Purpose of the study: One of the most important terms to solve the problems of the education system is the educational institution’s intellectual capital, which significantly transforms the role and functions of the modern educator. The purpose of the article is to identify the essence of the University's intellectual capital and to justify the trajectory of its development, due to the needs and capabilities of education stakeholders. Methodology: Based on the methodology of education quality management the article justifies the leading role of quality education as an imperative of the University development. Intellectual capital is considered from the standpoint of organizational resources that determine the cost of the final product – the quality of education and the competitive position of the University; its development is carried out based on the project-target approach. Results: Modern requirements for the intellectual capital of the educational organization are revealed, the role and essence of pedagogical activity of teachers of higher education institutions in its formation are shown. The importance of continuous improvement of hard and soft competencies of University teachers as a way of incrementing intellectual capital is shown. The adaptive model’s design of University teachers’ career strategies based on design-target mechanisms is presented that determines the organizational development of the University. Applications of this study: The results determined the possibility to consider organizational and human knowledge and competence as a special type of investment to improve the functioning of the University. The recommendations for the construction of models of the University intellectual capital management are presented. The article is intended for employees of the education system, educators, researchers, and heads of the University departments. Novelty/Originality of this study: The contribution is made to the theory of the University’s social and cognitive management based on expanding the powers of quality management in the field of intellectual capital management.

The transition of the educational system in the Philippines vastly affects basic and higher education. A mismatch of pre-requisite Mathematics learning competencies from the basic education level occurred when the student reached higher education. This descriptive-developmental method of the study utilized the developed contextualized learning modules for the bridging course on the identified learning gaps in Calculus with Analytic Geometry for the Bachelor of Secondary Education (BSEd) major in Mathematics. Real-world concepts and situations featuring the Province of Sorsogon, Philippines were integrated into the learning modules while promoting independent learning. The content, format, presentations and organizations, accuracy, and up-to-datedness of information of the learning modules passed the evaluation of 13 experts (Mathematics Professors) from the different Higher Education Institutions (HEIs) in the Bicol Region, Philippines. Also, the 18 student participants were very much satisfied with the utilization of the learning modules that bridged their learning gaps in the conic section through independent learning.

The urgency of the problem under investigation is conditioned by the uncertainty of modern information society that demands from university education to focus not on acquiring "ready" knowledge in certain subjects, but on preparing the students for the perpetual new and unconventional objectives; on the students' awareness of their own educational activity; on designing and implementing their own educational route in line with the changing real-life and professional situations. The article seeks for determination of the essential characteristics of axiologization in modern university education as a process of implementation of axiological self-determination of teachers and students. The axiological approach for

No abstract