Journal of Education, Management and Development Studies <p>The <strong>Journal of Education, Management and Development Studies (JEMDS)</strong> is a high quality, open access and international refereed journal which aims to publish original research papers, short reports, reviews, and case studies related to broad areas of disciplines, including Education, Agriculture and Biological Sciences, Environment and Natural Resources, Health Sciences, Social and Behavioral Sciences, Public Management, Business Management and Entrepreneurship, Development Management, and Gender and Development. This also covers multidisciplinary and interdisciplinary studies on sustainable development in regional, national and global perspectives.</p> <p><br /><strong>Print ISSN: </strong>2782-9413<br /><strong>Online ISSN:</strong> 2799-0583<br /><strong>Frequency: </strong>Quarterly<br /><strong>Review Type:</strong> Double-blind Review<br /><strong>Submission Link: </strong><a href=""></a></p> Camarines Sur Polytechnic Colleges - Center for Research and Development en-US Journal of Education, Management and Development Studies 2782-9413 <p>This article is licensed under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License, which permits use, distribution, and reproduction in any medium, provided that the article is properly cited, the use is non-commercial, and no modifications or adaptations are made. To view a copy of this license, visit <a href=""></a></p> GROWTH AFTER ADVERSITY: The Lived Experiences of Posttraumatic Growth Among Selected Covid-19 Survivors in Bataan, Philippines <p>Dealing with a traumatic event, such as severe COVID-19 symptoms, may deplete one's strength and fill them with fear and hopelessness. Despite such events that may demoralize an individual, the Posttraumatic Growth (PTG) phenomenon allows for the possibility of growth in the face of adversity. The purpose of this study is to explore the lived experiences of Posttraumatic Growth of the COVID-19 survivors and to ascertain what aspects of positive growth they have experienced. The researchers used purposive sampling to obtain the required number of respondents and used the interview protocol to conduct a semi-structured interview to gather the necessary information. Five themes have been identified using Colaizzi's seven steps for descriptive phenomenological data analysis. Specifically; (1) savor, (2) invigorating, (3) benevolent, (4) optimistic, and (5) light, which then abbreviated as SIBOL, a Tagalog word which means sprout; growth; spring that symbolizes the beginning of the growth of COVID-19 survivors. They perceived the Posttraumatic Growth as an opportunity to live their lives differently, this time embracing the new positive changes in their lives. Though there have only been a few studies on Posttraumatic Growth in the Philippines, it has the potential to raise a lot of awareness about the possible benefits of attaining Posttraumatic Growth. This assists in identifying a way to view adversity as a challenge that will aid in the growth process, where our emphasis shifts from learning about negative experiences to facilitating Posttraumatic Growth itself.</p> <p> </p> Redge Ainne Labios Angela Dela Cruz Jayvie Villazor Ieleen Academia Copyright (c) 2024 Journal of Education, Management and Development Studies 2024-03-01 2024-03-01 4 1 1 14 10.52631/jemds.v4i1.190 The Genesis of Education System in Bangladesh <p>The education system in Bangladesh is primarily derived from the British colonial legacy, imposing a secular philosophy despite a majority Muslim population. This article critically examines the roots and historical development of the education system in Bangladesh, discussing its basic structure and framework while presenting chronological narratives. The study seeks to comprehend prevailing trends by employing content analysis involving historical records, government documents, study reports, and expert opinions. The findings reveal a consistent neglect of religious education at all levels, lacking a foundation in Islamic philosophy. The study traces the curriculum’s evolution from the early Muslim era to current times. Despite efforts to incorporate Islamic education during the Pakistan period and the post-independence era, these initiatives largely faltered. Post-independence, the recommendations of various education commissions primarily reflect the intentions of ruling powers, lacking consistency and failing to incorporate universal values into education policy. The study advocates for a comprehensive review of education policies, curriculum frameworks, and textbooks, emphasizing the identification of gaps and the incorporation of moral and ethical values to foster the balanced growth of individuals.</p> Mohammad Abdul Aziz Copyright (c) 2024 Journal of Education, Management and Development Studies 2024-03-01 2024-03-01 4 1 15 30 10.52631/jemds.v4i1.220