Policies, Standards and Guidelines for Bachelor of Arts in Anthropology and Bachelor of Science in Anthropology (BA/BS Anthropology) Programs

May 11, 2017

CHED MEMORANDUM ORDER NO. 031-17

 

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher Education Act of 1994," in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46 s. 2012 entitled "Policy Standards to Enhance Quality Assurance (QA) in Philippine Higher Education Through an Outcomes-Based and Typology-Based QA," and by virtue of Commission en banc Resolution No. 231-2017 dated March 28, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission.

ARTICLE I

Introduction

SECTION 1. Rationale. —

Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG implement the "shift to learning competency-based standards/outcomes-based education." These specify the 'core competencies' expected of BA/BS Anthropology graduates "regardless of the type of HEI they graduate from." However, in "recognition of the spirit of outcomes-based education and . . . of the typology of HEIs," this PSG also provide "ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions . . . ."

ARTICLE II

Authority to Operate

SECTION 2. Government Recognition. —

All private higher education institutions (PHEIs) intending to offer BA/BS Anthropology must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with an existing BA/BS Anthropology programs are required to shift to an outcomes-based approach based on this PSG. State universities and colleges (SUCs), and local universities and colleges (LUCs) should likewise strictly adhere to the provisions of these policies and standards.

ARTICLE III

General Provisions

Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses.

SECTION 3. The Articles that follow give minimum standards and other requirements and prescriptions that all HEIs must adopt. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV, Section 6. The CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V, Section 9 as a sample curriculum. The number of units of this curriculum is herein prescribed as the "minimum unit requirement" under Section 13 of RA 7722 (Higher Education Act of 1994). In designing the curriculum the CHED employed a curriculum map which is shown in Article V, Section 10 as a sample curriculum map.

Using a learner-centered/outcomes-based approach the CHED also determined the appropriate curriculum delivery methods shown in Article V, Section 11. The sample course syllabi given in Article V, Section 12 show some of these methods.

Based on the curriculum and the means of its delivery, the CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty (See Article VI).

SECTION 4. In recognition of the HEIs' vision, mission and contexts under which they operate, the HEIs may design curricula suited to their own needs. However, the HEIs must demonstrate that the same leads to the attainment of the required minimum set of outcomes as shown in Article IV, Section 6 and their proposed additional program outcomes. In the same vein, they have latitude in terms of curriculum delivery and in specifying and deploying human and physical resources as long as they attain the program outcomes and satisfy program educational objectives.

The HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Sections 17, 18 and 19 of Article VII.

ARTICLE IV

Program Specifications

SECTION 5. Program Description. —

5.1 Degree Name

The degree program described herein shall be called:

a. Bachelor of Arts in Anthropology (BA Anthropology)

b. Bachelor of Science in Anthropology (BS Anthropology)

5.2 Nature of the Field of Study

Anthropology as a field of study uses a cross-cultural approach to the study of society and of humanity. It is also unique among the social sciences in its use of a biocultural approach. Anthropologists have much to contribute in helping to appreciate the wealth of cultural diversity, as well as the sources of intercultural conflicts and problems in various settings. As such, it can be a preparatory course for law, medicine, communications, and other fields. Anthropology is as well a profession in academic and social development work.

Recognizing the diversity and broadness of Anthropology as a discipline, BA and BS degrees may offer a concentration in a specific area of anthropology (e.g., Archaeology, Social/Cultural Anthropology, Environmental Anthropology, Psychological Anthropology, Applied Anthropology etc.), which may be incorporated in the degree name as a 'major'. Distinct curricula may also be formulated by each HEI to address particular regional cultural and social concerns/issues e.g., for Mindanao, Northern Luzon, etc., and to incorporate diverse teaching and learning styles. HEIs may innovate their curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions.

5.3 Program Goals

BA Anthropology — This program aims to provide undergraduate students with basic knowledge in the discipline of anthropology. Within the framework of a liberal education this program aims to develop students' capability to foster public understanding and apply anthropological knowledge in any profession towards the solution of human problems. BA Anthropology also prepares the student for higher studies, in anthropology or in other disciplines.

BS Anthropology — This program aims to provide undergraduate students with basic knowledge in the discipline of anthropology. It emphasizes the development of technical skills and capabilities to collect and analyze anthropological data from the field in preparation for higher studies in a sub-field of the discipline.

5.4 Specific Professions/Careers/Occupations for Graduates

Graduates of this program will possess skills that would allow them to go into teaching, research and also have the possibility of pursuing diverse career paths in many other fields such as medicine, education, law, governance, teaching, research, social development work, marketing, business management, human relations, and environment and heritage conservation. CAIHTE

5.5 Allied Fields

Traditionally anthropology has had 'four fields': namely social anthropology/cultural anthropology, archaeology, biological anthropology/physical anthropology, and linguistic anthropology. The social and political sciences — sociology, psychology [especially social psychology], linguistics, geography [especially social and cultural geography], political science, and economics, are allied with social or cultural anthropology. History [especially social history], humanities and the classics, and regional area studies are allied with archaeology, linguistic anthropology, and social anthropology. The human biological sciences, including genetics and primatology, are allied with biological or physical anthropology. Museum work, 'culture studies', heritage conservation, and development work, may draw on anthropological thought. Given the holistic and integrative character of anthropology, when applied to human problems practically all fields may be considered 'allied' in some fashion. There are emergent interdisciplinary subfields and specializations such as medical anthropology, ethnobotany [ethnoecology, ethnomedicine etc.], environmental anthropology, evolutionary anthropology, psychological anthropology and psychiatric or cognitive anthropology, museum anthropology, visual anthropology and media anthropology, design anthropology and business or organizational anthropology, and applied anthropology.

* Note however that not all specialized programs containing the term "anthropology" are anthropological [for example having a degree in "applied cosmic anthropology" is not a valid credential for teaching anthropology].

SECTION 6. Program Outcomes. —

Graduates shall have broad and coherent knowledge and skills in anthropology for professional work and lifelong learning. They should be able to do teaching, research, or applied work in anthropology and/or go on to further studies. Furthermore, the graduates shall be able to work independently and/or in terms of related fields.

Common to all programs in all types of schools

• The ability to engage in lifelong learning and understanding of the need to keep abreast of the developments in the specific field of practice. (Philippine Qualifications Framework or PQF level 6 descriptor)

• The ability to effectively communicate orally and in writing using both English and Filipino.

• The ability to work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)

• A recognition of professional, social, and ethical responsibility.

• An appreciation of "Filipino historical and cultural heritage" (based on RA 7722).

Common to Social Sciences and Communication

Graduates of the Social Sciences and Communication programs are able to:

• Understand and apply social science concepts and theories to the analysis of social issues;

• Design and execute social research using appropriate approaches and methods; and

• Practice professional and ethical standards in the fields of social sciences and communication.

Specific to the Bachelor of Arts in Anthropology Program

Graduates of BA Anthropology are able to:

• Demonstrate basic knowledge of anthropology in a range of sub-fields.

• Appreciate Filipino historical and cultural heritage.

• Demonstrate theoretical and methodological competencies.

• Practice critical thinking.

• Develop communication skills.

• Apply techniques of anthropological research (data collection and analysis) and practice the principles of ethics and social responsibility in conducting research in at least one subfield of anthropology.

• Apply anthropological knowledge to foster public understanding towards the solution of human problems.

Graduates of BS Anthropology are able to:

• Demonstrate knowledge of the range of subfields of anthropology.

• Appreciate Filipino historical and cultural heritage.

• Demonstrate theoretical and methodological competencies.

• Practice critical thinking.

• Develop communication skills.

• Apply techniques of anthropological research (data collection and analysis) in the field and practice the principles of anthropological ethics and social responsibility in conducting research in at least one subfield of anthropology.

Common to a horizontal type as defined in CMO No. 46, s. 2012

• For professional institutions: a service orientation in one's profession.

• For colleges: an ability to participate in various types of employment, development activities, and public discourses particularly in response to the needs of the communities one serves.

• For universities: an ability to participate in the generation of new knowledge or in research and development projects.

Graduates of State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) must, in addition, have the competencies to support "national, regional and local development plans" (RA 7722).

A PHEI, at its option, may add mission-related program outcomes that are not included in the minimum set.

SECTION 7. Sample Performance Indicators. —

Sample Performance Indicators for BA Anthropology

Program Outcomes	Sample Performance Indicators
Demonstrate basic knowledge of anthropology in a range of sub-fields.	• Ability to specify the subject matter and research methods in a range of sub-fields, to describe the history of anthropology, and to characterize anthropological approaches to explaining culture.
Appreciate Filipino historical and cultural heritage.	• Keen familiarity with ethnographic and historical literature on peoples of the Philippines, including problems and issues relating to heritage conservation.
Demonstrate theoretical and methodological competencies.	• Employment of core concepts and terminology in research and writing. • Ethnographic research and use of other research tools. • Independent study (primary and secondary research).
Practice critical thinking.	• Articulation of empirically-based arguments, analyses and interpretations with reference to appropriate scholarly sources. • Evaluation of opposing viewpoints.
Develop communication skills.	• Adequate spoken or written communication.
Apply techniques of anthropological research (data collection and analysis) in the field and practice the principles of ethics and social responsibility in conducting research.	• Fieldwork. • Collection of specific types of data (e.g., ethnographic); negotiation of permissions and informed consent; deployment of relevant analytical tools. • Ethical and sensitive application of standards in the conduct of research.
Apply anthropological knowledge to foster public understanding towards the solution of human problems.	• Articulation and translation of anthropological concepts into language for non-anthropologists
Demonstrate knowledge of the diverse subfields of anthropology.	• Ability to describe the history of anthropology and of specific subfields, to specify the subject matter and research methods in a range of sub-fields, and to characterize anthropological approaches to explaining culture.
Appreciate Filipino historical and cultural heritage.	• Familiarity with ethnographic and historical literature on the peoples of the Philippines, including problems and issues relating to heritage conservation.
Demonstrate theoretical and methodological competencies.	• Employment of core concepts and terminology in research writing. • Ethnographic research or participation in field archaeological, linguistic or physical anthropology research, and use of other relevant research tools. • Independent study; primary and secondary research.
Practice critical thinking.	• Articulation of empirically-based arguments, analyses and interpretations, with reference to appropriate scholarly sources. • Evaluation of opposing viewpoints.
Develop technical communication skills.	• Adequate technical writing. • Oral presentation of research output.
Apply techniques of anthropological research (data collection and analysis) in the field and practice the principles of anthropological ethics and social responsibility in conducting research.	• Fieldwork. • Collection of specific types of data (e.g., ethnographic, archaeological, linguistic, forensic...); negotiation of permissions and informed consent; deployment of relevant analytical tools. • Ethical and sensitive application of standards and social responsibility in the conduct of research. • Effective collaboration as part of multidisciplinary or multicultural teams.

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

The curriculum for the both BA and BS Anthropology includes general education courses, basic courses, required courses, electives and directed research. Courses that would generate a particular track, concentration or area specialization may also be offered.

General Education Courses essentially prepare the students for the study of anthropology with exposure to the other social sciences, the humanities and the natural sciences, based on CHED CMO on General Education.

The subjects under the General Education (GE) Courses are as per CHED CMO No. 20 s. 2013 "New General Education Curriculum."

Basic Courses provide an overview of the discipline and ground the student in the immediate context of Philippine society.

Required Courses introduce the student to the theories, methods, and subfields of anthropology.

Anthropology Electives expose students to various fields of inquiry in the discipline.

Language Electives for BA Anthropology students will deepen their appreciation and understanding of the diversity of languages and cultures by exposing them to languages other than English or Filipino. (Students may choose any Philippine or foreign language/s other than their mother tongue.)

Research Methods Electives will equip them with technical skills and experience in the actual practice of Anthropology as a profession. These courses may be conducted in the field or in the laboratory.

Free Electives are courses that will expose students to other disciplines in line with their interests. A "minor" or secondary field of concentration may be developed for the student through a prescribed set of elective courses.

Directed Research enables students to apply research skills, from conceptualization of a research topic to data gathering, report writing and presentation of findings. It will be offered in the final year.

Curriculum guidelines

1) The sequencing of courses is at the discretion of the institution, but General Anthropology should be offered in the first semester of the first year.

2) The BA Anthropology curriculum incorporates at least 6 units of language requirement.

3) Both BA and BS Anthropology curriculum incorporate fieldwork/lab research and practicum courses.

4) The institution may offer particular major courses in Anthropology depending on their strengths and areas of concentration.

5) Electives or minors in other disciplines may be incorporated in the curriculum.

6) Higher Education Institutions are free to enhance and to follow different patterns and modalities based on their areas of strength and/or the needs of their clientele, including adding more units of research and technical courses to the BA Anthropology curriculum, or adding language requirements to the BS Anthropology curriculum. If the curriculum meets the minimum number of language electives and research methods for both BA and BS, the degree program may be called either "BA" or "BS" depending on the preference of the HEI.

SECTION 9. Sample Curriculum. —

9.1. Components:

a) BA Anthropology

Courses	No. of Subjects	Equivalent Units Per Subject	Total Units
General Education Courses (To follow provisions of CMO No. 20 s. 2013 — New General Education Curriculum)	12	3	36
Basic Courses General Anthropology Peoples and Cultures of the Philippines [or Anthropology of the Philippines]	2	3	6
Required Courses Anthropology Theory Applied Anthropology Research Methods in Anthropology Any two (2) of the following fields: Social/Cultural Anthropology Archaeology Biological/Physical Anthropology Anthropological Linguistics	5	3	15
Anthropology Electives (e.g., may choose from the following) Economic Anthropology Psychological Anthropology Ecological Anthropology Political Anthropology Medical Anthropology Anthropology of Religion Marriage, Family and Kinship Gender, sexuality and culture Urban Anthropology Anthropology of Development Area studies (e.g., East Asian cultures; Africa; Cordillera; Mindanao. . .) Anthropology of the Philippines Heritage studies Special topics (an emergent field of inquiry in the discipline)	7	3	21
Research Methods Electives (e.g., may choose from the following) Qualitative Research Methods Quantitative Research Methods Field Methods in Social/Cultural Anthropology Field Methods in Biological/Physical Anthropology Field Methods in Archaeology Field Methods in Anthropological Linguistics Folklore Studies Ethnographic Writing Visual Anthropology Geographic information systems (GIS) in Anthropology	2	3	6
Research Methods Electives Forensic Anthropology Museology Practicum/OJT/Internship
Language Electives (Any foreign or Philippine language except for English, Filipino, and the student's mother tongue)	2	3	6
Free Electives	2	3	6
Directed Research (Thesis or Original Research Paper)	1	3	3
Physical Education (PE)	4	2	8
National Service Training Program (NSTP)	2	3	6
Total	21		113

b) BS Anthropology

Courses	No. of Subjects	Equivalent Units Per Subject	Total Units
General Education Courses (To follow provisions of CMO No. 20 s. 2013 — New General Education Curriculum)	12	3	36
Basic Courses General Anthropology Peoples and Cultures of the Philippines [or Anthropology of the Philippines]	2	3	6
Required Courses Anthropology Theory Applied Anthropology Any two (2) of the following fields: Social/Cultural Anthropology Archaeology Biological/Physical Anthropology Anthropological Linguistics	4	3	12
Anthropology Electives (e.g., may choose from the following) Economic Anthropology Psychological Anthropology Ecological Anthropology Political Anthropology Medical Anthropology Anthropology of Religion Marriage, Family and Kinship Gender, sexuality and culture Urban Anthropology Anthropology of Development Area studies (e.g., East Asian cultures; Africa; Cordillera; Mindanao. . .)	7	3	21
Research Methods Electives Anthropology of the Philippines Heritage studies Special topics (an emergent field of inquiry in the discipline)
Research Methods Electives Qualitative Research Methods Quantitative Research Methods Field Methods in Social/Cultural Anthropology Field Methods in Biological/Physical Anthropology Field Methods in Archaeology Field Methods in Anthropological Linguistics Folklore Studies Ethnographic Writing Visual Anthropology Geographic information systems (GIS) in Anthropology Forensic Anthropology Museology Practicum/OJT/Internship	5	3	15
Free Electives	2	3	6
Directed Research (Thesis Original Research Paper)	1	3	3
Physical Education (PE)	4	2	8
National Service Training Program (NSTP)	2	3	6
Total	21		113

9.2. Program of Study

a) BA Anthropology

FIRST YEAR

First Semester

Second Semester

Course	Units	Course	Units
GE 1 GE 2 GE 3 Language Elective 1 General Anthropology PE NSTP	3 3 3 3 3 2 3	GE 4 GE 5 GE 6 Language Elective 2 Peoples and Cultures of the Philippines or The Anthropology of the Philippines PE NSTP	3 3 3 3 3       2 3
TOTAL	20	TOTAL	20

 

SECOND YEAR

First Semester

Second Semester

Course	Units	Course	Units
GE 7 GE 8 GE 9 Anthropology Sub-Field 1 PE	3 3 3 3 2	GE 10 GE 11 GE 12 Anthropology Sub-Field 2 PE	3 3 3 3 2
TOTAL	14	TOTAL	14

 

THIRD YEAR

First Semester

Second Semester

Course	Units	Course	Units
Anthropological Theory Anthropology Elective 1 Anthropology Elective 2 Anthropology Elective 3	3 3 3 3	Research Methods in Anthropology Anthropology Elective 4 Anthropology Elective 5 Anthropology Elective 6	3   3 3 3
TOTAL	12	TOTAL	12

FOURTH YEAR

First Semester

Second Semester

Course	Units	Course	Units
Free Elective 1 Anthropology Elective 7 Research Methods Elective 1 Research Methods Elective 2	3 3 3 3	Directed Research/Thesis or Original Research Paper Applied Anthropology Free Elective 2	3   3 3
TOTAL	12	TOTAL	9

 

 

 

 

 

 

 

Note: Higher Education Institutions are free to enhance and to follow different patterns and modalities based on their areas of strength and/or the needs of their clientele.

b) BS Anthropology

FIRST YEAR

First Semester

Second Semester

Course	Units	Course	Units
GE 1 GE 2 GE 3 General Anthropology Anthropology Sub-Field 1 PE NSTP	3 3 3 3 3 2 3	GE 4 GE 5 GE 6 Peoples and Cultures of the Philippines Anthropology Sub-Field 2 PE NSTP	3 3 3 3   3 2 3
TOTAL	20	TOTAL	20

 

 

SECOND YEAR

First Semester

Second Semester

Course	Units	Course	Units
GE 7 GE 8 GE 9 Anthropology Elective 1 Anthropological Theory PE	3 3 3 3 3 2	GE 10 GE 11 GE 12 Anthropology Elective 2 Anthropology Elective 3 PE	3 3 3 3 3 2
TOTAL	17	TOTAL	17

 

THIRD YEAR

First Semester

Second Semester

Course	Units	Course	Units
Research Methods Elective 1 Research Method Elective 2 Anthropology Elective 4 Anthropology Elective 5	3 3 3 3	Research Methods Elective 3 Research Method Elective 4 Anthropology Elective 6 Anthropology Elective 7	3 3 3 3
TOTAL	12	TOTAL	12

 

FOURTH YEAR

First Semester

Second Semester

Course	Units	Course	Units
Research Method Elective 5	3	Directed Research/Thesis	3
Free Elective 1	3	Applied Anthropology	3
Free Elective 2	3
TOTAL	9	TOTAL	6

 

 

 

 

 

 

 

Note: Higher Education Institutions are free to enhance and to follow different patterns and modalities based on their areas of strength and/or the needs of their clientele.

SECTION 10. Sample Curriculum Map. —

The curriculum map is a tool to validate if a match exists between core program outcomes (competencies) and the content of a curricular program (on a per course or subject basis). The following letter symbols have been used:

L — whether subject course facilitates learning of the competency (input is provided and competency is evaluated)

P — whether subject course allows student to practice competency (no input but competency is evaluated)

O — whether subject course is an opportunity for development (no input nor evaluation, but competency is practiced).

For the curriculum map of core courses, please refer to Annex B.

SECTION 11. Sample Means of Curriculum Delivery. —

The following methodologies/strategies may be utilized:

• Lecture-discussion

• Structured learning experiences

• Oral reports and reflections

• Individual or group projects with peer review

• Case analysis and resolution

• Individual & group exercises with group processing

• Class/public presentation with teacher and student feedback

• Games with guided discussion and processing

• Field work with course relevant outputs

• Practicum with performance evaluation journal and internship program assessment

• Digital/online activities as blended learning strategies

SECTION 12. Sample Syllabi for Selected Core Courses. —

Course syllabi may vary in format but must include the following required components:

1. Course Title

2. Course Description

3. Course Prerequisites (if any)

4. Course Learning Objectives (expressed in outcomes-based manner)

5. Course Content

6. Course Methodology

7. Course Requirements (outputs matching the course learning objectives)

8. References (both print and online sources)

For sample syllabi for selected core courses, please refer to Annex C.

ARTICLE VI

Required Resources

SECTION 13. Administration. —

The undergraduate programs should be administered by a Department Chair and/or Coordinator who is a full-time faculty member.

Qualifications of the Department Chair or Coordinator HEITAD

The Department Chair or Coordinator of the undergraduate anthropology program must have an advanced degree in Anthropology.

SECTION 14. Faculty. —

There should be a minimum of five (5) full time faculty members, with at least three (3) having a Master's degree in the discipline of anthropology.

SECTION 15. Library. —

Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BA/BS Anthropology program.

SECTION 16. Laboratory and Physical Facilities. —

Facilities and Equipment. For research methods courses, the HEI must provide adequate access to facilities and equipment such as computers, camera and laboratory equipment.

ARTICLE VII

Compliance of HEIs

Using the CHED Implementation Handbook for OBE and ISA as reference, an HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program:

SECTION 17. The complete set of program outcomes, including its proposed additional program outcomes.

SECTION 18. Its proposed curriculum and its justification including a curriculum map.

SECTION 19. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.

SECTION 20. Proposed outcomes-based syllabus for each course.

SECTION 21. Proposed system of program assessment and evaluation.

SECTION 22. Proposed system of program Continuous Quality Improvement (CQI).

For existing programs, the CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this PSG using an outcomes-based assessment instrument.

ARTICLE VIII

Transitory, Repealing and Effectivity Provisions

SECTION 23. Transitory Provision. —

All private HEIs, state universities and colleges (SUCs) and local universities and colleges (LUCs) with existing authorization to operate the Bachelor of Arts/Bachelor of Science in Anthropology program/s are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019.

SECTION 24. Repealing Clause. —

Any and all administrative issuances that are contrary to or inconsistent with any of the provisions herein are hereby deemed automatically repealed, rescinded and/or modified accordingly.

SECTION 25. Effectivity Clause. —

This CMO shall take effect fifteen (15) days after its publication in the Official Gazette, or in two (2) newspapers of national circulation. This CMO shall be implemented beginning Academic Year 2018-19.

Quezon City, Philippines, May 11, 2017.

For the Commission:

(SGD.) PATRICIA B. LICUANAN, Ph.D.

Chairperson

ANNEX A

DEFINITION OF TERMS

Terms/Acronyms	Definition
Assessment	one or more process that identify, collect, analyze, and report data that can be used to evaluate achievement of the program educational objectives and program outcomes. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the outcome or objective being measured. (CMO No. 37, s. 2012)
Competency	statement of a set of related knowledge, attitudes and skills required to successfully perform a task that supports the desired program outcomes through a course or series of courses.
Course Outcomes	the knowledge, values and skills all learners are expected to demonstrate at the end of a course to a certain level of performance.
Evaluation	one or more process interpreting the data and evidence accumulated through assessment processes. Evaluation determines the extent to which program or student outcomes are achieved. Evaluation results in decisions and actions regarding program continuous quality improvement (CMO No. 37, s. 2012).
Learning outcomes	outcomes of a specific lesson supporting the Course outcomes.
Outcomes-based assessment	measure of students' demonstration of their learning with agreed explicit criteria for assessing each outcome.
Outcomes-based education	an approach that focuses and organizes the educational system around what is essential for all learners to know, value and be able to do to achieve a desired level of competence at the time of graduation.
Outcomes-based teaching and learning	the constructive alignment of intended learning outcomes with essential content, appropriate learner-centered activities and outcomes-based assessment.
Program Goal	broad statements describe the career and professional accomplishments that the program is preparing graduates to achieve within 3-5 years of graduation. Program goals are based on the needs of the program constituencies.
Program outcomes	the knowledge, values and skills all learners are expected to demonstrate to a certain level of performance at the time of graduation.

ANNEX B

SAMPLE CURRICULUM MAP

BA Anthropology

Course	Outcome 1 Demonstrate knowledge of the four subfields of Anthropology	Outcome 2 Language Proficiency	Outcome 3 Appreciate Filipino historical and cultural heritage	Outcome 4 Demonstrate theoretical and methodological competencies	Outcome 5 Critical thinking
General Anthropology	L	O	O	O, P, L	L
Peoples and Cultures of the Philippines or Anthropology of the Philippines	L	O	L	O, P, L	L
Social/Cultural Anthropology	L	O	P	O, P, L	L
Archaeology	L	O	P	O, P, L	L
Biological/Physical Anthropology	L	O	P	O, P, L	L
Anthropological Linguistics	L	O, L, P	P	O, P, L	L
Anthropological theory	L	O	O	O, P, L	O, L
Applied Anthropology	L	O, P	P	O, P, L	O, P, L
Social Research Methods in Anthropology	P	O, P	P	O, P, L	O, P, L
Anthropology Electives	L	O, P	O,P,L	O, P, L	O, P, L
Language Electives	O, P	O, P, L	O, P, L	O, P	O, P
Directed Research	P	O, P, L	O, P, L	O, P, L	O, P, L

 

Course	Outcome 1 Demonstrate knowledge of the diverse subfields of Anthropology	Outcome 2 Apply techniques of anthropological research	Outcome 3 Appreciate Filipino historical and cultural heritage	Outcome 4 Demonstrate theoretical and methodological competencies	Outcome 5 Critical thinking
General Anthropology	L	P	O	O, P, L	L
Peoples and Cultures of the Philippines	L	P	L	O, P, L	L
Social/Cultural Anthropology	L	P	P	O, P, L	L
Archaeology	L	P	P	O, P, L	L
Biological/Physical Anthropology	L	P	P	O, P, L	L
Anthropological Linguistics	L	P	P	O, P, L	L
Anthropological Theory	L	O	O	O, P, L	O, L
Applied Anthropology	L	L	P	O, P, L	O, P, L
Anthropology Electives	L	L	O, P, L	O, P, L	O, P, L
Research Methods Electives	P	L	O, P, L	O, P, L	O, P, L
Directed Research (Thesis or Original Research Paper)	P	P	O, P, L	O, P, L	O, P, L

ANNEX C

COURSE SYLLABUS

Course Title	General Anthropology
Course Description	A basic course to introduce beginning students to the discipline of anthropology and its four (4) interdependent sub-disciplines, namely: physical anthropology, cultural anthropology, archaeology, and linguistic anthropology.
Course Learning Objectives	At the end of the course, the student should be able to: 1. Compare, contrast and relate the different fields of anthropology. 2. Describe how anthropology can be utilized and applied in various settings. 3. Explain anthropologically human biological and cultural variation over space and time.
Course Content	A. Introduction to Anthropology B. Overview of Social/Cultural Anthropology C. Overview of Archaeology D. Overview of Biological/Physical Anthropology E. Overview of Anthropological Linguistics F. Overview of Applied Anthropology
Course Methodology	Lecture-discussion Structured learning experiences Oral reports Term paper
References	Ember, Carol R., Ember, Melvin R., Peregrine, Peter N. (2010) Anthropology. Pearson. Kottak, Conrad (2010). Anthropology: Appreciating Human Diversity. McGraw-Hill.

 

Course Title	Peoples and Cultures of the Philippines
Course Description	This course intends to familiarize the students with the peoples and cultures in Luzon, Visayas and Mindanao, as well as the problems and issues that they have been confronted with over time.
Course Learning Objectives	At the end of the course, the student should be able to: 1. Discuss the different theories on the peopling of the Philippines. 2. Critically describe precolonial peoples and cultures based on different sources including archaeological evidences and historical documents. 3. Identify and analyze various issues confronting contemporary peoples of the Philippines.
Course Content	A. Theories on the Peopling of the Philippines 1. Diffusionist Explanations 2. "Waves of Migration" 3. Northern versus Southern Hypothesis of Austronesian Movement 4. Other Theories B. Pre-colonial Cultures of the Philippines Based on Early Chroniclers and Archaeological Evidences C. The Impact of Colonial Policies on the Peoples and Cultures of the Philippines D. Philippine Laws and Policies on Peoples and Cultures 1. CNI 1935-1968 2. PANAMIN 1968-1985 3. ONCC/OSCC/OMA 4. IPRA of 1997 5. Others E. Ethno-linguistic groups of the Philippines F. Contemporary Issues affecting the various ethno-linguistic groups
Course Methodology	Lecture-discussion Structured learning experiences Oral reports Fieldwork with term paper
References	Azurin, Arnold M. (1995). Reinventing the Filipino Sense of Being & Becoming. UP Press. Jocano, Landa F., Marquez, Lilia, Caguimbal, Mameta (1994). Problems and Methods in the Study of Philippine Indigenous Ethnic Cultures: A Preliminary Overview. Asian Center (UP). Peralta, Jesus T. (2000). Glimpses: Peoples of the Philippines. NCCA. Scott, William Henry (1997). Barangay: Sixteenth Century Philippine Culture and Society. Ateneo De Manila University Press. Scott, William Henry (1984). Prehispanic Source Materials for the Study of Philippine History. New Day Publishers. Scott, William Henry (1993). Looking for the Prehispanic Filipino and Other Essays in Philippine History. New Day Publishers. Tebtebba. Understanding the Lumad. Zialcita, Fernando Nakpil (2008). Authentic Though Not Exotic: Essays on Filipino Identity. Ateneo de Manila Press.

 

Course Title	Social/Cultural Anthropology
Course Description	This course explores the different views of the world learned by people in different societies and environments. It focuses on various aspects including language, family, kinship, economy, power relations, gender, belief systems, and the arts from a cross-cultural perspective.
Course Learning Objectives	At the end of the course, the student should be able to: 1. Demonstrate awareness of cultural relativity and ethnocentric attitudes and be equipped to think critically about culture and to be more tolerant of the beliefs, attitudes, perspectives, ideologies, and the cultures and ethnicity of others. 2. Discuss how social/cultural anthropologists do research in cultures other than their own. 3. Define and describe key terms in social/cultural anthropology such as kinship, socialization/enculturation, economic organization, religious organization, political organization in their cross-cultural varieties and settings. 4. Describe the processes of social change in cultural context.
Course Content	A. The Concept of Culture B. Social/Cultural Anthropological Research C. Communication and Language D. Modes of Adaptation/Economic Systems 1. Hunting and gathering 2. Horticulture/swidden cultivation 3. Pastoralism 4. Agriculture 5. Industrialized agriculture E. Marriage, Family and Kinship F. Political Systems and Power Relations 1. Bands 2. Tribes 3. Chiefdoms 4. States G. Belief Systems and Religion H. The Arts I. Culture Change
Course Methodology	Lecture-discussion Structured learning experiences Oral reports Fieldwork with term paper
References	Ember, Carol R. and Ember, Melvin R. (2010). Cultural Anthropology. Pearson. Eriksen, Thomas Hylland (2010). Small Places, Large Issues: An Introduction to Social and Cultural Anthropology. Pluto Press. Keesing, Roger M. and Strathern, Andrew J. (1997). Cultural Anthropology: A Contemporary Perspective. Wadsworth Publishing. Kottak, Conrad (2013). Mirror for Humanity: A Concise Introduction to Cultural Anthropology. McGraw-Hill. Monaghan, John and Just, Peter (2000). Social And Cultural Anthropology: A Very Short Introduction. Oxford Paperbacks.

 

Course Title	Biological/Physical Anthropology
Course Description	An introduction to a major subfield of Anthropology, which studies humans as evolving organisms with a capacity for culture and how and why human populations differ physically.
Course Learning Objectives	At the end of this course, the student should be able to: 1) Explain the biological basis of life, human origins and variation. 2) Describe and analyze the linkage between biology and culture. 3) Outline and discuss the evolution of primates, early hominids and modern humans. 4) Analyze human adaptability to climate change and other environmental challenges. 5) Demonstrate the application of forensic anthropology to contemporary contexts.
Course Content	A. Biological basis of life B. Genetics and principles of evolution C. Evolutionary record: primate evolution D. Plio-pleistocene hominid: South and East Africa, Asia and Southeast Asia E. Evolution of modern populations F. Human adaptability: Meeting challenges of environment G. Human variation and continuing evolution H. Field and Laboratory Methods in Physical/Biological Anthropology
Course Methodology	Lecture-discussion Structured learning experiences Oral reports Fieldwork with term paper
References	Birdsell, J.B. (1981). Human Evolution: An Introduction to the New Physical Anthropology. Houghton Mifflin. Jurmaine, R., L. Kilgore, W. Trevathan, R. Ciochon (2010). Introduction to Physical Anthropology 2009-2010 edition. USA: Wadsworth. Larsen, Clark Spencer (2012). Essentials of Physical Anthropology. W.W. Norton & Company, Inc. Relethford, John (2012). The Human Species: An Introduction to Physical Anthropology. McGraw-Hill.