Policies, Standards, and Guidelines for the Bachelor of Science in Statistics (BS Stat) Program

May 17, 2017

CHED MEMORANDUM ORDER NO. 042-17

 

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, and for the purpose of rationalizing the Statistics education in the country 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 implements the "shift to learning competency-based standards/outcomes-based education." It specifies the 'core competencies' expected of BS Statistics 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 their assessment of how best to achieve the learning outcomes in their particular contexts and their respective missions . . . ."

ARTICLE II

Authority to Operate

SECTION 2. Government Authority. —

All private higher education institutions (PHEIs) intending to offer the Bachelor of Science in Statistics (BS Stat) must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with existing BS Statistics program are required to shift to an outcomes-based approach. State universities and colleges (SUCs), and local colleges and universities.

ARTICLE III

General Provisions

Per Section 13 of RA No. 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. 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. 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 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 human resource requirements in terms of administration and faculty and the particular physical resource requirements for the library and computing laboratory. These are presented in 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.

The HEIs can use the 2014 CHED Handbook on Typology, Outcomes-Based Education (OBE), and Institutional Sustainability Assessment (ISA) as a guide in making their submissions as indicated in Article VII, Section 19. This handbook can be downloaded in PDF from the CHED website www.ched.gov.ph.

ARTICLE IV

Program Specifications

SECTION 5. Program Description. —

5.1 Degree Name

The degree program describe herein shall be called Bachelor of Science in Statistics (BS Stat). There should be no other undergraduate statistics degree program name. Existing undergraduate degree programs in statistics named "BS Applied Statistics" and others must be revised to become "BS Statistics."

An undergraduate degree program in statistics should have both statistical theory and statistical methods.

5.2 Nature of the Field of Study

Statistics is the science and art of uncertainty. With roots from biology and mathematics, its role is to characterize and understand the random process that leads to uncertainty. With a thorough understanding and prognosis of uncertainty, statistics equips one with enough tools that will facilitate decision-making. Statistics aggregates data into meaningful information that is then used in decision-making. Hence, strategies that optimize the benefits for different stakeholders become viable even under uncertainty.

There are mainly two (2) areas in statistics: descriptive statistics and statistical inference. However, in terms of the theme in which data analysis is done in statistics, one can be describing, comparing, associating/relating, pattern searching, or grouping. There are many schools of thought proposed in the last 50 years of the history of modern statistics, including: mathematical, experimental, Bayesian, nonparametric, and computational, among others. Recently, the trend is towards hybridization of these schools of thought. The most prominent is the merger of nonparametric and computational statistics. There is also a growing interest in Bayesian computational statistics.

While research in the statistical science is already a large area, its usefulness in doing research in other disciplines is also as promising. Statisticians participate in various stages of the research process (design, data collection, data aggregation, analysis, interpretation, and communication of results). There are growing sub-specialization areas as a result of the collaboration between statistics and other fields, e.g., mathematical statistics, chemometrics (with chemistry), statistical physics, biometry (with biology), biostatistics (with medicine), pharmacokinetics (with pharmacy), etc. Statistics continues to complement the tools in many sectors like marketing (market research), government (official statistics), manufacturing (statistical quality control), and more recently, finance (fraud modeling, risk modeling and assessment, stochastic finance).

Other countries are already optimizing their benefits from statistics in decision-making. In the Philippines, while statistics education has been going on for about six decades now, there is still a need to fast-track the advocacy towards appreciation and proper use of statistics. This advocacy will lead to a high level of statistical literacy and professionalism in the field thereby contributing towards the progress of our society. Moreover, it is imperative that the professional training of statisticians is grounded on sound principles and along internationally recognized standards.

The BS Statistics program is a unique program designed for students interested in the statistical science, data science, and the practice of its profession.

5.3 Program Goals

The evolving role of statistics in the present times, where data have grown not only in size but also in diversity, requires professional statisticians who are ready to access and analyze data, and communicate results to a broad array of stakeholders. The goal of the program is then to produce statisticians with strong knowledge and skills in data science.

The program aims to:

• Produce graduates who can postulate real-life problems into statistical problems;

• Produce graduates who can collect data, aggregate data, analyze data using computing technologies, interpret results, and communicate results to different stakeholders towards the solution of real-life problems based on statistically sound methods/techniques;

• Equip students with quantitative skills and methods that they can employ and build on in flexible ways; and

• Prepare students for graduate work in statistics and/or allied fields.

5.4 Specific Professions/Careers/Occupations or Trades for BS Stat Graduates

BS Statistics graduates are easily hired in various industries that are either engaged in generating data, accumulating large amounts of data, or using these data in decision-making. Graduates are absorbed in the government (official statistics, planning, policy-making/policy evaluation, impact assessment), financial sector (risk modeling, fraud assessment), pharmaceuticals (clinical trials, biostatistics), market research, manufacturing (quality control, quality engineering), and recently, in global support service centers of multinational companies (programming, modeling, interactive decision-making, pattern recognition, and general information mining activities from huge databases). Statisticians are taking the lead role in this era of "big data" as data scientists doing business analytics.

Statisticians are involved in various activities in different industries. In agriculture, statisticians are involved in experimentation and selection of high performing varieties. In telecommunications, statisticians study the most appropriate incentive scheme to offer to recruit new subscribers. They also participate in identifying the drug formulation that best contributes to the remission of cancer cells. They do demand forecasting so that businesses would know whether they can keep up with demand, how to create demand, how to provide loyalty incentives, and in general, how to manage customer relationships. Statisticians are also into strategic planning, marketing, computing, and data mining.

BS Statistics graduates can also teach some basic courses in the BS Statistics program, elementary statistics courses required, and courses on statistical methods under other degree programs requiring research tools or heavily engaged in decision-making such as business, economics, natural sciences, social sciences.

5.5 Allied Fields

Statistics is in good partnership with many disciplines like business administration, economics, mathematics, biology, genetics, molecular biology, physics, chemistry, food science, nutrition, psychology, sociology, industrial engineering, operations research, actuarial science, computer science, information science, among others.

SECTION 6. Program Outcomes. —

The minimum standards for the BS Statistics program are expressed in the following minimum set of learning outcomes: aScITE

6.1 Common to All Baccalaureate Programs in All Types of Institutions

a. Articulate the latest developments in their specific fields of practice (PQF level 6 descriptor);

b. Effectively communicate orally and in writing using both the English and Filipino languages;

c. Work effectively in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor);

d. Demonstrate professional, social, and ethical responsibility, especially in practicing intellectual property rights and sustainable development; and

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

6.2 Common to the Science and Mathematics Programs

f. Demonstrate broad and coherent knowledge and understanding in the core areas of statistical theory and statistical modeling;

g. Apply critical and problem solving skills using the scientific method;

h. Interpret relevant scientific data and make judgments that include reflection on relevant scientific and ethical issues;

i. Carry out basic mathematical and statistical computations and use appropriate technologies in (i.1) the analysis of data; and (i.2) in pattern recognition, generalization, abstraction, critical analysis, and problem solving;

j. Communicate information, ideas, problems, and solutions, both orally and in writing, to other scientists, decision-makers, and the public;

k. Relate science and mathematics to the other disciplines;

l. Design and perform safe and responsible techniques and procedures in laboratory or field practices;

m. Critically evaluate inputs from others;

n. Appreciate the limitations and implications of science in everyday life; and

o. Commit to the integrity of data.

6.3 Specific to the BS Statistics Program

The processes involved in statistical science include the generation/compilation of data, extraction/aggregation of information through statistical analysis, communication and utilization of information in decision-making.

The BS Statistics program is intended to develop students with competencies in the generation of timely, relevant, and accurate/reliable data in solving problems in aid of decision-making and policy formulation, in making valid and meaningful decisions from statistical analysis, and in effectively communicating results of statistical research/activities (Data Scientist).

The graduates of the BS Statistics program should be able to:

p. demonstrate broad and coherent knowledge and understanding in the core areas of statistics, computing, and mathematics;

q. translate real-life problems into statistical problems;

r. generate information involving the conceptualization of a strategy for generating timely and accurate/reliable data, organizing a process for putting together or compiling the needed data, and transforming available data into relevant and useful forms; and

s. identify appropriate statistical tests and methods and use these properly for the given problems, select optimal solutions to problems, and make decisions in the face of uncertainty.

6.4 Common to a Horizontal Type as Defined in CMO 46 s. 2012

• For professional institutions: To promote service in one's profession.

• For colleges: 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: To participate in the generation of new knowledge or in research and development projects.

Graduates of state universities and colleges must, in addition, have the competencies to support "national, regional, and local development plans" (RA 7722).

As an option, HEIs may adopt mission-related program outcomes that are not included in the minimum set.

SECTION 7. Sample Performance Indicators. —

Performance indicators (PIs) assist in the evaluation of student learning or in the achievement of program outcomes. These are demonstrable traits developed, not only through the core or discipline-specific courses, but more importantly, through their collective experiences.

To achieve the program outcomes, graduates of the BS Statistics program are expected to possess a wide range of abilities and skills divided into four broad categories as follows:

a. Statistics-related cognitive abilities and skills, i.e., abilities and skills relating to recognition and formulation of statistical problems, including analysis of problems and systematic problem-solving, interpretation of results, and drawing of conclusions;

b. Mathematical skills, i.e., abstraction and characterization of random processes that lead to uncertainty;

c. Computing skills, i.e., ability to develop computing algorithms and to execute such through a commonly used language and use of statistical software; and

d. Communication skills, i.e., ability to write, present, and explain to stakeholders or decision-makers the results of statistical analysis.

Research and other processes in the industry have been increasingly adopting a multidisciplinary framework. In this context, statisticians are also expected to possess interpersonal skills relating to the ability to interact with other people to work in a team, and to collaborate with other researchers. They are also expected to develop study and self-development skills needed for continuing professional development and life-long learning. It is also important for them to have the ability to exercise ethical principles and social responsibility in their professional and personal endeavors.

Specifically, the Core Competencies that must be acquired by a BS Statistics graduate are covered by the following performance indicators:

 

A.Generation of information

•Conceptualize a strategy for generating data

•Organize a process of putting together data

•Translate the data to useful forms

B.Problem-solving

•Translate real-life problems into statistical problems

•Statistical computing

•Statistical reasoning

•Recognize patterns from data

•Characterize relationships among variables

•Determine cause and effect among variables

•Identify segments among broad groups of observations

•Integrate information and provide possible solutions to the problem

C.Decision-making

•Choose optimal solutions to problems

•Interpret solutions in the context of a viable environment

•Communicate decisions to stakeholders

D.Creativity and flexibility

E.Ethics and integrity

 

Graduates of All Baccalaureate Programs

 

Program Outcomes	Performance Indicators
a.Articulate the latest developments in their specific field of practice.	•Participate in continuing education and professional development in the specific field of practice.
b.Effectively communicate orally and in writing using both the English and Filipino languages.	•Demonstrate effective oral and written communication using both English and Filipino languages.   •Exhibit adequate technical writing and oral communication abilities.
c.Work effectively in multi-disciplinary and multi-cultural teams.	•Work effectively as a member of multi-disciplinary and multi-cultural teams.   •Display good judgment of people's actions and ideas and communicate with them efficiently.   •Demonstrate effective leadership, coordination, and decision-making skills.   •Demonstrate productive project management skills.
d.Demonstrate professional, social, and ethical responsibility, especially in practicing intellectual property rights and sustainable development.	•Articulate the contribution of one's profession to society and nation building.   •Articulate the responsibilities of a Filipino citizen in relation to the rest of the world.   •Demonstrate respect for intellectual property rights.   •Explain professional knowledge and ethical responsibilities.
e.Preserve and promote Filipino historical and cultural heritage based on RA 7722.	•Articulate one's possible contributions to society and nation building.

 

Graduates of Science and Mathematics Programs

 

Program Outcomes	Performance Indicators
f.Demonstrate broad and coherent knowledge and understanding in the core areas of the physical and natural sciences and mathematics.	•Discuss extensively and articulate information in the core areas of science and mathematics.
g.Apply critical and problem solving skills using the scientific method.	•Employ problem solving skills using the scientific method.   •Demonstrate critical thinking skills in solving problems.   •Apply scientific reasoning.
h.Interpret scientific data and make judgments that include reflection on relevant scientific and ethical issues.	•Recognize the importance of relevant scientific data.   •Summarize information using reflections on important scientific and ethical issues.
i.Carry out basic mathematical and statistical computations and use appropriate technologies in the analysis of data.	•Perform appropriate mathematical and statistical computations in the analysis of data.
j.Communicate information, ideas, problems, and solutions, both orally and in writing, to other scientists, decision-makers, and the public.	•Demonstrate technical writing and public speaking abilities.   •Disseminate information, ideas, problems, and solutions to fellow scientists, decision-makers, and the public.   •Participate actively in scientific fora and public discussions.
k.Relate science and mathematics to the other disciplines.	•Apply scientific advancements in ways that are meaningful to other disciplines.   •Propose solutions to problems based on interdisciplinary knowledge.
l.Design and perform safe and responsible techniques and procedures in laboratory or field practices.	•Practice responsible laboratory and field practices that follow proper techniques and procedures.   •Demonstrate precision in making observations.   •Employ appropriate and correct experimental designs.   •Follow industry standards and national laws.
m.Critically evaluate inputs from others.	•Discern significant inputs from other disciplines.   •Critically evaluate data and information.
n.Appreciate the limitations and implications of science in everyday life.	•Acknowledge scientific facts as part of everyday life.
o.Commit to the integrity of data.	•Adhere to data integrity.   •Report results and data as honestly as possible.

 

Graduates of BS Statistics Program

 

Program Outcomes	Performance Indicators
p.Demonstrate broad and coherent knowledge and understanding in the core areas of statistics, computing, and mathematics.	•Discuss extensively and articulate statistical and related concepts.
q.Translate real-life problems into statistical problems.	•Recognize and operationally define the statistical nature of the given problem.   •Establish the relevant and correct hypotheses or desired information with the necessary assumptions and data requirements.
r.Generate information involving the conceptualization of a strategy for generating timely and accurate/reliable data, organizing a process for putting together or compiling the needed data, and transforming available data into relevant and useful forms.	•Design and implement a data generation strategy.   •Develop a protocol in organizing and processing the data.   •Transform available data into relevant and useful structure.
s.Identify appropriate statistical tests and methods and use these properly for the given problems, select optimal solutions to problems, and make decision in the face of uncertainty.	•Use properly the appropriate statistical technique, computing, and reasoning in problem solving, recognition of patterns from data, characterization of associations among variables, determination of cause-and-effect relationships among variables, identification of segments among broad groups of observations, integration of information to provide possible solutions to problems, and interpretation of solutions to problems.   •Choose optimal solutions to problems.   •Communicate decisions to stakeholders.

 

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

The curriculum for BS Statistics should be built around a well-defined core of subjects that covers the fundamental aspects in sufficient depth and at the same time allow for flexibility to cover areas and applications in the allied disciplines. The curriculum should also provide the necessary background in mathematics, computing, and communication to prepare the graduates for both the industry and higher levels of technical expertise. HEITAD

These Policies, Standards, and Guidelines make the recommendations on most of the BS Statistics curriculum and on the content of each statistics core course. This is to ensure a common minimum standard for the BS Statistics degree. However, the individual institutions are given the flexibility to offer courses and topics of their preference for the remainder of the curriculum and identify the course contents that are unspecified. It is also emphasized that flexibility is allowed in implementing the curriculum as long as the basic topics are covered.

All graduates of a BS Statistics program should be competent in the following topics and skills:

a) Major aspects of statistical schools of thought, terminology, nomenclature, and conventions.

b) The principles and procedures in statistical problem-solving and data analysis.

c) Data collection protocol (e.g., sampling, experimentation, compilation of time series) and data management framework.

d) Ability to think in an integrated manner and look at problems from different perspectives.

e) Ability to learn new statistical methods and modify existing techniques.

SECTION 9. Sample Curriculum. —

9.1 Curriculum Components

The components of the BS Statistics curriculum are listed in Table 1 together with their minimum number of units.

Table 1. Components of the BS Statistics curriculum and their corresponding units

 

COMPONENT	UNITS
a.General Education Curriculum	36
b.Core Courses
b.1Mathematics and Computing	24
b.2Statistics	39
c.Electives
c.1Statistics/Mathematics/Computing	12
c.2Other Electives	9
d.Thesis/Professional Exposure	6
e.Physical Education (PE)	8
f.National Service Training Program (NSTP)	6
Total	140

a. General Education (GE) Courses (Minimum of 36 Units)

The general education and legislated courses will follow the CHED Memorandum No. 20 series of 2013. The list of GE courses is in Table 2. They can be taught in English or in Filipino.

Table 2. The General Education (GE) courses and their corresponding units

 

General Education (GE) Course	UNITS
Core/Required:
1.Understanding the Self/Pag-unawa sa Sarili	3
2.Readings in Philippine History/Mga Babasahin hinggil sa Kasaysayan ng Pilipinas	3
3.The Contemporary World/Ang Kasalukuyang Daigdig	3
4.Ethics/Etika	3
5.Mathematics in the Modern World/Matematika sa Makabagong Daigdig	3
6.Science, Technology, and Society/Agham, Teknolohiya, at Lipunan	3
7.Purposive Communication/Malayuning Komunikasyon	3
8.Art Appreciation/Pagpapahalaga sa Sining	3
GE Electives *	9
Life and Works of Rizal/Buhay at mga Likha ni Rizal(mandated by law)	3
Total	36

* Must cover at least any two domains of knowledge [social sciences and philosophy (1-4); mathematics, science, and technology (5-6); arts and humanities (7-8)]. Refer to CMO No. 20, s. 2013 for examples.

b. Core Courses (60 units)

b.1 Mathematics and Computing (24 Units)

The BS Statistics program requires 18 units of mathematics and 6 units of computing in its core courses; algebra and trigonometry are already included in the senior high school curriculum. Table 3 lists the mathematics core courses that should be taken by students in the program. The minimum number of required units per area is also given.

Table 3. The non-statistics core courses and their corresponding units

 

AREA	COURSE	UNITS
Mathematics		18
	1.Reasoning of Mathematics	3
	2.Set Theory/Logic	3
	3.Calculus	9
	4.Linear Algebra and Matrix Theory	3
Computing		6
	1.Basic Programming Language(s)	3
	2.Statistical Software (including freeware)	3

 

b.2 Statistics (39 Units)

The core statistics courses are listed in Table 4 along with their corresponding minimum number of units. An equivalent combination of lecture and laboratory courses may be offered provided the basic topics and skills in each core area are covered.

Table 4. The statistics core courses and their corresponding units

COURSE	UNITS
1.Descriptive Statistics	3
2.Mathematical Statistics	9
3.Nonparametric Statistics	3
4.Regression Analysis	3
5.Experimental Designs	3
6.Survey Sampling	3
7.Survey Operations	3
8.Time Series Analysis	3
9.Multivariate Analysis	3
10.Categorical Data Analysis	3
11.Bayesian Statistics	3
Total	39

c. Electives

c.1 Statistics/Mathematics/Computing Electives (12 units)

The BS Statistics curriculum includes statistics, mathematics, and computing electives. The institution may wish to emphasize special areas of statistics through the electives. Mathematics electives are specified to better prepare students for graduate work in statistics and allied fields. Computing electives are included for additional skills that a statistician can use in the profession as a data scientist. aDSIHc

To give maximum flexibility and to enable efficiency in the coverage of topics, the following measures are suggested:

a. These electives should be taken towards the end of the student's course work. The treatment of these courses should include an in-depth discussion of all the relevant principles/methodologies, rather than a superficial enumeration of different methods. In addition, these electives should integrate all the necessary principles so as to provide a coherent overview of the role of statistics in these important areas.

b. These courses can be enriched by field visits and the participation of relevant experts in the course. It is important for the academe to establish linkage with the industry to ensure relevance of the program to the needs in the workplace. This can be done in any of the following: (1) the faculty engages in the limited practice of the profession, i.e., practices statistics through statistical consulting; (2) a practitioner serves as lecturer for specialized courses; or (3) collaborative agreement between the school and institution(s) with demand for statisticians in their workforce.

c. The number of units assigned to an elective course is left to the discretion of the institution.

Table 5. List of suggested statistics, mathematics, and computing electives

 

STATISTICS

MATHEMATICS AND COMPUTING

•Special Topics in Biological and Medical Statistics oExamples: Biostatistics, Clinical Trials, Survival Analysis •Special Topics in Industrial Statistics oExamples: Statistical Quality Control, Six Sigma Statistics •Special Topics in Business and Economic Statistics oExamples: Official Statistics, Econometrics, Risk Modeling and Assessment, Impact Assessment, Market Research •Recent Advances in Statistics oExamples: Computer-Intensive Methods, Simulations, Computational Statistics •Exploratory Data Analysis

•Abstract Algebra •Theory of Numbers •Differential Equations •Real Analysis •Complex Analysis •Set Theory •Discrete Mathematics •Life Insurance •Finite Differences •Numerical Analysis •Theory of Computing •Database Structure •Algorithms •Data Visualization

c.2 Other Electives (9 units)

Courses in economics, biology, psychology, chemistry, sociology, geology, meteorology, among others, will prepare students to utilize statistics in these areas.

d. Special Problem/Research and Professional Exposure (6 units)

This component could be a thesis or a combination of special problem and on-the-job (OJT) training of at least 160 hours for each student in the BS Statistics program. HEIs shall have the prerogative to choose a mode of implementing this requirement based on the available resources within the institution and opportunities for suitable collaboration with the industry.

a. Thesis = 6 units

b. Special Problem + OJT/practicum/professional exposure = 6 units

The thesis is a supervised research work on the application or extension of an existing technique. The special problem utilizes a set of specific methodologies to a data set/problem. It is suggested that thesis is done in a one-year period, while the special problem in a semester. The supervisor of the thesis/special problem must have completed a master's degree (with thesis) or published a paper in a refereed journal.

9.2 Sample Program of Study

The sample program of study with the recommended sequence of Statistics, Mathematics, and Computing courses is given in Table 7. Institutions may modify the curriculum to suit their particular requirements and thrusts. Institutions may also choose to offer certain courses during the summer.

Table 7. Sample program of study and recommended sequence of courses (140 units)

 

Year	Course (First Semester)	Units	Year	Course (Second Semester)	Units
1	GE Course 1 GE Course 2 GE Course 3 Reasoning of Math Descriptive Statistics PE I NSTP   Total	3 3 3 3 3 2 3 —— 20	1	GE Course 4 GE Course 5 GE Course 6 Calculus I Set Theory/Logic PE II NSTP   Total	3 3 3 3 3 2 3 —— 20
2	GE Course 7 GE Course 8 Calculus II Mathematical Statistics 1 Basic Programming Language PE III   Total	3 3 3 3 3   2 —— 17	2	GE Course 9 GE Elective 1 Calculus III Mathematical Statistics 2 Statistical Software Other Elective PE IV   Total	3 3 3 3 3 3 2 —— 20
3	GE Elective 2 GE Elective 3 Mathematical Statistics 3 Linear Algebra and Matrix Theory Stat/Math Elective Other Elective   Total	3 3 3 3   3 3 —— 18	3	Nonparametric Statistics Regression Analysis Bayesian Statistics Survey Sampling Stat/Math Elective   Total	3 3 3 3 3 —— 15
4	Time Series Analysis Multivariate Analysis Survey Operations Stat/Math Elective Thesis/OJT *   Total	3 3 3 3 3 —— 15	4	Categorical Data Analysis Experimental Designs Stat/Math Elective Thesis/Special Problem Other Elective   Total	3 3 3 3 3 —— 15

* May be done during Summer Term.

SECTION 10. Curriculum Map. —

Based on the required minimum set of program outcomes, the CHED has determined a program of study that leads to the attainment of the outcomes. This program of study specifies a set of courses sequenced based on flow of content, with each course having a specified title, description, course outcomes, and credit units. For this purpose, a sample curriculum map (Annex A) is included as part of the PSGs. It is a matrix of all courses and the minimum set of program outcomes showing which outcome each course addresses and in what way. The map also determines whether the outcomes are aligned with the curriculum.

An HEI shall formulate its curriculum map based on its own set of program outcomes and courses.

SECTION 11. Sample Means of Curriculum Delivery. —

The mode of delivery of each course is indicated in the course syllabi discussed below.

SECTION 12. Sample Syllabi for Core Statistics Courses. —

The course specifications provided in this CMO in Annex B apply only to the statistics core courses and indicate the minimum topics to be covered in each area. The HEIs shall formulate the syllabus for all the courses in their respective BS Statistics programs.

The BS Statistics program will have a total of 39 units of statistics core courses. In addition, the program requires six (6) units of undergraduate thesis or three units (3) of special problem and three (3) units of professional exposure as well as twelve (12) units of elective courses chosen from the suggested list of statistics, mathematics, and computing courses.

It is suggested that the introductory and/or concluding part of each course present an informative survey of advances and prospects in this area in order to elicit more interest from the student. While the course must continue to impart skills to the student, it should also try to sustain or increase the interest of the student in statistics.

ARTICLE VI

Required Resources

SECTION 13. Administration. —

The BS Statistics Program shall be administered by a Statistics department or a unit under the Mathematics department headed by its own chair/director/coordinator and having its own set of full-time faculty.

The minimum qualifications of the head of the unit that implements the degree program are the following:

13.1 Dean of the College/Unit

The dean of the college/unit must be at least a master's degree holder in any of the disciplines for which the college/unit offers a program; and a holder of a valid certificate of registration and professional license, where applicable.

13.2 Head of the Statistics Department/Unit

The head of the department/unit must be at least a master's degree holder in statistics for which the department/unit offers a program.

SECTION 14. Faculty. —

14.1 Qualification of Faculty

At least 50% of the faculty teaching under the BS Statistics program must have the minimum of a BS Statistics degree or a Master's level degree in statistics (if BS degree is not in Statistics). The other 50% should have units or are currently working on an MS degree in Statistics or have BS Statistics degrees and are currently working on MS degrees in allied fields provided the degree pursued must be completed in five (5) years.

14.2 Number of Faculty and Full-time Faculty

There must be at least six (6) faculty members in the BS Statistics program; at least 80% must be full-time. This is to allow experts from the government and the industry to teach specialized courses, in particular, statistics electives.

14.3 Faculty Development

Statistics is a very dynamic discipline. There should be a faculty development plan to send faculty to graduate school and/or attend some continuing education programs. The faculty should also undertake research activities and publish research outputs, give lectures, and present papers in regional/national/international conferences, symposia, and seminars. They should also be active members of recognized professional associations, such as the Philippine Statistical Association, Inc.

It is important for the academe to establish linkage with the industry to ensure relevance of the program to the needs in the workplace. Thus, the faculty development program of the institution should support the faculty to engage in the limited practice of the statistics profession, i.e., statistical consulting.

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 HEI is likewise encouraged to maintain journals and other non-print materials relevant to statistics education to aid the faculty and students in their academic work. On-line collection and CD-ROMs could complement a library's book collection but should not be considered as a replacement for the same.

Internet access is encouraged but should not be made a substitute for book holdings and/or on-line subscription of books and journals.

Libraries shall participate in inter-institutional activities and cooperative programs whereby resource sharing is encouraged.

SECTION 16. Computing Laboratory. —

HEIs offering the BS Statistics program should have a computing laboratory equipped with updated computer units (1 computer per 1 student enrolled in a statistical computing class) and licensed software. In the absence of licensed software, programming in freeware should be taught to the students.

ARTICLE VII

Quality Assurance

SECTION 17. Assessment and Evaluation. —

The institution/department shall have in place a program assessment and evaluation system. The HEIs must show this in their syllabi and catalogue. Institutions may refer to the 2014 CHED Handbook on Typology, Outcomes-Based Education (OBE), and Institutional Sustainability Assessment (ISA) for guidance.

SECTION 18. Continuous Quality Improvement (CQI) Systems. —

The HEI shall maintain at all times a high standard of instruction and delivery through the establishment of a program level Continuous Quality Improvement system. Institution/department must show organizational and process plans, and implementation strategies. Institutions may refer to the 2014 CHED Handbook on Typology, Outcomes-Based Education (OBE), and Institutional Sustainability Assessment (ISA) for guidance.

SECTION 19. CHED Monitoring and Evaluation. —

The CHED, in harmony with existing guidelines on monitoring and evaluation, shall conduct regular monitoring on the compliance of respective HEIs to this PSG. An outcomes-based assessment instrument shall be used during the conduct of the monitoring and evaluation.

Using the 2014 CHED Handbook on Typology, OBE, and ISA as reference, an HEI shall develop the following items which will be submitted to CHED when it applies for a permit for a new program:

1. Complete set of program outcomes, including the proposed additional program outcomes

2. Proposed curriculum and its justification, including a curriculum map

3. Proposed performance indicators for each outcome along with proposed measurement system for the level of attainment of each indicator

4. Proposed outcomes-based syllabus for each course

5. Proposed system of program assessment and evaluation

6. Proposed system of program Continuous Quality Improvement (CQI)

ARTICLE VIII

Transitory, Repealing, and Effectivity Provisions

SECTION 20. Transitory Provision. —

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

SECTION 21. Repealing Clause. —

All CHED issuances, rules, and regulations or parts thereof, which are inconsistent with the provisions of this CMO, are hereby repealed.

SECTION 22. Effectivity Clause. —

This CMO shall take effect fifteen (15) days after its publication in the Official Gazette, or in a newspaper of general circulation. This CMO shall be implemented beginning Academic Year 2018-2019.

Quezon City, Philippines, May 17, 2017.

For the Commission:

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

Chairperson

ANNEX A

Curriculum Mapping

ANNEX B

Course Specifications