Policies, Standards and Guidelines for Bachelor of Elementary Education (BEEd)

November 2, 2017

CHED MEMORANDUM ORDER NO. 074-17

 

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher Education Act of 1994," and in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46 s. 2012, and by virtue of Commission en banc (CEB) Resolution No. 724-2017 dated October 3, 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 implements the "shift to learning competency-based standards/outcomes-based education" in response to the 21st Century Philippine Teacher Education framework. Furthermore, this PSG is anchored on the salient features of K to 12 Enhanced Curriculum (RA 10533), the Philippine Qualifications Framework (EO 83, s. 2012), the National Competency-Based Teacher Standards (NCBTS) now the Philippine Professional Standards for Teachers (D.O. 42, s. 2017) and other relevant documents. It specifies the 'core competencies' expected of Bachelor of Elementary Education (BEEd) 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 provides "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 BEEd program must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with an existing BEEd program 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 in 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 requirement and the specific professional courses.

SECTION 3. The Articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV Section 6. 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 hereby prescribed as the "minimum unit requirement" under Section 13 of RA 7722. In designing the curriculum, 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, CHED also determined 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, 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. The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose.

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 Article VII.

ARTICLE IV

Program Specification

SECTION 5. Program Description. —

5.1 Degree Name

The degree program described herein shall be called Bachelor of Elementary Education (BEEd)

5.2 Nature of the Field of Study

The BEEd is an undergraduate teacher education degree program designed to prepare individuals intending to teach in the elementary level.

5.3 Degree/Program Goals

The BEEd degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for elementary education. CAIHTE

5.4 Specific Professions/Careers/Occupations for graduates

After successful completion of all academic requirements of the degree/program, graduates of BEEd should be able to practice the teaching profession in the elementary level.

5.5 Allied Fields

The BEEd degree program draws from various allied disciplines like social sciences, science, math, technology, languages, and humanities to ensure that the graduates have a multi-disciplinary preparation in content and pedagogy.

SECTION 6. Program Outcomes. —

The minimum standards for the BEEd degree program are expressed in the following set of learning outcomes:

6.1 Common to all programs in all types of schools

The graduates have the ability to:

a. articulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)

b. effectively communicate in English and Filipino, both orally and in writing

c. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)

d. act in recognition of professional, social, and ethical responsibility

e. preserve and promote "Filipino historical and cultural heritage" (based on RA 7722)

6.2 Common to the discipline (Teacher Education)

a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts

b. Demonstrate mastery of subject matter/discipline

c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments

d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners

e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices 1

f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes

g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities

h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities

6.3 Specific to the Bachelor of Elementary Education program

a. Demonstrate in-depth understanding of the diversity of learners in various learning areas

b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas

c. Utilize appropriate assessment and evaluation tools to measure learning outcomes

d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching

e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional

f. Manifest a desire to continuously pursue personal and professional development

6.4 Common to graduates of a horizontal type of institution as defined in CMO 46, 2012

a. Graduates of professional institutions demonstrate service orientation in their respective professions

b. Graduates of colleges are qualified for various types of employment and participate in development activities and public discourses, particularly in response to the needs of the communities they serve

c. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects

Moreover, graduates of State Universities and Colleges (SUCs) must have the competencies to support "national, regional and local development plans" (RA 7722).

All private higher education institutions (PHEI), may adopt mission-related program outcomes that are not included in the minimum set of learning outcomes.

SECTION 7. Performance Indicators. —

Program Outcomes	Performance Indicators
a. Demonstrate in-depth understanding of the diversity of learners in various learning areas	• Identify various types of learners and provide them with appropriate, culturally-relevant learning activities and experiences. • Develop and utilize relevant materials that match the learners' learning styles, goals and culture. • Select instructional strategies for the development of learners' critical and creative thinking skills. • Utilize developmentally appropriate activities in teaching the different learning areas. • Utilize appropriate technologies to achieve the learning outcomes. • Apply theories of learning in designing learning-teaching experiences.
b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.	• Explain subject matter content clearly, accurately and comprehensively. • Relate current content with past and future lessons. • Integrate recent developments in education and in the specific field to enrich learning. • Provide examples from real life to make learning meaningful. • Utilize appropriate teaching-learning methods and technology for specific subject matter content. • Keep abreast with educational issues, trends and practices vis-a-vis local and global context to provide relevant learning experiences
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes.	• Design authentic assessment, evaluation instruments and alternative assessment tools. • Interpret assessment results and use these to improve learning and teaching. • Keep accurate and updated records of the learners' performance using technology tools where feasible and appropriate. • Provide timely feedback of assessment results to parents and other stakeholders.
d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.	• Demonstrate skills in creative and critical thinking, logical reasoning, problem solving, and decision making in various classroom situations • Create learning experiences that develop the learners' higher order thinking skills • Provide opportunities that develop the learners' communication skills • Use tools and technology to enhance learning and teaching
e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional.	• Act according to the norms of the teaching profession in dealing with students, parents, colleagues and other stakeholders • Manifest positive personal and professional qualities of a teacher • Observe integrity and professionalism in handling issues, conflicts, and controversies related to student welfare as well as parents' and community concerns
f. Manifest a desire to continuously pursue personal and professional development	• Pursue personal growth and professional development through attendance in seminar-workshops, participation in demo-fests, conducting action research, and other education-related activities • Participate actively in the school's community outreach activities

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

The BEEd program is composed of New General Education Courses, Professional Education Courses, Specialization/Major Courses, Elective/Cognate Courses, Special Topics, and Mandated Courses (PE and NSTP).

SECTION 9. Sample Curriculum. —

Higher Education Institutions offering the BEEd program may exercise flexibility in their curricular offering. However, the following courses are prescribed as minimum requirements to be implemented.

9.1 Curriculum Components

 

	Courses	Units	Total
	A. General Education Courses (CMO No. 20, series of 2013)		36 units
	B. Professional Education Courses		42 units
	Foundation/Theories and Concepts
	The Child and Adolescent Learners and Learning Principles	3
	The Teaching Profession	3
	The Teacher and the Community, School Culture and Organizational Leadership	3
	Foundation of Special and Inclusive Education	3
	Pedagogical Content Knowledge
	Facilitating Learner-Centered Teaching	3
	Assessment in Learning 1	3
	Assessment in Learning 2	3
	Technology for Teaching and Learning 1*	3
	The Teacher and the School Curriculum	3
	Building and Enhancing New Literacies Across the Curriculum	3
	Experiential Learning
	Field Study 1	3
	Field Study 2	3
	Teaching Internship	6
	C. Major/Specialization Courses		57 units
SCI	Teaching Science in the Elementary Grades (Biology and Chemistry)	3
SCI	Teaching Science in the Elementary Grades (Physics, Earth and Space Science)	3
SSC	Teaching Social Studies in the Elementary Grades (Philippine History and Government)	3
SSC	Teaching Social Studies in Elementary Grades (Culture and Geography)	3
FIL	Pagtuturo and Filipino sa Elementarya (I) — Estruktura at Gamit ng Wikang Filipino	3
FIL	Pagtuturo and Filipino sa Elementarya (II) Panitikan ng Pilipinas	3
MATH	Teaching Math in the Primary Grades	3
MATH	Teaching Math in the Intermediate Grades	3
TLE	Edukasyong Pantahanan at Pangkabuhayan	3
TLE	Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship	3
MUSIC	Teaching Music in the Elementary Grades	3
ARTS	Teaching Arts in the Elementary Grades	3
PEH	Teaching PE and Health in the Elementary Grades	3
ENG	Teaching English in the Elementary Grades (Languages Arts)	3
ENG	Teaching English in the Elementary Grades Through Literature	3
MTB-MLE	Content and Pedagogy for the Mother-Tongue	3
VED	Good Manners and Right Conduct (Edukasyon sa Pagpapakatao)	3
RES	Research in Education	3
TTL	Technology for Teaching and Elementary Grades	3
	D. Electives (3 units)
	Teaching Multi-grade Classes	3
	Any subject maybe chosen from any major subjects of other major courses.	3
	E. Mandated Courses
	Physical Education 1-4	8
	NSTP 1 & 2	6
	SUMMARY
	General Education Courses		36 units
	Professional Education Courses		42 units
	Major Courses		57 units
	Elective		3 units
	Mandated Courses (PE and NSTP)		14 units
	TOTAL		152 units

 

9.2 Guidelines for Preparing a Program of Study

1. Offer the courses based on the availability of faculty and resources.

2. Not all General Education courses need to be completed in First Year or Second Year.

3. Ensure that sequential subjects are scheduled accordingly e.g., Teaching English in the Elementary Grades 1 must come before Teaching English in the Elementary Grades 2. DETACa

9.3 Sample Program of Study (Distribution of Courses)

Bachelor of Elementary Education

FIRST YEAR

1st Semester	Units	2nd Semester	Units
General Education 1	3	General Education 7	3
General Education 2	3	General Education 8	3
General Education 3	3	General Education 9	3
General Education 4	3	General Education 10	3
General Education 5	3	General Education 11	3
General Education 6	3	General Education 12	3
The Child and Adolescent Learners and Learning Principles	3	Building and Enhancing New Literacies Across the Curriculum	3
PE 1	2	PE 2	2
NSTP 1	3	NSTP 2	3
TOTAL	26	TOTAL	26

 

SECOND YEAR

1st Semester	Units	2nd Semester	Units
Technology for Teaching and Learning 1	3	The Teaching Profession	3
Facilitating Learner-Centered Teaching	3	Foundations of Special and Inclusive Education	3
Teaching Science in Elementary Grades (Biology and Chemistry)	3	Teaching Science in Elementary Grades (Physics, Earth and Space Science)	3
Teaching Math in the Primary Grades	3	Teaching Math in the Intermediate Grades	3
Teaching Social Studies in Elementary Grades (Culture and Geography)	3	Content and Pedagogy for the Mother Tongue	3
Pagtuturo and Filipino sa Elementarya (I) — Estruktura at Gamit ng Wikang Filipino	3	Teaching Social Studies in Elementary Grades (Philippine History and Government)	3
Good Manners and Right Conduct (Edukasyon sa Pagpapakatao)	3	Edukasyong Pantahanan at Pangkabuhayan	3
PE 3	2	PE 4	2
TOTAL	23	TOTAL	23

 

THIRD YEAR

1st Semester	Units	2nd Semester	Units
Teaching English in the Elementary Grades (Language Arts)	3	Elective: Teaching Multi-Grade Classes	3
Teacher and the School Curriculum	3	The Teacher and the Community, School Culture and Organizational Leadership	3
TTL2-Technology for Teaching and Learning in the Elementary Grades	3	Assessment of Learning 2	3
Assessment of Learning 1	3	Teaching PE and Health in the Elementary Grades	3
Teaching Music in the Elementary Grades	3	Pagtuturo and Filipino sa Elementarya (II) Panitikan ng Pilipinas	3
Teaching English in the Elementary Grades Through Literature	3	Research in Education	3
Teaching Arts in the Elementary Grades	3	Edukasyong Pantahanan at Pangkabuhayan with Entrep	3
TOTAL	21	TOTAL	21

 

FOURTH YEAR

1st Semester	Units	2nd Semester	Units
Field Study 1	3	Teachings Internship	6
Field Study 2	3
TOTAL	6	TOTAL	6

 

SECTION 10. Sample Curriculum Map. —

Legend:

I — Introduced Concepts/Principle

P — Practiced with Supervision

D — Demonstrated across different clinical setting with minimal supervision

Alternative Legend:

L — Facilitates learning of the competencies (input is provided and competency is evaluated)

P — Allows student to practice competencies (no input but competency is evaluated)

O — Opportunity for development (no input or evaluation, but there is opportunity to practice the competencies)

 

 

Bachelor of Elementary Education

 

COURSES	Program Outcomes
a	b	c	d	e	f

 

Professional Education Courses

Foundation/Theories and Concepts

 

The Child and Adolescent Learners and Learning Principles	I	I	I	I	I	I
The Teaching Profession	I	I	I	I	I	I
The Teacher and the Community, School Culture and Organizational Leadership	I	I	I	I	I	I
Foundation of Special and Inclusive Education	I	I	I	I	I	I

 

Pedagogical Content Knowledge

 

Facilitating Learner-Centered Teaching and Learning	P	P	P	P	P	P
Assessment in Learning 1	P	P	P	P	P	I
Assessment in Learning 2	P	P	P	P	P	I
Technology for Teaching and Learning 1	P	P	P	P	P	P
The Teacher and the School Curriculum	I	I	I	I	I	I
Building and Enhancing New Literacies Across the Curriculum	I	I	I	I	I	I

 

Experiential Learning

 

Field Studies and Teaching Internship

D

D

D

D

P

P

 

Major Courses

 

Teaching Science in the Elementary Grades (Biology and Chemistry)	D	D	D	P	P	I
Teaching Science in the Elementary Grades (Physics and Space Science)	D	D	D	P	P	I
Teaching Social Studies in Primary Grades (Philippine History and Government)	D	D	D	P	P	I
Teaching Social Studies in Intermediate Grades (Culture and Geography)	I	D	D	P	P	I
Pagtuturo and Filipino sa Elementarya (I) — Estruktura at Gamit ng Wikang Filipino	I	D	D	P	I	I
Pagtuturo and Filipino sa Elementarya (II) Panitikan ng Pilipinas	I	D	D	P	I	I
Teaching Math in the Primary Grades	D	D	D	P	I	I
Teaching Math in the Intermediate Grades	D	D	D	P	I	I
Edukasyong Pantahanan at Pangkabuhayan (1)	D	D	D	P	I	I
Edukasyong Pantahanan at Pangkabuhayan (2)	D	D	D	P	I	I
Teaching Music in the Elementary Grades	D	D	D	P	I	I
Teaching Arts in the Elementary Grades	D	D	D	P	I	I
Teaching PE and Health in the Elementary Grades	D	D	D	P	I	I
Teaching English in the Elementary Grades (Language Arts)	D	D	D	P	I	I
Teaching English in the Elementary Grade Through Literature	D	D	D	P	I	I
Content and Pedagogy for the Mother-Tongue	D	D	D	P	I	I
Good Manners and Right Conduct (Edukasyon sa Pagpapakatao)	P	D	P	P	P	P
Technology for Teaching and Learning 2	P	P	P	P	I	I
Research in Education	I	P	P	P	I	I

 

Elective

Teaching Multi-grade Classes or any subject in the major courses

D

D

D

P

I

I

 

SECTION 11. Sample Means of Curriculum Delivery. —

1. Lecture

2. Discussion

3. Exercises/Demonstration

4. Interactive Learning

5. Collaborative Learning

6. Reporting

7. Multimedia Presentation

8. Reading and Writing

9. Library Work

10. Field Work

11. Interview

SECTION 12. Sample Syllabi for Selected Core Courses (Please see the attached Annexes)

ARTICLE VI

Required Resources

SECTION 13. Administration. —

Dean/Department Head

The Dean/Department Head of the college offering the degree shall be employed full-time and must possess the following qualifications:

1. Filipino Citizen

2. Holder of Doctorate degree in Education or related field

3. Holder of valid certificate of registration and Board Licensure Examination for Professional Teachers (BLEPT)

4. With a total of at least three (3) years of very satisfactory teaching experience in basic education and/or tertiary level

5. Preferably with at least two (2) years of managerial/administrative experience. aDSIHc

SECTION 14. Faculty. —

A. General Requirements

1. As a general rule, master's degree in education or in an allied discipline is required for teaching in the tertiary level.

2. Faculty teaching general education and major subjects should have an appropriate master's degree in the field they are assigned to teach.

B. Qualifications of the Professional Education Faculty

Faculty teaching Professional Education courses should have the following qualifications:

1. Holder of valid certificate of registration and Board Licensure Examination for Professional Teachers (BLEPT) as provided for in Section 11 of RA 8981.

2. Holder of Master's degree in Education or in allied fields.

C. Full-time faculty members of the college

The institution shall maintain 25% of the faculty members teaching in the teacher education program as full-time.

D. Faculty Development

The College of Education must have a system to support faculty development anchored on their institution's faculty development program. It should require the faculty members to:

1. complete doctoral degrees in education and other allied fields;

2. attend continuing education seminars, workshops, conferences, and others;

3. undertake research activities related to the teacher education program and to publish their research outputs in refereed publications; and

4. give lectures and present papers in national/international conferences, symposia and seminars.

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 the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BEEd program.

SECTION 16. Laboratory and Physical Facilities. —

In addition to the required laboratories and facilities for general education, the following shall be provided:

1. ICT Laboratory*

2. Speech Laboratory, if necessary*

* This can be shared with other departments within the college/university.

A. Educational Technology Laboratory

The TEI should have access to an educational technology laboratory with appropriate equipment and software as indicated in the course specifications. The same laboratory shall serve to allow preparation, presentation and viewing of audio-visual materials to support instruction.

B. Laboratory School or Cooperating Schools

The TEI should maintain a facility within which the students can undertake their field study. This facility may be a laboratory school administered by the TEI. In cases when TEI has no laboratory school, the TEI must have a long-term memorandum of agreement with a Department of Education cooperating school or with a cluster of cooperating schools within which student can undertake their field study and practicum courses.

SECTION 17. Admission and Retention Policy. —

The basic requirement for eligibility for admission of a student to the Teacher Education program shall be graduates from Senior High School level recognized by the Department of Education.

TEIs must have in place a selective admission policy for Teacher Education programs. This policy shall include passing an admission examination. For this purpose, TEIs may use either of the following admission examinations:

1. an admission examination developed and validated by the TEI

2. an admission examination developed and validated by another TEI and used by TEI under a consortium agreement;

3. an admission examination developed and validated by private testing centers and used by TEI for a fee;

4. some other standardized tests for teaching aptitude; or

5. some other national qualifications examinations which may be developed in the future.

ARTICLE VII

Compliance of HEIs

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

SECTION 18. The complete set of program outcomes, including its proposed additional program outcomes.

SECTION 19. Its proposed curriculum and its justification including a curriculum map.

SECTION 20. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.

SECTION 21. Proposed outcomes-based syllabus for each course.

SECTION 22. Proposed system of program assessment and evaluation.

SECTION 23. Proposed system of program Continuous Quality Improvement (CQI).

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

ARTICLE VIII

Transitory, Repealing and Effectivity Provisions

SECTION 24. Transitory Provision. —

All private HEIs, State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) with existing authorization to operate the Bachelor of Elementary Education program 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 25. Sanctions. —

For violation of this Order, the Commission may impose such administrative sanction as it may deem appropriate pursuant to the pertinent provisions of Republic Act No. 7722, in relation to Section 69 of BP 232 otherwise known as the Higher Education Act of 1982, and the Manual of Regulations for Private Higher Education (MORPHE) per CMO No. 40, series of 2008 and other related laws.

SECTION 26. Repealing Clause. —

Any provision of this Order, which may thereafter be held invalid, shall not affect the remaining provisions.

All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed.

SECTION 27. Effectivity Clause. —

This Order shall take effect after its publication in the Official Gazette or Newspaper of General Circulation.

Quezon City, Philippines, November 2, 2017.

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

ANNEX A

Description of Core Professional Education Courses

ANNEX B

Description of BEEd Specialization/Major Courses

ANNEX C

ICT Competency Standards for Teachers

ANNEX D

OBE Course Syllabus

Footnotes

1.Program Outcome "e" common to the Teacher Education discipline under Section 6.2. is anchored on the CHED-UNESCO ICT Competency Standards for Teacher Education in Annex C.