter, educators foster active participation through polls, word clouds, and Q&A sessions, promoting real-time feedback and collaborative learning activities. This enhances digital literacy, encourages critical thinking, and allows students to express ideas confidently, ultimately making lessons more dynamic and inclusive.

Utilizing Quizziz for Assessments

Utilizing Quizizz as a teaching and learning strategy transforms assessments into engaging, gamified experiences. By incorporating Quizizz, educators make learning fun and interactive while reinforcing concepts through self-paced challenges and real-time feedback, fostering a student-centered environment. This approach not only tracks student progress and boosts motivation but also supports differentiated instruction, meeting diverse learning needs and promoting a deeper understanding of the subject matter. As such, Quizizz becomes a valuable tool in both formative and summative assessments, enhancing overall student engagement and performance.

Enhancing Student Engagement through Google Classroom

Implementing Google Classroom as a teaching and learning strategy transforms the educational environment into a digitally organized and collaborative space. This platform equips students with the skills to access materials, submit assignments, receive feedback, and efficiently collaborate, promoting digital literacy and self-directed learning. By streamlining instructional delivery and enhancing communication, Google Classroom allows teachers to create a more accessible, responsive, and personalized learning experience that supports blended or fully online models, ultimately fostering a digitally fluent and engaged student body prepared for the demands of modern education and beyond.

Capacitating Pedagogical Skills through Technology

We aim for training that equips educators with the skills to enhance student engagement and improve learning outcomes in a technology-driven world. Integrating digital tools creates more interactive and personalized learning experiences aligned with 21st-century demands, supporting outcome-based education and fostering innovation. This tech-driven approach envisions a future where online platforms facilitate blended and remote learning, enhancing digital literacy, teacher productivity, and student success while preparing students to thrive in a rapidly evolving, interconnected global environment. This ensures they are adaptable, competent, and ready to excel.

The "Transforming Education through Technology" seminar-workshop has unleashed the potential of the College of Business and Education faculty to deliver more innovative instruction, empowered by the use of technology. Now, educators are better prepared to create dynamic, engaging and digitally literate learning environments utilizing platforms such as Mentimeter, Quizizz, and Google Classroom. Not only does this initiative reaffirm the college's commitment to offering a quality, outcome-based education, but it also champions its graduates as leaders poised to flourish in an ever-evolving global ecosystem driven by digital transformation.

Dean, College of Business and Education

JBLCF-Bacolod

Background

In today's interconnected world, developing global competence among students is essential for success in a competitive job market. The Student Internship Abroad Program (SIAP) is a strategic initiative designed to enhance students' cross-cultural skills and professional experiences, preparing them to excel in international settings. Implementing such programs requires adherence to guidelines established by the Commission on Higher Education (CHED), specifically those outlined in CHED Memorandum Order No. 22, Series of 2013, as well as coordination with immigration authorities in countries such as Thailand, France, and the USA. The Student Internship Abroad Program was established to meet the growing demand for globally competent graduates who can adapt to diverse cultural and professional environments. For Hospitality Management students, international exposure enhances their understanding of global service standards and practices, aligning with the College of Business and Education's goal of producing future global leaders in the industry.

This program provides students with meaningful learning experiences that extend beyond the classroom, reinforcing academic excellence and internationalization. Integrating global internships into the BSHM curriculum improves graduate employability and supports the college’s commitment to innovation and sustainability through firsthand exposure to international best practices.

Successfully complying with CHED’s guidelines and managing immigration processes for countries like Thailand, France, and the USA reflects the department’s strong commitment to quality education. Through strategic coordination with CHED and international partners, the program sets a precedent for academic units aiming to pursue similar global initiatives.

Challenges Encountered

Despite its benefits, SIAP faces several challenges, including strict compliance with CHED Memorandum Order No. 22, Series of 2013, as well as the preparation of extensive documentation, such as Memoranda of Understanding (MOUs), student agreements, and compliance reports. Legal and immigration requirements, particularly for countries such as Thailand and France, add further complexity.

Establishing strategic partnerships with international host institutions and coordinating with regulatory bodies, such as CHED Regional and Central Offices, requires sustained effort and alignment with academic goals. Financial constraints also pose a challenge, as students and institutions must shoulder travel, accommodation, insurance, and other related expenses. Additional concerns include addressing cultural and language barriers, ensuring risk management and student safety abroad, and supporting student adaptation and well-being. Lastly, implementing an effective feedback and evaluation system is crucial for monitoring student progress and measuring the program’s overall impact.

Objectives

The objectives of the program are multifaceted and strategically designed to benefit Bachelor of Science in Hospitality Management (BSHM) students at JBLCF-Bacolod. Firstly, the program aims to provide students with the opportunity to acquire practical knowledge, skills, and desirable attitudes through internships at recognized foreign host establishments or Organizations (FHEs/Os). Secondly, it seeks to enhance the students' work values, competencies, and discipline as they relate to others within a multicultural work environment. Thirdly, the program aims to promote the global competitiveness of students through their training, exposure, and acculturation in a foreign country. Fourthly, it endeavors to strengthen and enrich the Bachelor of Science in Hospitality Management degree program, with a major in Cruise Ship Services, ensuring that it delivers the necessary levels of knowledge and skills for success in a dynamic and competitive world. Lastly, the program is committed to protecting and safeguarding students participating in internships abroad from harassment, exploitation, substandard training conditions, and any other circumstances that contravene or undermine the purpose of the internship.

Theoretical Underpinnings

The Seven Pillars Model of Global Competency supports the study "Empowering Global Competence: Innovating Student Internships for a Sustainable Future" by emphasizing the importance of cross-cultural experiences, global collaboration, and international fieldwork (Javidan & Bowen, 2020). Applied to the Student Internship Abroad Program (SIAP), this model strengthens students’ cultural intelligence and adaptability.

Innovative Best Practice: The Student Internship Abroad Program (SIAP)

Through international exposure at Foreign Host Establishments (FHEs), SIAP aligns with the model’s goal of cultivating a global mindset—an essential trait for BSHM students preparing for careers in international hospitality. The program is structured in three phases: preparation, deployment, and post-internship assessment.

The process of applying for the Student Internship Abroad Program (SIAP) begins with Higher Education Institutions (HEIs), such as the John B. Lacson Colleges Foundation, submitting a notarized Letter of Intent to the Commission on Higher Education (CHED) at least 15 working days or one month before the intended departure date. The submitted documents undergo a thorough evaluation by CHED to ensure they meet all program requirements. If the documents are complete and satisfactory, CHED grants approval and officially notifies the HEI that the student trainees are eligible to be included in the list of SIAP participants. However, if deficiencies are found, CHED issues a written notification detailing the missing or insufficient documents that must be addressed before approval can be granted.

The preparation phase involves securing CHED endorsements, compliance with documentation requirements, and establishing legal agreements with foreign host establishments. Key documents include the school’s government recognition certificate, Autonomous Status certificate, PACUCOA Level III certificates, curriculum accreditation, Memoranda of Agreement (MOA) with international partners, and verification of student trainees’ eligibility. The deployment phase requires close coordination with CHED Regional Offices VI and IV, as well as Metro Manila and immigration authorities for visa processing, medical clearances, insurance, and travel logistics. Student trainees are then sent to their host establishments, where they gain hands-on experience aligned with global hospitality standards.

Previously, several of our student trainees completed their six-month training programs in France, with some returning for employment opportunities, reflecting the effectiveness of the internship experience. As part of the post-internship assessment phase, their performance, skills acquired, and overall experience were evaluated to ensure that the training objectives were met and to identify areas for improvement in future deployments.

Currently, three student trainees are undergoing a six-month internship at The Peninsula Bangkok. At the same time, another group of three has been approved for internships in France, specifically at Le Strasbourg and Le Couvent Des Minimes Hotel. Their progress and experiences will also be assessed after completion to ensure the program continues to enhance their skills, boost their employability, and maintain high standards of training under the Student Internship Abroad Program (SIAP).

For the 2025-2026 school year, the College of Business and Education, within the Bachelor of Science in Hospitality Management (BSHM) program, has actively facilitated student trainees' participation in the Student Internship Abroad Program (SIAP). The distribution of applicants is as follows: 19 students, representing 32.8%, are currently processing their applications for internship placements in the United States; 27 students, accounting for 46.6%, are preparing for internship opportunities in France; and 12 students, comprising 20.7%, are seeking placements in Thailand. During their training, all student trainees will receive stipends to support their internship experience and enhance their learning outcomes.

Benefits Gained by Students from the Program

The Student Internship Abroad Program (SIAP) offers student trainees invaluable opportunities that contribute to their personal and professional growth.

Industry-Relevant Experience. Students gain hands-on training in real-world work environments, allowing them to apply theoretical knowledge to practical situations. This direct engagement with industry practices provides a deeper understanding of their field, bridging the gap between academic learning and professional application.

Skill Enhancement. SIAP facilitates the honing of technical skills specific to their industry. It enables students to develop essential soft skills such as communication, teamwork, problem-solving, and time management, which are vital for success in any professional setting.

Professional Networking. Through SIAP, students build connections with industry professionals and potential employers, expanding their professional network. This can lead to future job opportunities and valuable mentorship relationships.

Increased Employability. Completing an international internship significantly enhances a student's resume and increases their attractiveness to potential employers. The experience demonstrates adaptability, initiative, and a global perspective.

Cultural Competence and Adaptability. SIAP exposes students to different cultures and work environments, fostering cultural competence and adaptability. This prepares them to thrive in diverse, globalized workplaces and become effective cross-cultural communicators.

Financial Incentives. Many SIAP programs offer stipends or compensation, providing students with financial assistance to cover living expenses and reducing the financial burden of participating in an international experience.

Confidence and Independence. Living and working abroad promotes personal growth by building confidence and independence. Students learn to navigate new environments, solve problems independently, and become more self-reliant.

Pathway to Career Advancement. The combination of industry experience, skill enhancement, and cultural competence gained through SIAP provides a strong foundation for career advancement. Students are better equipped to assume leadership roles and excel in their chosen fields.

Benefits Gained by the College

The College of Business benefits from the SIAP program in multiple ways, enhancing its curriculum, reputation, and industry linkages:

Curriculum Enhancement. Feedback from SIAP experiences informs curriculum development, ensuring it remains relevant and aligned with industry needs. The College can update its courses to reflect current best practices and emerging trends.

Industry Collaboration. SIAP fosters strong partnerships with international organizations, providing opportunities for collaborative research, guest lectures, and curriculum co-development.

Increased Graduate Employability. Graduates with international internship experience are more attractive to employers, resulting in higher placement rates and improved alumni outcomes.

Reputation and Competitive Advantage. A successful SIAP program enhances the College's reputation and attracts high-quality students. It positions the College as a leader in global education, providing a competitive advantage in the higher education market.

Continuous Feedback for Program Improvement. SIAP provides a platform for gathering feedback from students and industry partners, which can be used to continuously improve the program and ensure it meets the needs of all stakeholders.

Benefits of the Program to JBLCF-Bacolod

At the institutional level, JBLCF Bacolod benefits from the SIAP program through the following:

Institutional Recognition and Prestige. A successful SIAP program enhances JBLCF Bacolod's reputation as a forward-thinking institution committed to providing students with global opportunities. This recognition attracts high-caliber students and faculty, thereby enhancing the institution's standing within the academic community.

Stronger Industry Linkages. SIAP fosters valuable partnerships with international organizations and businesses. These connections can lead to collaborative research projects, guest lectures, curriculum development opportunities, and increased access to resources, enriching the educational experience for students and faculty.

Enhanced Alumni Network. SIAP participants become part of a global alumni network, fostering connections and collaborations that extend beyond their internship experience. These alumni can serve as mentors, advisors, and potential employers for future generations of students.

Accreditation and Compliance. Participation in SIAP demonstrates JBLCF Bacolod's commitment to providing high-quality, globally relevant education. This can strengthen the institution's accreditation status and ensure compliance with international standards and best practices.

Global Competitiveness. By offering SIAP, JBLCF Bacolod prepares its graduates to be globally competitive professionals. The program equips students with the skills, knowledge, and cultural competence needed to thrive in an increasingly interconnected world, enhancing their career prospects and contributing to the institution's overall success.

Sustainable Program Development. The SIAP program provides a platform for continuous feedback and improvement, ensuring its long-term sustainability and effectiveness. By gathering input from students, faculty, and industry partners, JBLCF Bacolod can adapt the program to meet the evolving needs of the global marketplace, ensuring its continued relevance and value.

Recommendations

To ensure the sustained success of the Student Internship Abroad Program (SIAP) for both the School and the College of Business and Education, several strategic recommendations must be implemented. Firstly, it is crucial to strengthen industry partnerships and expand internship opportunities to provide students with more diverse and enriching experiences. Secondly, enhancing pre-deployment training and student preparedness will equip students with the necessary skills and knowledge to excel in international settings. Thirdly, establishing a SIAP Alumni Network will foster mentorship and provide valuable career support for program participants. Fourthly, institutionalizing a continuous monitoring and feedback system will ensure ongoing program improvement and responsiveness to student needs. Fifthly, securing financial and logistical support is essential for the expansion of the SIAP, enabling more students to participate. Finally, aligning the SIAP with accreditation and global standards will enhance its credibility and ensure it meets international benchmarks. By implementing these strategies, the School and the College of Business can sustain and enhance the SIAP Program, ensuring its enduring value for students while reinforcing JBLCF Bacolod’s reputation as a globally competitive institution.

Acknowledgment

The College of Business and Education expresses its deepest appreciation to the previous School Administrator, Engr. Roberto Neal S. Sobrejuanite, for his unwavering positivity and encouragement towards its programs, and to the current School Administrator, Engr. Sylvino V. Tupas, for his trust and confidence in its initiatives, enabling the pursuit of greater opportunities for the students. The College also extends its sincere gratitude to Dr. Emeliza T. Estimo, the Unit Research Coordinator, for her invaluable assistance and guidance in this writing task, as well as the dedication and collaboration of all faculty and staff in the College of Business and Education. Special thanks are extended to the Registration Office personnel for their exceptional patience and cooperation in accommodating document requests and to Ms. Geneveve M. Aguilar for her continuous assistance. The College is additionally grateful to Ms. Grace Batocabe from Outbound Education & Internship, its industry partner, for her consistent support and commitment to the program's success. The College of Business and Education expresses its sincere gratitude to all for their appreciated efforts and dedication.

C/M John Erll N. Destacamento, Ph.D.
Dean, College of Maritime Education

JBLCF-Bacolod

Background

To improve the quality of maritime education and meet regulatory requirements, John B. Lacson Colleges Foundation - Bacolod, Inc. (JBLCF-Bacolod) recently purchased and installed high-tech ARI Deck and Engine simulators. The shift to this new simulation technology was accompanied by challenges, especially in acquainting faculty with the system and synchronizing instructional use with the mandated student-to-equipment ratio specified by the Joint CHED-MARINA Memorandum Circular (JCMMC). This necessitated the College of Maritime Education to launch a technology-facilitated Transfer of Technology (ToT) training, maximizing the use of the simulators while ensuring lessons are imparted effectively and within JCMMC standards.

Objectives

• To equip faculty with the technical and pedagogical proficiency necessary for using the newly installed ARI simulators.
• To implement simulation-based instruction by the JCMMC-prescribed student-to-equipment ratio.
• To utilize video conferencing and remote access as effective tools for rapid knowledge transfer and compliance readiness.

Framework

This innovation is based on three fundamental theories and practices in education: Kolb's Experiential Learning Theory where learning takes place through immediate, reflective experience leading to greater depth of understanding and skill acquisition; Competency-Based Education (CBE) whereby training is focused on outcomes and linked to the particular standards contained in the STCW Code and prioritizing performance measurement; and Technology-Enhanced Learning (TEL) whereby digital technology is used to respond to geographic and logistical limitations so that learning becomes accessible and flexible. Collectively, these theories give the context for effective and responsive education.

Remote Transfer of Technology Training for Faculty Development

On February 13–14, 2025, the CME Department implemented a structured remote-based Transfer of Technology (ToT) training, led by instructors from ARI India. Through video conferencing and remote simulator access, faculty were oriented on key features, scenario creation, instructional strategies, and JCMMC-aligned class sizing. An open forum and Q&A session followed each demo for clarification and enrichment.

Learning from the Training: Input to Output

The training led to the creation of a regulation-compliant and responsive training module intended to improve teaching efficiency. It gave technical guidance via remote means, enabling teachers to schedule and group students based on JCMMC's permissible student-to-equipment ratio. The training also made it possible to create a localized Simulator Use Protocol (SUP) that incorporates compliance standards to allow regulatory compliance alongside maximized simulator usage. This is to ensure timely and efficient utilization of the simmers by the institution for training while carefully following JCMMC's provisions for carrying capacity and providing STCW-compliant, scenario-based training.

How Does It Work?

Initiatives. The activities involve coordination with ARI India to organize remote-led training sessions, thereby ensuring proper delivery of technical skills and knowledge. Split sessions are organized to replicate JCMMC-compliant groupings, with proper student-to-equipment ratios like 1:1 or 1:2, depending on the equipment being utilized. Furthermore, comprehensive documentation is being prepared for use protocols and class sizing guidelines, ensuring a structured framework for effective and regulation-compliant training operations.

Process Flow. The process flow is a remote demo of simulator functionality, where instructors perform virtual walkthroughs and share screens to show main features. Instructors facilitate scenario creation sessions, using JCMMC ratios to maintain compliance and effective training scenarios. There is an interactive Q&A session afterward, where participants can clarify points of operations and compliance. Internal coaching is done after the training, and modules are synchronized to ensure that all components are smoothly incorporated into the current curriculum.

System of Procedures

The results of the training resulted in the development of an extensive Simulator Use Protocol (SUP). The protocol clearly defines the number of students per session per simulator unit, allowing for efficient and safe use. It also coordinates simulator activities with the STCW Code competencies, making training relevant and effective. In addition, the SUP has a rotation scheme for student groups according to planned usage and JCMMC ratio policy to maximize resource utilization and maintain regulatory compliance.

Benefits Derived from the Best/Innovative Practice

The new practice generates several important advantages.

Regulatory Compliance. It assures instant regulatory compliance by following JCMMC carrying capacity principles for simulation-based training, achieving high safety and efficiency standards.

Optimized Usage. The optimized use of simulators avoids overloading and ensures instructional quality is not sacrificed, making learning more efficient and effective.

Better Teaching. Moreover, instructors are well-positioned to provide realistic and effective training against globally accepted competencies, ensuring better quality education.

Scalable Model. The Transfer of Technology (ToT) mode is also a scalable model that can be readily duplicated for future improvements or instructor onboarding, thus ensuring sustainability in development.

Feedback from the Stakeholders

Faculty Response. One hundred percent of the attendees reported greater confidence in teaching with the new simulators, citing remote sessions as both “timely” and “accessible.”

Student Experience. Students reported a clearer understanding during simulation activities and appreciated the smaller group format, which aligned with JCMMC guidance.

Regulatory Preparedness. The institution met compliance for simulator-based instruction during internal audits and readiness assessments.

Recommendations

To further improve the efficiency of the training program, some recommendations are made.

1. Organizing bi-annual Transfer of Technology (ToT) refreshers, which incorporate updates from ARI for version or system upgrades, will keep the faculty up-to-date with the latest technologies and methodologies.

2. Including JCMMC ratio reminders in staff scheduling software will ensure compliance and simplify the planning process.

3. Investigating hybrid learning models, which integrate simulation, theory, and virtual reality (VR), has the potential to deliver more interactive and immersive learning experiences.

4. Using simulator analytics to track the performance of students and modify teaching methods will yield important insights that will allow instructors to adapt their methods better to address students' needs.

Acknowledgment

The College of Maritime Education sincerely thanks the ARI training team in India for their expertise and support, as well as the JBLCF-Bacolod administration for investing in the simulator and training possible. Gratitude is also extended to the faculty participants whose active involvement ensured the successful and compliant deployment of the simulator systems.

Human Resource Head

JBLCF-Bacolod

Human Resource (HR) departments are the backbone of organizational success, fostering efficiency, engagement, and a positive work culture. In today’s rapidly evolving workplace landscape, HR innovations have become crucial for enhancing employee experiences and streamlining administrative processes. At JBLCF-Bacolod, a series of groundbreaking initiatives have been implemented, redefining HR practices to ensure inclusivity, collaboration, and excellence.

To achieve the goals of the Human Resource Department, the initiatives focus on the following:

1. To enhance Human Resource services by implementing efficient digital platforms for employee requests, monitoring, and feedback collection.

2. To promote a strong organizational culture through structured orientation, training, and value integration activities.

3. To enhance employee engagement and teamwork through innovative activities, including team color assignments, interactive sessions, and social initiatives.

4. To establish an effective attendance monitoring system that ensures accountability and productivity.

5. To sustain a work environment that fosters professional growth, collaboration, and institutional loyalty.

Theoretical Underpinnings

The development of HR innovations at JBLCF-Bacolod is rooted in well-established theories that guide organizational management and employee engagement. Gary Becker's Human Capital Theory underscores the value of employees as assets, emphasizing the importance of training and professional development to enhance productivity. Edgar Schein’s Organizational Culture Theory emphasizes the importance of shared values in promoting loyalty and performance. Abraham Maslow’s Hierarchy of Needs stresses the significance of fulfilling employees’ basic needs to achieve self-actualization, thereby motivating and satisfying them. Fred Davis’s Technology Acceptance Model (TAM) supports the adoption of digital HR platforms by emphasizing ease of use and efficiency. Meanwhile, Bruce Tuckman’s Team Development Theory explains how team cohesion evolves through four stages: Forming, Storming, Norming, and Performing, which helps boost morale and productivity. Together, these theories form the foundation for initiatives such as digital HR systems, structured onboarding programs, team-building activities, and enhanced attendance monitoring—all aimed at creating a collaborative, efficient, and supportive workplace culture.

Elevating the Employee Experience Through Targeted Initiatives

The main purpose of the initiatives and innovations focus on:

1. Providing convenient and accessible HR services through digital platforms for employee requests, monitoring, and feedback collection.

2. Enhancing employee engagement and teamwork through well-structured programs that promote collaboration.

3. Enhancing onboarding processes to ensure new employees integrate smoothly into our organization.

4. Improving attendance monitoring systems to maintain accurate records and promote better compliance.

5. Encouraging a culture of collaboration and camaraderie, fostering a more connected and motivated workforce.

Innovative Best Practices

1.     Online HR Services

To enhance efficiency and accessibility, we have transitioned key HR services to an online platform. Employees can now conveniently request employment certificates, submit post-activity evaluations, provide seminar feedback, and participate in training effectiveness assessments—all in just a few clicks.

2.     Employees Monitoring System

To uphold accountability and ensure adherence to work schedules, the institution has strengthened its attendance monitoring process through the appointment of designated faculty attendance checkers, regular data assessments, and on-screen displays that enable employees to monitor their entry and exit times.

3.     Employee Engagement Activities

Team Color System. To foster camaraderie and involvement, employees are grouped into color-coded teams for institutional events such as sports fests, Christmas parties, and team-building activities. This arrangement encourages participation and teamwork across departments.

Newly Hired Employees’ Orientation & Immersion. A well-structured onboarding process ensures that new employees integrate smoothly into the organization.  This includes a two-day orientation for newly hired employees, covering institutional policies and core values, with participation from all department heads. Evaluations are conducted through written examinations and interviews with the Administrator, assessing newly hired employees' familiarity with and adaptability to the institution's culture and policies.

Physical Activities and Team-Building. This component of the onboarding process enables new employees to participate in interactive activities that practically apply and reinforce the institution's core values, fostering a deeper understanding and connection to the organization's culture.

Fellowship Night. This culminating social gathering provides a warm and informal setting to welcome new employees, fostering initial connections and a sense of belonging within the institutional family.

4.     Kape-Kape Sa Kapamilya ni Juan

This initiative, designed to foster stronger workplace relationships in an informal setting, has contributed to significant improvements across various aspects of the workplace.

Benefits Derived from the Innovations and Best Practices

These HR initiatives have demonstrably enhanced the workplace, resulting in significant improvements across key areas. The implementation of a digital HR system has streamlined processes, improving efficiency by minimizing the time required for employee requests. Furthermore, thoughtfully designed interactive activities have fostered stronger interpersonal bonds, enhancing employee engagement and creating a more connected workforce. Comprehensive orientation and immersion programs have played a crucial role in instilling institutional values, contributing to a stronger organizational culture and shared sense of purpose. An upgraded attendance monitoring system has also ensured better accountability and adherence to work schedules, promoting a more reliable and structured environment. Ultimately, these combined efforts have culminated in increased employee satisfaction as the workplace has become more inclusive, enjoyable, and conducive to professional growth and well-being.

Suggestions and Recommendations

To continuously further improve the HR practices, the following ideas are proposed:

1. Expansion of Digital HR Services to introduce mobile accessibility and additional service features.

2. Enhancement of Attendance Monitoring to integrate biometric tracking for greater accuracy.

3. Regular Evaluation of Employee Engagement Initiatives to gather employee feedback to refine and improve programs.

4. Incorporation of Well-being Programs to introduce wellness sessions and mental health support for employees.

5. Sustained Culture-Building Activities to strengthen core value integration through ongoing initiatives.

Acknowledgment

The HR Department expresses sincere gratitude to the individuals and the JBLCF-Bacolod community whose unwavering support and dedication have been instrumental in the success of its HR initiatives. Appreciation is extended to past and present administrators, including Capt. Luis G. Evidente, Mr. Robert O. Parcia, Engr. Roberto Neal S. Sobrejuanite and Dr. Sylvino V. Tupas, whose leadership and vision empowered the HR department to implement innovative best practices and foster a workplace culture rooted in growth, collaboration, and excellence.

The institution also extends its gratitude to department heads and employees for their active participation, cooperation, and valuable feedback, as well as to the faculty and staff who generously contributed their time and expertise as committee members. Special recognition is given to the department heads who led the color teams, fostering camaraderie and teamwork among employees. Finally, heartfelt thanks are extended to Gemma Aringa-Tubil, Germanul Laud, and Cherry Argel of the Human Resource team for their hard work, dedication, and invaluable contributions in ensuring the smooth execution of these HR initiatives, driving the success of these programs and a continued push for innovation, efficiency, engagement, collaboration, and professional growth.

Conclusion

As JBLCF-Bacolod looks to the future, it remains committed to pioneering innovative HR practices that not only optimize operational efficiency but, more importantly, cultivate a thriving and engaged workforce. By continuously embracing the power of digital transformation, prioritizing employee well-being, and fostering a culture of collaboration and continuous improvement, the institution is poised to empower its employees to reach their full potential, driving organizational success and creating a workplace where everyone feels valued, connected, and inspired to contribute their best. This journey of innovation and dedication to its people ensures that JBLCF-Bacolod will continue to be a beacon of excellence, setting new standards for human resource management and fostering a culture where every member of the community can thrive.

Research Coordinator

JBLCF-Bacolod

“Together, we can achieve what we cannot do alone; our collective strength is our magic, the tested formula for our string of successes.”

JBLCF-Bacolod takes pride in one of its innovative best practices: a formalized Research Utilization Workshop, bringing together department heads for a full-day session of brainstorming and decision-making. This used to be part of the Unit Research Colloquium, where after the papers are presented, a limited time is given to the participants to suggest how the research recommendations can be addressed. In most cases back then, not all concerned departments were present, and the time allocated was insufficient to allow for an extensive deliberation of the action plans.

The new paradigm, involving a separate workshop with all department heads, is facilitated by Dr. Emeliza Estimo, the Unit Research Coordinator, as a whole-day activity. The workshop aims to discuss key findings from studies completed during the previous school year. In this activity, department heads, along with the Administrator, engage in discussions centered on the salient results and recommendations from these studies to develop actionable plans that address the identified recommendations. The activity also ensures that the departments to whom the recommendations are referred will be accountable for ensuring that the action plans drawn from the workshop are implemented and completed by the end of the school year.

Among the agenda items is revisiting the past year’s Research Utilization Report and the IMS Research Manual, specifically Section 5.2.5.1, which pertains to the process flow for consolidating and referring research findings.

The workshop also addresses gaps in the research process and includes a practical component, where participants work in groups to develop and discuss action plans. A sample template for writing utilization reports in narrative form is presented, further enhancing participants’ understanding of effective reporting practices.

The overall collaborative atmosphere fosters a productive dialogue among department heads, ensuring that research findings would be effectively utilized to improve future initiatives within the institution.

The Research Utilization Workshop exemplifies JBLCF-Bacolod’s dedication to transforming research into actionable strategies that enhance educational excellence. By bringing together department heads to analyze key findings and develop practical plans, the workshop fosters a collaborative spirit that addresses existing gaps and encourages innovative solutions for future initiatives. This commitment to continuous improvement not only prepares faculty to tackle contemporary challenges but also empowers them to inspire the next generation of maritime leaders. With renewed purpose and actionable insights, JBLCF-Bacolod is poised to reach a promising future where research utilization becomes integral to its mission, ultimately benefiting students, faculty, and the broader maritime industry.

Dr. Emeliza T. Estimo

Research Coordinator

JBLCF-Bacolod

In an effort to elevate academic research and strengthen its position in global rankings, John B. Lacson Colleges Foundation-Bacolod Research and Development Center conducted a two-day writing workshop aimed at guiding its core group of authors toward Scopus-indexed publication, an innovative strategy to help propel JBLFMU toward another milestone as a university. Held on March 18-19, 2025, at the MLA Conference Room, the workshop highlighted the importance of publishing high-quality research and addressed the challenges researchers encounter when preparing manuscripts for prestigious journals.

Why Publish?

The workshop began with an exploration of the motivations behind academic publishing, emphasizing its role in career advancement, knowledge dissemination, and institutional prestige. Participants were reminded that successful publications contribute to JBLFMU's aspiration to attain higher university rankings while addressing critical hypotheses and providing evidence-based insights.

Common Challenges

A significant portion of the workshop focused on understanding why manuscripts are often rejected. The facilitator outlined both editorial and technical reasons for rejection, such as lack of novelty, ethical issues, methodological flaws, and poor writing quality. Researchers were encouraged to view rejection as an opportunity for improvement rather than a setback. Practical advice was provided on how to respond constructively to reviewers' feedback and refine submissions.

Hands-On Training

The workshop featured several interactive sessions designed to equip participants with practical skills:

• Searching for Journals: Participants learned how to identify suitable Scopus-indexed journals using platforms like Scimago Journal Rank and free publication databases. Factors such as journal scope, audience, impact factor, and acceptance rates were discussed.
• Manuscript Preparation: Authors were guided through the process of structuring their papers according to journal guidelines, with particular focus on organizing results and discussions effectively.
• Proofreading and Final Editing: The final phase of manuscript preparation included scanning for errors, ensuring compliance with formatting requirements, and polishing language for clarity.

The Road Ahead

The workshop concluded with a roadmap outlining the submission, revision, and publication process. Participants were encouraged to finalize their manuscripts by April 30, 2025, as part of a collective effort to enhance JBLFMU's research output.

By equipping its faculty and researchers with the tools necessary to publish in Scopus-indexed journals, JBLCF-Bacolod, one of the academic units of JBLFMU, is taking a significant step toward fostering a culture of academic excellence while contributing valuable insights to the maritime field. As institutions worldwide strive for greater visibility in global research databases, initiatives like this serve as vital platforms for growth and collaboration.

Benefits Gained from the Workshop

The JBLCF-Bacolod Core Group of Authors for Scopus Publication is composed of the following active members of the Unit Research Committee: Dr. Emeliza T. Estimo (Unit Research Coordinator), 3E Bernard M. Sorbito, Jr. (OIC QA Manager), Dr. Elisa V. Garcia (Chief Librarian), Mrs. Joanna S. Gudio (Student Research Coordinator), Mr. Jun C. Montaño (Unit International Relations Office Coordinator), C/E Joni P. Gan (Program Head, BSMarE), Dr. Violeta A. Neri (Dean, College of Business and Education), C/M John Erll N. Destacamento, PhD (Dean, College of Maritime Education), 2O Nestor A. Herpacio, Jr. (Shipboard Training Supervisor), Ms. Geneveve M. Aguilar (Researcher-Statistician), and faculty members of the College of Maritime Education, namely, Mr. Rogie E. Padernal, Ms. Alyn G. Libertad, Ms. Irene C. Mamon, and Mark Anthony Apurado. The benefits of the workshop are expressed in their reactions, as shown below:

“The Writing Workshop for Scopus Publication, held on March 18-19, 2025, was a valuable initiative by the Research Department that empowered researchers like us to not only write research papers but also to publish them. It emphasized the importance of sharing research findings with the global community and highlighted the impact of our collective efforts once our papers are published. Despite the challenges of publishing, the workshop motivated participants to overcome obstacles and strive for success. To further enhance this initiative, a follow-up stage could involve presenting and critiquing outputs before submission to Scopus-indexed journals for final refinement.”

“The Scopus Publication Orientation was highly beneficial for us in several ways. It provided us with the time and guidance to discern and fully embrace the responsibility of publishing a research paper. It opened doors to numerous opportunities for us to become published researchers. It helped us understand the rigorous process of publication, from selecting the right journal to adhering to the standards.”

“Attending the research workshop for international publication improved my understanding of the standards and processes required by every journal. This initiative, designed in a collaborative setting, provides an opportunity for me to learn from the experiences and challenges of my fellow researchers, who have had their papers published in respected journals. This has helped me take my research to the next level.

The recently concluded seminar-workshop on Scopus publication, spearheaded by the Research Department, provided a thorough understanding of the requirements as well as the necessary processes to follow regarding publication in Scopus-indexed journals. It empowered researchers to become more knowledgeable and competent in publishing research papers in an international arena. The workshop also served as an avenue for our fellow researchers to share ideas and offer helpful critiques, thereby enhancing the quality of the papers to be published in research journals.

Producing research that is publishable in a Scopus-indexed journal serves as a challenging task. Despite the challenge, the workshop has somehow led us to a direction where we can clearly take our steps and ensure that we hit the goal. For us to strengthen this amazing initiative, the institution may create further clear and improved policies to ensure that both the organization and researchers benefit from these steps.”

“I'm grateful for the insightful workshop on publishing in Scopus-indexed journals. It clarified the publication process and motivated me to enhance my research. I appreciate the Research Department’s efforts in organizing this event and guiding us through the process. The workshop's practical tips, particularly those on finding free, published journals, were especially helpful. I'm looking forward to applying what I learned and contributing to our institution's research growth.”

The Scopus journal workshop covered important topics, including manuscript preparation, submission standards, and indexing criteria, offering insightful information about publishing in high-impact journals. The workshop was educational and useful, providing us with the tools we need to increase the visibility and acceptance rates of our study and commentary.

“The two-day Writing Workshop for Scopus Index Publication was incredibly insightful and enriching. It provided practical strategies for structuring manuscripts, improving academic writing quality, and aligning with Scopus standards. The hands-on guidance and expert feedback significantly boosted my confidence in preparing and submitting research for high-impact journals.”

“I am so fortunate to be one of the participants in the two-day training for Scopus publication. The training serves as an avenue for me to learn new things and enhance my engagement in research. Very insightful and very engaging.”

The workshop emphasized the importance of originality, proper methodology, and ethical considerations in academic publishing. To enhance future workshops, incorporating hands-on sessions for manuscript evaluation and peer review practice would be beneficial. This approach would allow participants to apply their learnings more effectively and improve their chances of successful publication.

The participants were able to identify potential Scopus-indexed journals where they could submit their research articles for publication. Reflecting on this activity, we are reminded of the power of resilience, innovation, and collective effort. Whether we are exploring new frontiers, overcoming challenges, or celebrating achievements, the path forward is always illuminated by the potential for growth and transformation. By embracing our passions, fostering creativity, and supporting one another, we can unlock a brighter future filled with endless possibilities.

by: 3/E Allan Roberto, Faculty College of Maritime Education.

INTRODUCTION

The maritime industry is rapidly evolving with advanced technologies, creating a pressing need for effective training resources. However, gaps in practical training can lead to inadequate preparedness for students entering the field. JBLFMU-MOLO, INC Introduction Implementation Result Learning Conclusion Contact

Addressing this issue, our project aims to enhance student learning by providing hands-on experience with modern equipment. By developing a process trainer that replicates actual onboard systems and integrating essential components such as sensors, valves, pumps, and control panels, we strive to bridge the gap between theory and practice in maritime education.

This initiative not only prepares students for real-world challenges but also equip them with the necessary skills to thrive in their future careers.

Key Benefits

Learning Outcomes

Auto 1- Basic Control Engineering

1. Explain the various types of process control.

2. Explain the construction and operation of the various pressure, level, flow and temperature measuring devices based on industrial standards

3. Measure the pressure using a manometer, pressure gauge and a pressure transmitter within +/- 10% of true value.

4. Measure the level in a column that is open and close to the atmosphere using a pressure transmitter within +/- 10% of true value.

5. Explain the construction and operation of the various pressure, level, flow and temperature measuring devices based on industrial standards.

6. Measure level in a bubbler system using a differential-pressure transmitter within +/- 10% of true value.

7. Measure flow using a rotameter or paddle meter and an orifice plate or venturi tube using a differential-pressure transmitter within +/- 10% of the true value.

8. Measure temperature using a Resistance Temperature Device (RTD) and a thermocouple within +/- 10% of the true value

9. Explain the construction and operation of various analytical measuring devices for liquid and gas properties based on industrial standards.

10.  Explain the operation of on-off, proportional, proportional-integral, and proportional integral- derivative controllers in response to an error or deviation from a set point.

11.  Explain the construction and operation of various final control devices such as: control valves, variable frequency drives, solenoid valves, stepper and servo motors base on industrial standards.

12.  Explain the factors affecting the control of pressure using a PID controller.

13.  Explain the characteristics of fluids that may affect PID control of a pressure measurement and control process.

14.  Perform PID control of a pressure process for a given exercise based on the manufacturer's manual.

15.  Explain the effects of fluid flow on PID control of a flow measurement and process control system.

16.  Perform PID control for a level process for a given exercise based on manufacturer's manual

17.  Explain the effects of hydrostatic characteristics in a closed and open tank level measurement and control system.

18.  Perform PID control for a flow process fora given exercise based on the manufacturer's manual.

19.  Explain the characteristics that affect PID control of a temperature measurement and control system.

20.  Perform PID control for a temperature process for a given exercise based on the manufacturer's manual.

21.  Perform cascade control for a level-flow process for a given exercise based on manufacturer's manual.

22.  Calibrate various measuring instruments in process loop individually, based on industrial standards.

23.  Perform manual open loop tuning (reaction rate) of a process loop using the Ziegler- Nichols method to achieve a stead state in the process.

24.  Explain the purpose of the alarm and monitoring systems in support of the management of processes onboard ships

25.  Explain the proper procedure for testing the performance of interlock systems based on manufacturer’s manual.

26.  Calibrate the set point for a pressure and temperature switch used as a protective device to within +/- 5% of the true value.

Auto 2 - Marine Automation

1. Explain the operations of pneumatic and electro- pneumatic devices used in electro-pneumatic control circuits.

2. Explain the functions of the four main parts of a programmable logic controller (PLC).

3. Explain the step-by- step operation of a programmable logic controller (PLC).

4. Explain the different programming languages used for programming a PLC.

5. Explain the various applications of PLC onboard ships

6. Explain the operations of the different parts or module in a typical DCS on board

7. Explain the primary control features of a Supervisory Control and Data Acquisition in relation to control systems presently found on board ships. Explain the difference between  single-element, 2- element, and 3-element boiler water level control system.

8. Explain the difference between a single-element, 2- element, and 3-element boiler water level control system.

9. Construct and operate a single-element level process control system using a level sensor/transmitter, a PID controller and a final control device.

10.  Explain the operation of the boiler drum level and burner combustion control for boilers.

11.  Develop a simple troubleshooting chart for the boiler drum level and combustion control system as per manufacturer’s manual.

12.  Develop a simple troubleshooting chart for Main Engine Remote Control System as per manufacturer’s manual.

13.  Explain the operation of Power and Energy Management System used on board ships.

14.  Develop a simple troubleshooting chart for a given ship Power and Energy Management System as per manufacturer’s manual.

15.  Adjust air to fuel ratio of the boiler combustion system to meet manufacturer’s nominal standard.

16.  Adjust viscosity controller to match HFO characteristics as per recommended viscosity of propulsion plant manufacturer.

17.  Explain how the Main Engine Jacket and Piston cooling water temperature are controlled with reference to manufacturer’s manual.

18.  Adjust M.E. Fresh Water-Cooling system control system to return it to nominal operational parameters.

GALLERY

RESULTS OF THE PRACTICE

1. Successful implementation of the training simulator.
2. Positive student feedback and improved assessment scores.
3. Significant cost savings of approximately 89% compared to purchasing a commercialized trainer which cost approximately 2.3 Million
4. The price of our existing Process Trainer is approximately 1.2 Million. With our innovative Advanced Process Trainer developed for only Php 250,000, we achieved significant savings of approximately 79%.

LESSONS LEARNED

1. Collaborative efforts among faculty and industry experts led to the effective design and implementation of the training simulator
2. Continuous feedback from students helped refine training scenarios and enhance learning outcomes
3. Significant cost savings of approximately 89% by developing an in-house trainer instead of purchasing a commercialized version.
4. Challenges with funding led to delays in purchasing necessary equipment, impacting the project timeline

CONCLUSIONS

The development of the marine automation-electro-ICT-advance trainer has proven to be a significant advancement for students in maritime education. By providing hands-on experience with equipment and systems that closely resemble those found onboard vessels, students are better prepared to face real-world challenges in the industry.  The initiative has not only fostered critical technical skills and problem-solving abilities but has also resulted in substantial cost savings of approximately 70% compared to purchasing a commercialized trainer. Overall, this project highlights the importance of practical training in enhancing student readiness and ensures that they are equipped with the necessary competencies to thrive in their future careers.

RECOMMENDATION

As the author of this project, I recommend that the other units within our system adopt similar technologies to enhance training quality and educational outcomes. Implementing advanced process trainers will provide students with essential hands-on experience, bridging the gap between theory and practice. Additionally, the significant cost savings from developing in-house solutions should motivate other units to explore innovative methods for improving their curricula. This approach will ultimately lead to a more skilled and competent group of seafarers ready to meet the demands of the maritime industry.

Introduction:

Dr. Brian Gil S. Sarinas’s innovative best practice emerges from a critical assessment of the academic landscape within the maritime world. It aimed to address a significant gap prevalent among seasoned maritime professionals: the absence of comprehensive research acumen.

This deficiency created a disconnect between practical expertise and scholarly inquiry, compelling Dr. Sarinas to forge an interdisciplinary alliance bridging the divide between general education and maritime professionals.

Implementation of the Practice:

Dr. Sarinas orchestrated a groundbreaking practice centered on an innovative convergence of expertise between general education instructors and maritime professionals. This interdisciplinary collaboration, initiated at John B. Lacson Foundation Maritime University (Arevalo), Inc., aimed to bridge the divide between practical expertise and academic exploration. The implementation unfolded over a span of five years, showcasing a progressive trend in collaborative research initiatives. The careful orchestration of this practice commenced with establishing partnerships, fostering dialogue, and creating a conducive environment for cross-disciplinary engagement.

Within the 2018-2019 academic year, the collaborative endeavors between general education teachers and maritime professionals marked the inception of this transformative alliance. A total of eight research projects were initiated during this period. The subsequent years witnessed a fluctuating yet progressive trend in collaborative efforts. The year 2019-2020 maintained the momentum with two ongoing research studies. This dedication persisted into the 2020-2021 period, resulting in a notable rise, showcasing two joint initiatives. The momentum surged further in the subsequent academic years, with three and four collaborative research projects initiated in 2021-2022 and 2022-2023, respectively.

Concurrently, individual research initiatives by professional education instructors showcased a parallel surge in academic contributions. The progression over the same five-year period is noteworthy. There was a steady increase in engagement, resulting in two research projects in 2019-2020, commencing with zero studies in 2018-2019; the subsequent year’s demonstrated substantial growth, with eight and seven initiated studies in 2020-2021 and 2021-2022, respectively. The culmination of this journey in 2022-2023 showcased sustained engagement with 3 initiated studies, indicating the enduring commitment of maritime education instructors toward academic contributions.

Results of the Practice – Outputs and Outcomes:

Through Dr. Sarinas's pioneering initiative, the collaborative efforts between maritime professional instructors and general education instructors resulted in a significant surge of research initiatives within John B. Lacson Foundation Maritime University (Arevalo), Inc. This surge marked a distinct paradigm shift in engagement, as evidenced by the notable increase in scholarly endeavors undertaken by both groups. Notably, the increase in research undertakings denoted a transformative trend, indicating heightened academic contributions and active involvement in scholarly pursuits across these traditionally distinct domains.

The noteworthy recognition garnered by numerous maritime professionals as a direct result of Dr. Sarinas's initiative was of particular significance. This acclaim was bestowed upon these professionals without precedent, a testament to the transformative impact of converging the expertise of general education and maritime professional instructors. While no formal assessment was explicitly outlined, the substantial rise in research initiatives served as tangible evidence of the profound outcomes stemming from this interdisciplinary collaboration.

This amalgamation of diverse expertise not only fostered intellectual growth but also served as a catalyst for cultivating a culture of interdisciplinary inquiry and collaboration within the academic institution. Dr. Sarinas's pioneering approach empowered both groups, nurturing an environment where the synergy between practical knowledge and scholarly inquiry propelled an unprecedented surge in academic contributions and engagement. This surge, exemplifying a transformational shift, highlights the enduring impact of Dr. Sarinas's visionary alliance and the profound outcomes derived from this innovative collaboration.

Lessons Learnt:

The successful implementation of this interdisciplinary collaboration unveiled invaluable lessons instrumental in fostering such transformative alliances. One pivotal lesson revolved around the effective fusion of diverse expertise—a harmonious blend of maritime professionals' practical acumen and educators' scholarly perspectives. Challenges encountered throughout this interdisciplinary journey were transformed into pivotal learning opportunities. The initial resistance and barriers stemmed from the unfamiliarity of traversing interdisciplinary boundaries, which gradually dissipated through persistent dialogue and mutual understanding.

Dr. Sarinas's steadfast dedication and personalized mentorship played a fundamental role in navigating these challenges. His approach involved fostering a culture of open communication and collaboration, emphasizing the importance of perseverance and guidance in facilitating successful interdisciplinary alliances. Though initially daunting, the challenges metamorphosed into catalysts for intellectual growth, heralding a shift from uncertainty to newfound wisdom.

Moreover, this practice underscored the importance of recalibrating perspectives. Maritime professionals, accustomed to the dynamic nature of the sea, brought a fresh lens to research. Their adaptability and resilience, honed by the unpredictability of the ocean, injected vitality into academic inquiry. This infusion of resilience, adaptability, and practical expertise became catalysts for transformative shifts in the academic landscape. Additionally, the partnership not only facilitated knowledge exchange but also nurtured personal and professional growth, highlighting the broader impact of such interdisciplinary alliances beyond the academic world.

Conclusions:

The interdisciplinary collaboration significantly benefited both the maritime professionals and the academic landscape. This best practice revitalized maritime research, fostering innovation and paradigm shifts in knowledge acquisition and dissemination.

Dr. Sarinas's intervention emerges as a "best practice" due to its transformative impact, bridging the gap between practical expertise and scholarly inquiry. Recommendations stemming from this documented practice include advocating for similar interdisciplinary collaborations to enrich academic engagement across diverse fields, ultimately fostering innovation and expanding knowledge frontiers.

Introduction:

The pandemic has brought a lot of changes in the world around us. It has posed a lot of challenges to everyone. It has been a struggle to cope with the demands of work as well as keeping oneself altogether.

This program is intended to enhance the general wellbeing of the SHS Faculty and Staff. Through this program, we hope to help our Faculty and Staff in the SHS Department to meet the demands of work and provide them with opportunities for individual growth and development.

The activities under this program de-stressed our faculty and staff. This allowed them to relieve some tensions at work. Moreover, this will also be a way of team building for the department. Further, we hope to improve productivity of our faculty and staff.

Program Objectives:
The following are the specific objectives of the program:
a. maintain general wellbeing of the faculty and staff;
b. provide opportunities for growth and development;
c. create activities to de-stress faculty and staff;
d. provide opportunities for collaboration and team work; and
e. improve productivity of the faculty and staff.

Implementation:
Program is every first FRIDAY of the Month

Implementation of the Practice:
Different programs and activities were carried out during the PAGHIRINUGPONG. Specific themes for the month were identified. Further, organization and preparation of the activities were distributed to different chairpersons every month. Please see attached activities.

Further, a Teacher’s Manifesto was created and recited every start of the activity.

Some snaps during the implementation of the activity.

Results of Practice:
A survey was made to identify the effects of the wellness activities among SHS Faculty and Staff. Generally, the activities paved the way to renewed friendship and stronger camaraderie among the SHS Faculty and Staff. More so, the wellness program provided opportunities for building teamwork and cooperation as well as creativity.

Based on the survey on the effects of the wellness program, the following were generated.

Based on the above results, the majority of the SHS Faculty and Staff strongly agrees to all the positive effects of the wellness program. The program allowed them to revisit themselves and reflect how they handle challenges and difficulties. Results show the positive impact of the wellness program to the lives of the SHS Faculty and Staff. When asked of their overall feeling about the wellness program, most of the responses include the following: it relieves stress, it strengthens relationship and camaraderie, it is refreshing and enjoyable, it gives peace of mind, it develops harmonious relationship, it nurtures overall well-being, and it is a breather.

Lessons Learnt:
Paghirinugpong as a wellness program initiative is continuously helping faculty and staff in the SHS Department to de-stress. It is an opportunity to understand individual differences and strengthen the bond of each of the member of the SHS Department. It creates a ripple effect in the quality of service delivered to the stakeholders. It encompasses the personal growth and self- realization of individuals involved in the activity. Further, it also develops the leadership skills of all the members of the SHS Department as chairmanship of the activity is being rotated.
Creativity and innovativeness are also developed in preparing fun, exciting and meaningful activities.

Emotional resilience is also developed as activities provide reflections on current situations. As there is a shift in the work arrangement, employees have to be supported in dealing with some adjustments. Further, support from colleagues is developed by providing opportunities to enhance teamwork and cooperation.

Conclusions:
Paghirinugpong is one initiative which is being looked forward by the SHS faculty and staff every month. As we continue to face the challenges and effects brought about by the pandemic, we continue to uphold the mantra that mental health matters along with other significant aspects of human life. We have to ensure that aside from having physically healthy body, employees are given time to destress and take care of their mental health.

The work environment is healthy when everyone respects and understands individual differences. Through this initiative, sharing of emotions and feeling paved the way to the realization that we need a healthy working environment. With this, we help improve that productivity and efficiency of the department.

Further Reading:
Cebs, S. M. (2020, June 22). Wellness Programs Show Modest Benefits, as “Well-Being.” SHRM. https://www.shrm.org/resourcesandtools/hr-topics/benefits/pages/wellness-programs-show-modest-benefits-as-efforts-pivot-to-well-being.aspx

By: Mrs. Mary Mae Jun P. Esmaya
(School Principal)

Introduction

DIY Life Hack is a group contest of Machine Design and Making open to all Grade 11 and Grade 12 students of JBLFMU(Arevalo) Inc.

The objective is to create a “do it yourself life hack” that showcases both creativity and knowledge in machine design and making. The activity intended to enhance participants critical thinking and problem solving skills to solve environmental, social, and scientific gaps to better and aid human daily life activities. As future maritime officers, students must be equipped with these skills to ensure safety, excellent working performance, and decision making of the officers and master of the vessel.

This should provide the context and justification for the practice and should address the following issues:

Implementation of the Practice

The participating groups submitted entries subjected for judging in two levels: pre-finals and finals. In the pre-finals, the output was an idea primer, consisting of an infographic presenting the design, as well as a 3d file or sketch of the design itself. Qualifiers in the pre-final round, had proceeded in the final round which is the machine-making proper. Materials used in making the machine are limited to unique common household items, recyclable and indigenous materials. There were five machines that were presented and judged during the program. This competition is part of the events in the Math-Scilympics a one day event of Mathematics and Science last September 30, 2022, organized and spearheaded by the SHS teachers handling the subjects under these courses and facilitated by selected students. The competition implicated collaboration, resourcefulness, creativity, and enrichment of students’ higher order thinking skills. The competition implicated collaboration, resourcefulness, creativity, and enrichment of students’ higher order thinking skills.

Results of the Practice – Outputs and Outcomes

The first ever winner of DIY life Hack was the Portable Air Cooler of Team Galileo. The entry was a cooling machine run by a battery or with solar panels that generates cool air and can be hand-carried. The invention aimed to address the unbearable hot weather in the country and its negative effect on human health and productivity. This signified that through this activity, students can produce actual solutions to pressing problems in the society, environment, and human health by using Math and Science concepts. Furthermore, this indicated that students are learning the practical function of the information they are taught inside the classroom.

Lessons Learnt

Almost all entries worked during the presentation. This is because participants were able conceptualize and prepared well for their machines. However, there were entries that did not worked during the final round. This is because, some materials used are not enough to support the ideas that affected the feasibility and function of the output. This implies that students can formulate big ideas that are, however, impossible to work on at the present time. For both teachers and students, the activity reminded them always apply the SMART ways in the thing they do. SMART stands for: be specific, measurable, achievable, resourceful and time bounded.

Conclusions

The result of the DIY Life Hack competition is beneficial not only to the students but to the community. This can be considered as a best practice because it helps students understand their responsibilities in the society. That, as citizens of the world they have an obligation to contribute solutions to pressing problems. Also, this can enable students to encourage people in their own community to make use of the available materials at home to create useful machines without wasting these resources and spending a lot of money to buy expensive commercialized product. This simple activity may create a ripple effect in the community in general.

It is recommended that in the adoption of this practice, teachers should focus on addressing actual issues. Students must realize what are necessary and relevant at the present time. Also, it is important to give feedback to all participants regarding their output. This for them to understand and realize the points they must improve. Lastly, make a venue where winners of the competition can share with their schoolmates the practice of machine design and making.

Further Reading:

Romero-Piedrahita, C. A., Vanegas-Useche, L. V., & Díaz-Rodríguez, M. (2019). Pedagogical strategies for enhancing machine design teaching in a mechanical technology programme. Revista UIS Ingenierías, 18(3), 15–25.
From https://www.redalyc.org/journal/5537/553762534002/html/.

Forman, F., & College, C. (2019). Article Journal of Education and Educational Developement Activity- Based Teaching, Student Motivation and Academic Achievement. 6(1). From https://files.eric.ed.gov/fulltext/EJ1216784.pdf.

By: Ms. Jean Rose E. Genova
(SHS Faculty)

Introduction:

One of the basic requirements of shipping or manning agencies in identifying their cadets is the normal body mass index (BMI). Some students failed to be accepted in different shipping and manning agencies because they do not have the normal BMI.
Most of the students do not have regular exercises. Some of them are completely satisfied with holding their gadgets for the whole day. Thus, many of them do not have normal BMI.

The Senior High School Department initiated the INFIT Program to help students maintain a normal BMI. Further, this program encourages senior high school students to strengthen healthy practices.

Program Objectives:

The following are the specific objectives of the program:

1. maintain general wellbeing of the students;
2. monitor students’ BMI; and
3. improve students’ BMI.

Implementation:

• Program is daily.
• Monday – Friday every after regular class hours.
• Students were asked to secure parents’ consent.
• Program is not compulsory, but all the students’ BMI must improve after the full implementation of the program.
• Some students may take personal program exercises/gym programs.

Implementation of the Practice:

Students were asked to secure a parents’ consent if they are joining the program. Those who did not join secured an excused letter given that their BMI must improve during the weigh-in. Parents and guardians were informed through a formal letter about the program.

INFIT Program.

Results of Practice:

Data showed that before the INFIT program the following are results of the BMI monitoring among Grade 11 students: 43 students were underweight, 216 were normal, 77 were overweight and 31 were obese. The INFIT program was conducted as per its plans and programs. Daily exercises and monitoring of the BMI were done. After the INFIT program, the following were the results as per the BMI monitoring: 59 students were underweight, 253 were normal, 39 were overweight and 16 were obese.

Data showed that before the INFIT program the following are results of the BMI monitoring among Grade 12 students: 20 students were underweight, 182 were normal, 95 were overweight and 22 were obese. The INFIT program was conducted as per its plans and programs. Daily exercises and monitoring of the BMI were done. After the INFIT program, the following were the results as per the BMI monitoring: 20 students were underweight, 237 were normal, 61 were overweight and 10 were obese.

These data showed that there were improvements in the BMI among SHS students after the INFIT Program. Thus, we recommend to continue said program for SY 2023 – 2024.

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Lessons Learnt:

The INFIT Program is an initiative of the Senior High School (SHS) Department. It is one of the core responsibilities of the SHS to ensure the wellbeing of our students. More so, the program inculcated the value for health among our SHS students as well the parents and guardians. This program helped us strengthen our advocacy in ensuring that our students are aware of the importance of having a normal BMI in the maritime profession. Our students are keener in monitoring their BMI as an improvement is one of the requirements in the signing of clearance. Further, parents and guardians were also involved in ensuring that their child’s BMI improves. This program also let our students and parents/guardians feel that we take responsibility in ensuring that our SHS students stay fit. Further, we let them be prepared if they have the chance to be recommended in shipping companies.

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Conclusions:

The INFIT program will continue for SY 2023 – 2024. The results showed improvements in the BMI of our SHS students. This program will continue to ensure that our SHS students stay fit throughout their stay in the SHS. This will also help them create a healthy habit, so they can maintain a normal BMI which is needed for their future profession.

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By: Mrs. Mary Mae Jun P. Esmaya
(SCHOOL PRINCIPAL)

Emeliza T. Estimo, PhD

Research Coordinator, JBLCF-Bacolod

Innovation does not necessarily have to be about technological advancement. Jain (2023) defines it as bringing about new ideas, methods, products, services, or solutions with a significant positive impact and value. In the JBLFMU Research AOP (Annual Operations Plan), the term encompasses the introduction and development of new ideas or concepts, processes, materials, technologies, models, methods, approaches, or strategies to improve efficiency and effectiveness, address unmet needs, and satisfy stakeholders’ expectations.

When the COVID-19 pandemic blew up in 2020, some research activities had to take a back seat because JBLCF-Bacolod had to align its budget to more pressing needs that could alleviate one of the community’s lowest states. The Research Department had to think of ways to conduct the expected activities while reducing the budget but without jeopardizing quantity and quality based on the expected targets of the department.

How It Used to Be

The Research and Development Center is in charge of hosting the Unit Research Colloquium and Sharing of Best Practices for employees and students, a customary event held annually since 2011, featuring keynote speeches and talks on relevant topics and oral paper presentations by faculty and students. This activity was held separately for employees and students of the College of Maritime Education and the College of Business and Education. Each is allotted a budget of 40 to 60,000 to finance professional honoraria for keynote speakers and paper reactors, transportation of guests, incentives for paper presentations, and a complete set of meals for 50 to 120 participants for two days, depending on the scope of the event. This activity serves as an avenue for disseminating research findings and sharing best practices adopted by various departments to improve their work systems for better delivery of services to satisfy stakeholders’ expectations. With how things were done before, preparation time was made possible in three separate schedules, inviting three sets of keynote speakers and reactors and involving the Unit Research Committee to work three times. Classes of participating instructors also had to be interrupted thrice. The Senior High School was not yet part of this event before.

Introducing Innovations

As a practical and cost-effective way of holding the event, the Unit Research Colloquium and Sharing of Best Practices has been modified to lump together the used-to-be separate activities into one, thereby staging one plenary program to hold together all the events in the morning, with an invited Keynote Speaker to speak about the theme of the event, followed by presentations of best innovative practices, parallel sessions after lunch, and a closing program in the afternoon, all on the same day.

In recent years, the Sharing of Best Practices only transpired at the system level. However, when the innovations were introduced, they were made part of the event in JBLCF-Bacolod. Eventually, the winning presentation of innovative practices in JBLCF-Bacolod is sent to represent the unit in the System Research Colloquium & Sharing of Best Practices. The presentation of best practices has been improved to highlight “innovations”; hence, it is now called “presentation of best innovative practices.” The infusion of the word “innovative” emphasizes the presentation of new processes, approaches, models, techniques, or strategies adopted by various departments to improve from the previous systems they were practicing while addressing stakeholders’ feedback. The presenters are no other than the department heads themselves, who discuss and share the breakthroughs and innovations that their departments have adopted to enhance the quality of instruction and to improve the quality of services they are providing for the clients.

After a lunch break, the activity resumes with the parallel paper presentations of the faculty and staff (Parallel Session 1) and the students of the different departments (Parallel Sessions 2, 3, and 4) assigned in different rooms. In each session, where 3 to 4 papers are presented, a Session Manager and a jury of three research experts are assigned to facilitate and serve as judges. A question-and-answer portion follows after all the papers in each session have been presented. The parallel sessions simultaneously end at the same time, after which all participants are directed to return to the main hall where the Closing Program takes place. In closing, the Research Director gives his reaction to the papers presented. This is followed by the Awarding of Certificates of Participation, Certificates of Recognition for the Presenters, Certificates of Appreciation for the Reactors and Jury, and Certificates of Recognition to the winners of the Best Paper Presentations (one from each session receives this award), Best Presentation of Innovations, as well as a Certificate of Commendation for the winning Department.

Benefits and Advantages Gained from the Innovations

Implementing the innovations made on how the Unit Research Colloquium & Sharing of Best Innovative Practices is hosted has brought about the following benefits and advantages:

1.      More employees and students can present their papers in a bigger forum, widening the space for disseminating research findings and recommendations.

2.      With the parallel sessions as an added feature, all academic departments have been adequately represented. Senior High School students have now become part of this big event.

3.      The budget allotted for hosting one combined event from the former three separate events has been reduced from 150,000 to 180,000 pesos to 80,000, cutting the expenses by 60%.

4.      The members of the Unit Research Committee who serve as the working committee have only one event to prepare for instead of three, reducing the workload. They can also harness their research knowledge and skills, serving as members of the jury as they review and critique the research done by students.

5.      Other departments have been challenged to innovate as they now have an avenue through which they can share the best of what they have. Through this, the Department Heads have become more engaged in ensuring that what they do is widely disseminated for better awareness.

6.      The certificates and awards received by the winning participants have motivated them to perform at their best as they give honor and pride to the departments they represent.

This innovative way of holding the Unit Research Colloquium & Sharing of Best Innovative Practices has engaged and empowered more people as they claim involvement and shared ownership of the yearly success of the event, solidifying the spirit of teamwork among the employees and students in JBLCF-Bacolod.

The transformation of the Unit Research Colloquium and Sharing of Best Innovative Practices at JBLCF-Bacolod exemplifies how innovation can enhance academic engagement and operational efficiency. By consolidating previously separate events into a single, comprehensive forum, the institution has reduced costs by 60% and expanded participation among faculty and students, including the newly included Senior High School. This innovative approach has fostered a collaborative environment, empowering department heads to showcase their advancements and encouraging a shared ownership and teamwork culture. As a result, the event has become a vital platform for disseminating research findings and best practices, ultimately contributing to improved educational quality and stakeholder satisfaction. The success of this initiative underscores the importance of adaptability and creativity in institutional research endeavors, ensuring that JBLCF-Bacolod continues to meet the evolving needs of its community. The JB-RDC extends its heartfelt appreciation to Engr. Roberto Neal Sobrejuanite, former Administrator of JBLCF-Bacolod, along with the dedicated Department Heads, members of the Unit Research Committee, and all employees and students. Your unwavering solidarity and teamwork have been instrumental as we strive to advance JBLCF-Bacolod’s research initiatives. Together, we are making significant strides toward achieving our research objectives and enhancing our institution’s impact.

Engr. Joel Panganiban

Engr. Ruby Oro

Engr. Ritchie Navarro,

3/E Paul Olimpos

Mr. Rogie Padernal

College of Maritime Education

Introduction

John B. Lacson Colleges Foundation (Bacolod), Inc. faces one major problem: sudden over and under voltage, which damages the institution's equipment, specifically the air conditioners. This problem is common and can create problems for consumer goods and industrial protection.

The institution must create an innovative output to protect and save costs instead of buying new equipment for replacement. Thus, the team aimed to design an integrated protection device for inductive load against power abnormalities. The output of this project will be used on the premises of John B. Lacson Colleges Foundation (Bacolod), Inc. to address the problem.

Objectives

The project's main objective is to develop a miniature protection device for 1HP air conditioners or any equivalent inductive load in case of under and over voltage. Specifically, the innovation aims to:

1. Design an off-the-shelf protection device to monitor the over and under-voltage.

2. Design and test the protection device on the under and over voltage of a 1HP air conditioner or any equivalent inductive load.

3. Develop various controlled parameters to obtain a good performance indicator for the under and over-voltage protection device.

Outline in Developing the Prototype and Simulator

The following are the steps in developing the prototype and simulator of the protection device:

1.      Preparing the Objectives

The objective of this device is to simulate the use of under/over voltage protection. An alarm is provided via text messaging to notify the person in charge. A simulator device is set up to obtain a low voltage level, triggering the protection.

2.      Sizing of the Electrical Components

The load used here is limited to 1HP window-type air conditioners or any equivalent inductive load. The ratings of switching contacts are based on 747 Watts @ 220 Vac.

3.      Designing of the Circuit

The following are the components of the device: Protection device (the circuit is composed of a circuit breaker, under/over voltage detector, control relays, and indicators) and low voltage simulator (AC variable voltage and regulator). These components are assembled in a control panel, and the wirings are terminated.

4.      Calibration, Programming, and Configuration of Devices

The voltage indicated by the panel voltmeter is compared using a portable, calibrated voltmeter. The panel voltmeter is then calibrated by adjusting it with the readings from the calibrated voltmeter.

5.      Energize and Perform the Simulation Testing Procedure

The circuit breaker is switched on by flipping it upward. The voltmeter indicates the input and output voltage levels. A 1 HP capacity air conditioner or any electrical appliances is plugged into the socket. The variable voltage knob is adjusted to set for a low voltage level.

When the voltage reaches 209 V or 231 V, the warning indicator is lit, and a text message is sent to the registered users. When the voltage reaches 198 V or 242 V, the circuit is opened, and a text message is sent to the registered users' phones.

The warning indicator turns off when the voltage returns to normal (210 to 230), the circuit breaker relay is active again, or the circuit is closed.

Evaluation of the Integrated Protection Device

After prototyping the design, trial testing, calibration, and simulation testing, the device was evaluated by the Administrator, Research Coordinator, two electrical Engineers, 1 Mechanical Engineer, and two Marine Engineers. The evaluation tool consisted of the following components: Reliability, Accuracy, Compatibility, Adjustability, Safety Features, and Durability with the following breakdown of scores:

Conclusion

Based on the evaluation results of the Integrated Protection Device for Inductive Loads against Power Abnormalities, it is evident that the device performs exceptionally well across various key metrics. With very good reliability, adjustability, safety features, and good accuracy, compatibility, and durability, it is notable that the device excels in providing reliable and accurate protection while ensuring compatibility and adjustability for different setups. The high safety features and durability further emphasize the robustness and longevity of the device, making it a dependable choice for safeguarding inductive loads against power abnormalities.

The evaluation results highlight the Integrated Protection Device as a top-performing solution for protecting inductive loads against power abnormalities. Its consistently high ratings across reliability, accuracy, compatibility, adjustability, safety features, and durability signify its effectiveness and resilience in maintaining stable and secure operations. Educators and professionals can confidently rely on this device to ensure the safety and longevity of their inductive load systems, knowing that it offers a comprehensive and dependable level of protection against various power-related issues.

Recommendations

The team recommends the following courses of action. First, to reproduce a compact design without the simulator, it is essential to collaborate with the engineering team to streamline the components and ensure that the device maintains functionality in a smaller form. Once this is achieved, the next step would be to move forward with testing on the actual integrated system of the device. This real-world testing will provide valuable insights into the device's performance under practical conditions and allow for any necessary adjustments to be made before full-scale implementation.

Secondly, gathering data on the device's performance over one year is important for assessing its long-term efficacy. By collecting data on factors such as accuracy, durability, and user feedback, the team can identify areas for improvement and refine the device to better meet the needs of its users. Additionally, securing support from the administration to continue the innovation process is vital. This support not only provides the necessary resources for further development but also validates the importance of the project, fostering a culture of innovation within the organization.

In-Charge, TESDA Program

John B. Lacson Colleges Foundation (Bacolod), Inc. started its TVET journey in 2020. It offered on the same year Shielded Metal Arc Welding (SMAW) NC 1, its very first Technical Vocational Education and Training (TVET) program duly registered under the Technical Education and Skills Development Authority (TESDA),

Innovation support is one of the requirements in all TVET Programs, as indicated in Number Five of the Basic Competencies of TESDA’s 21^stCentury Curriculum. The Director General of TESDA, Sec. Suharto T. Mangudadato emphasized during the Technical Institutions' Conference in June 2023 at TESDA’s Main Office in Taguig, Manila, that “TVET Institutions should take the lead in reinventing and restyling their programs, systems, and mechanisms through innovation in technical vocational education and training and Tech-Voc should not just acquiring skills and competencies but rather on improving the economic and social standing of the Filipino workforce."

The mandate of TESDA to support innovation propelled the school’s TESDA Training and Assessment Center to ensure that learning activities and outputs emphasized innovating the processes and materials used in every required project that hones the competencies and skills of trainees. Local Government Units sponsor most of the TechVoc training the department implements, and some are funded by TESDA. As a training under scholarship, it is prohibited to require trainees to spend for their projects or any other reasons related to their training. In order to develop the trainees’ skills and competencies in welding, they gather scrapped and used materials stocked in the school’s Material Recovery Facility (MRF) to convert them into another usable material.

Cutting-edge approaches were employed in re-creating and converting the gathered metal and non-metal scrap. They turned materials into new usable items for the school and the community, including advanced recycling techniques and innovative upcycling methods that reduced waste and facilitated sustainability and resourcefulness among the trainees.

Advanced recycling techniques involve collecting metal and non-metal scrap, discarded and considered waste materials, and are converted into new materials or products. This practice allows SMAW trainees to apply their basic welding skills. Various competencies stipulated in their curriculum are developed through individual and group projects. These include their ability to communicate and build relationships with fellow trainees, adherence to different safety and environmental policies and procedures, and a sense of creativity and aesthetics in creating their projects. The trainees were able to convert these metal and non-metal scrap materials into tables, cabinets, school signages, and cleaning tools.

The innovative upscaling method transforms metal and non-metal waste materials into new items of higher quality or value. Instead of buying new and ready-made tools and equipment required in SMAW NC 1 and 2 programs, the trainees were required to create some of these tools and equipment using metal scrap materials.

The chipping hammers and the tongs are some of the tools used in welding fabricated by SMAW trainees as part of their project. The chipping hammers are tools to remove slags from welds and to clean the weld area, while the tongs are crucial for maintaining safety and precision in welding operations. Likewise, electrode ovens, required welding equipment, are used to maintain the quality and reliability of welding electrodes as a critical process in the integrity and strength of welded joints. The trainees could fabricate 11 units that enable the school to meet the required quantity in its application for SMAW NC II and in its preparation to apply as an assessment center for SMAW NC 1 and SMAW NC 11.

Another upcycling output among trainees is fabricating a functional push cart using discarded C-purlins and other metal scraps. They use this to transfer heavy loads of materials and other items from one place to another within the campus. The school's maintenance personnel also benefit from this project when transferring voluminous and heavy loads.

The use of innovative training approaches by the TESDA Training and Assessment Center is part of its journey to becoming a provider of quality Technical Vocational Education and Training (TVET). It aims to achieve higher passing rates for national certification in Shielded Metal Arc Welding (SMAW) NC 1 and to create environmentally beneficial learning activities. These training initiatives by Mr. Ian Raymond M. Cenidoza, a registered TESDA SMAW Trainer and Assessor, ultimately intend to develop the trainees’ skills and competencies required by the training regulation of the program and, most importantly, make them a competent workforce in the metals and engineering industry sectors worldwide