Policies, Standards and Guidelines for the Bachelor of Technical-Vocational Teacher Education (BTVTEd)

November 2, 2017

CHED MEMORANDUM ORDER NO. 079-17

 

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 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 Technical-Vocational Teacher Education (BTVTEd) 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."

Quality pre-service teacher education is a key factor in the quality of Philippine education. In the Philippines, the pre-service preparation of teachers is a very important function and responsibility that has been assigned to higher education institutions. All efforts to improve the quality of education in the Philippines are dependent on the service of teachers who are properly prepared to undertake the various important roles and functions of teachers. As such, it is of utmost importance that the highest standards are set in defining the objectives, components, and processes of the pre-service technical teacher education curriculum.

The main concern of the BTVTEd program is the preparation of teachers in TLE for Grades 9-10, senior high school for the technical-vocational livelihood (TVL) track, technical-vocational education and training (TVET), and for higher education institutions offering BTVTEd and other allied programs.

This group of teachers is equipped not only with strong theoretical understanding of teaching and technology, but also with practical exposure in industry. Specifically, the BTVTEd Program is expected to produce teachers who can assume the following major roles:

a. effective synthesizers of organized knowledge to allow analytical and critical thinking;

b. efficient and effective promoters and facilitators of learning to enable the learners to develop to the fullest their potential for a continuing pursuit of lifelong learning;

c. committed humanists whose clear understanding and appreciation of human ideals and values inspire learners to realize their potential;

d. model teachers with high regard for learning imbued with proper work attitude and values as practiced in industry; and

e. nationally certified trainers in their fields of specialization;

f. implementers of TVTE innovative approaches/insights, best practices in the context of K-12 TVL track.

ARTICLE II

Authority to Operate

SECTION 2. Government Recognition. —

All Higher Education Institutions (HEIs) intending to offer Bachelor of Technical-Vocational Teacher Education (BTVTEd) must first secure proper authority from the Commission in accordance with these PSGs. All PHEIs with an existing Bachelor of Technical Teacher Education (BTTE) and Bachelor of Industrial Education (BSIE) programs are required to shift to an outcomes-based approach based on this PSG. State universities and colleges (SUCs), and local colleges and universities should likewise strictly adhere to the provisions in these policies and standards.

ARTICLE III

General Provisions

Per section 12 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements to specific academic programs, the general education distribution requirements and the specific professional courses.

SECTION 3. This Article gives 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. A sample curriculum is shown in Article V Section 9. The number of units of this curriculum is here prescribed as the "minimum unit requirement" under Section 13 of RA 7722. In designing the curriculum CHED employed a curriculum map as a sample which is shown in Article V Section 10.

Using a learner-centered/outcomes-based approach, CHED also determined appropriate curriculum delivery methods shown in Article V Section 11. The sample course syllabus 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 curriculum 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 shall use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as guide in making their submissions for Article VII.

ARTICLE IV

Program Specification

SECTION 5. Program Description. —

5.1. Degree Name

The program discussed herein shall be called Bachelor of Technical-Vocational Teacher Education (BTVTEd) with specialization in:

a. Automotive Technology

b. Electronics Technology

c. Electrical Technology

d. Mechanical Technology

e. Civil and Construction Technology

f. Welding and Fabrication Technology

g. Heating, Ventilating and Air Conditioning Technology

h. Food and Service Management

i. Garments, Fashion and Design

j. Beauty Care and Wellness

k. Animation

l. Computer Hardware Servicing

m. Computer Programming

n. Animal Production

o. Agricultural Crops Production

p. Fish Processing

q. Fish Capture

5.2. Nature of the Field of Study

The BTVTEd program is an undergraduate teacher education program that equips learners with adequate and relevant competencies in teaching specific area in Industrial Arts or Home Economics or ICT or Agri-Fishery Arts — the four areas of technical and vocational track in the K to 12 Curriculum.

5.3. Program Goals

The BTVTEd program aims to develop highly competent and motivated teachers in technical and vocational education in their area of specialization.

The technical and vocational teacher education curriculum shall impart a body of knowledge, skills, attitudes, values and experiences that will provide prospective Grade 9-10 TLE Teachers, Senior High School teachers for the Tech-Voc Livelihood track, TVET Trainers/Instructors, and faculty members in higher education institutions with the necessary competencies essential for effective teaching. Graduates of BTVTEd are considered to have satisfied the TESDA requirement for Trainers' Methodology.

5.3.1 The specified body of knowledge, skills, attitudes, values and experiences shall include the following:

A. A general education component, consistent with CMO No. 20, series of 2013.

B. A professional education component to include courses under three broad categories: 1) theory and concept courses, 2) pedagogical content knowledge, and 3) experiential learning courses.

The theory and concept courses provide the broad frameworks within which students can understand, rationalize, and reflect on the various methods, strategies, processes, issues and other matters related to the teaching profession.

C. The pedagogical content knowledge courses aim to develop in students a wide range of skills to facilitate and evaluate learning among diverse types of students in a variety of learning environments. ICT-integration in teaching is an essential part of the methods and strategies courses to equip the teacher with competencies on the use of technology in teaching-learning.

D. The specialized knowledge and skills are based on the Philippine TVET Trainers' Qualification Framework (PTTQF). PTTQF ensures consistent delivery of quality training services across the country. It aims to qualify and certify prospective Grades 9-10 TLE, TVET and Senior High School teachers for the Tech-Voc Livelihood track to ensure their competence in trade qualifications, and training and assessment methodologies.

E. Experiential learning courses are intended to provide students with practical learning experiences in which they can observe, verify, reflect on and actually experience different components of the teaching-learning processes in actual school setting.

F. A specialization component includes industry exposure to equip the pre-service teacher with in-depth knowledge of the content and specified skills in the major field.

5.4. Specific Professions/Careers/Occupations for graduates

After completion of all academic requirements of the program, graduates of the BTVTEd should be able to practice the teaching profession in the field of specialization, serve as TVET trainers and assessors, or proceed to practice careers in various sectors of industry as entrepreneurs or as employees. aScITE

5.5. Allied Fields

Technical-Vocational Teacher Education is an allied discipline which draws from many of the basic disciplines in the social sciences, science and mathematics, engineering and technology, humanities and other related fields.

SECTION 6. Program Outcomes. —

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

6.1. Common to all programs in all types of schools

The BTVTEd 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 orally and in writing using both English and Filipino

c. work effectively and independently 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 a sub-discipline and a major (Technical-Vocational Teacher Education)

a. Demonstrate the competencies required of the Philippine TVET Trainers-Assessors Qualifications Framework (PTTQF);

b. Demonstrate broad and coherent, meaningful knowledge and skills in any of the specific fields in technical and vocational education;

c. Apply with minimal supervision specialized knowledge and skills in any of the specific fields in technical and vocational education;

d. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;

e. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students;

f. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes;

g. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches); and

h. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.

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

a. BTVTEd graduates of professional institutions demonstrate a service orientation in one's profession

b. BTVTEd graduates of colleges participate in various types of employment, development activities, and public discourses, particularly in response to the needs of the communities one serves

c. BTVTEd graduates of universities participate in the generation of new knowledge or in research and development projects in technical education

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 the competencies required of the Philippine TVET Trainers-Assessors Qualifications Framework (PTTQF).	• Conduct technical training and competency assessment; • Design and develop curriculum, courses and instructional materials; • Supervise and mentor technical students; • Extend the body of knowledge in the field of technical-vocational education and training.
b. Demonstrate broad, meaningful and coherent knowledge and skills in any of the specific fields in technical and vocational teacher education.	• Demonstrate competence/and mastery in meaningfully teaching the subject/area of specialization; • Adapt processes that facilitate the teaching-learning of the subject; • Relate lesson with other lessons in the course and with other disciplines.
c. Apply with minimal supervision specialized knowledge and skills in any of the specific fields in technical teacher education;	• Demonstrate competence in applying specialized knowledge and skills with confidence; • Demonstrate mastery in teaching the subject.
d. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.	• Develop one's own teaching strategies to attain a learning outcomes; • Reflect on teaching strategies and skills to continuously improve on them; • Communicate ideas clearly and accurately in oral and written form; • Make sound judgment and decision after critical evaluation of ideas.
e. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.	• Facilitate learning by applying time-tested principles of learning; • Employ interactive, collaborative, integrative, and reflective teaching-learning activities; • Teach based on sound principles and philosophies of education;
f. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes.	• Relate teaching-learning to the historical, social, cultural and political context; • Show how historical, social, cultural and political processes impact on teaching-learning;
g. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches).	• Use varied teaching approaches and strategies relevant to the subject/area of specialization; • Implement effectively the curriculum and assess its relevance and responsiveness to the needs of the clientele; • Observe alignment of outcomes, teaching-learning activities and assessment tasks in lesson planning; • Use appropriate traditional and authentic assessment tools to assess learning and to inform instruction; • Utilize varied and appropriate instructional technology to facilitate and enrich instruction;
h. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.	• Integrate principles of teaching and learning, theories on human development and social context of the learner for relevant and effective teaching • Practice reflective teaching • Adapt innovative learning practices

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

The BTVTEd program is composed of General Education Courses, Professional Education Courses, Major Courses, Mandated Courses, Experiential Learning Courses and Industry Immersion.

SECTION 9. Curriculum. —

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

9.1 Curriculum Components

Summary of the Bachelor of Technical-Vocational

Courses	No. of Units	Pre-requisite	Total Units
A. General Education Courses (CMO No. 20, series of 2013)			36
B. Professional Education Courses			54
Foundation Courses/Theories and Concepts Courses	12
1. The Child and Adolescent Learner and Learning Principles	3
2. The Teaching Profession	3
3. The Teacher and the Community, School Culture and Organizational Leadership with focus on the Philippine TVET System*	3
4. Foundation of Special and Inclusive Education	3
Pedagogical Content Knowledge (PCK) Course	21
5. Facilitating Learner-Centered Teaching: The Learner-Centered Approaches with Emphasis on Trainers Methodology I*	3
6. The Andragogy of Learning Including Principles of Trainers' Methodology I (Additional Course)*	3
7. Assessment in Learning 1	3
8. Assessment in Learning 2 with focus on Trainers Methodology I & II*	3
9. Technology for Teaching and Learning 1**	3
10. Curriculum Development and Evaluation with Emphasis on Trainers Methodology II*	3
11. Building and Enhancing New Literacies Across the Curriculum with Emphasis on the 21st Century Skills*	3
Experiential Learning Courses	12
12. Field Study 1	3
13. Field Study 2	3
14. Practice Teaching	6
C. Additional Courses	9
15. Technology Research 1 (Methods of Research)	3
16. Technology Research 2 (Undergraduate Thesis/Research Paper/Research Project)	3
17. Work-based Learning with Emphasis on Trainers Methodology	3
D. Areas of Specialization			69
1. Technology for Teaching and Learning 2 (TLE)**	3
2. Supervised Industrial Training	3
TLE Introductory Courses		27 units
1. Introduction to Industrial Arts	3
2. Home Economics Literacy	3
3. Teaching ICT as an Exploratory course	3
4. Introduction to Agriculture and Fisheries	3
5. Entrepreneurship	3
6. Teaching the Common Competencies in IA	3
7. Teaching the Common Competencies in HE	3
8. Teaching the Common Competencies in ICT	3
9. Teaching the Common Competencies in AFA	3
36 units of major courses from any of the following areas under IA/HE/ICT/AFA (ex: BTVTEd Major in Automotive Technology)		36
INDUSTRIAL ARTS(any of the following Majors with a total of 36 units)
Automotive Technology	36
Electronics Technology	36
Electrical Technology	36
Mechanical Technology	36
Mechanical Technology (Machining)	36
Civil and Construction Technology	36
Drafting Technology	36
Welding and Fabrication Technology	36
Heating, Ventilating and Air-conditioning Technology	36
HOME ECONOMICS AND RELATED TRADES(any of the following Majors with a total of 36 units)
Food and Service Management	36
Garments, Fashion and Design	36
Beauty Care and Wellness	36
INFORMATION AND COMMUNICATIONS TECHNOLOGY (any of the following Majors with a total of 36 units)
Computer Programming	36
Animation	36
Computer Hardware Servicing	36
Visual Graphic Design	36
AGRI-FISHERY and ARTS (any of the following Majors with a total of 36 units)
Agricultural Crops Production	36
Fish Processing	36
Animal Production	36
Fish Capture	36
E. Mandated Courses			14 units
Physical Education 1-4	8
National Service Training Program 1 & 2	6

* Professional Education Courses with integrated TM Courses

** Required TTL Courses aligned with ICT Competency Standards for Teachers (see annexes)

 

Summary	No. of Units
General Education Courses	36
Professional Education Courses with Additional Technical-Vocational Allied Courses	54
Major Courses	69
Physical Education (PE)	8
National Service Training Program (NSTP)	6
TOTAL	173 UNITS

a. Other additional areas of specialization may be offered by HEIs provided that they follow the prescribed General and Professional Education requirements under this CMO subject to the approval of the Office of Programs and Standards

b. 240 hours supervised industrial training in areas related to specialization

9.2 Guidelines for Preparing a Program of Study

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

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.

9.3 Program of Study (Distribution of Courses)

Bachelor of Technical Vocational Teacher Education

 

FIRST YEAR

1st Semester

2nd Semester

GE-Understanding the Self	3	GE-The Contemporary World	3
GE-Readings in Phil History	3	GE-Math, Science and Technology (Elective)	3
GE-Math in the Modern World	3	GE-Arts and Humanities (Elective)	3
GE-Science and Technology	3	GE-Social Sciences and Philosophy (Elective)	3
GE-Purposive Communication	3	GE-Ethics	3
GE-Art Appreciation	3	The Child and Adolescent Learner and Learning Principles	3
GE-Life and Works of Rizal	3	The Teaching Profession	3
NSTP 1	3	NSTP 2	3
Physical Education 1	2	Physical Education 2	2
Total	26	Total	26

 

SECOND YEAR

1st Semester

2nd Semester

Facilitating Learner-Centered Teaching: The Learner-Centered Approaches with Emphasis on Trainers Methodology I	3	The Teacher and the Community, School Culture and Organizational Leadership with focus on the Philippine TVET System	3
Technology for Teaching and Learning 1**	3	Technology for Teaching and Learning 2**	3
Building and Enhancing New Literacies Across the Curriculum with Emphasis on the 21st Century Skills	3	Curriculum Development and Evaluation with Emphasis on Trainers Methodology II	3
The Andragogy of Learning Including Principles of Trainers' Methodology I	3	Foundation of Special and Inclusive Education	3
Assessment in Learning 1	3	Assessment in Learning 2 with focus on Trainers Methodology I & II	3
Introduction to Industrial Arts	3	HE Literacy	3
Introduction to AFA	3	Teaching ICT as an Exploratory Course	3
Major 1	3	Major 2	3
Entrepreneurship	3	Physical Education	2
Physical Education	2
Total	29	Total	26

 

THIRD YEAR

1st Semester

2nd Semester

Technology Research 1 (Methods of Research)	3	Technology Research 2 (Undergraduate Thesis/Research Paper/Research Project)	3
Teaching Common Competencies in IA	3	Teaching Common Competencies in AFA	3
Teaching Common Competencies in ICT	3	Teaching Common Competencies in HE	3
Major 3	3	Major 9	3
Major 4	3	Major 10	3
Major 5	3	Major 11	3
Major 6	3	Major 12	3
Major 7	3	Work-based Learning with Emphasis on Trainer's Methodology	3
Major 8	3
Total	27	Total	24

 

FOURTH YEAR

1st Semester

2nd Semester

Field Study 1	3	Teaching Internship/Practice Teaching	6
Field Study 2	3
Supervised Industrial Training	3
Total	9	Total	6

SECTION 10. Curriculum Map. —

AREA: HOME ECONOMICS

BACHELOR OF TECHNICAL VOCATIONAL EDUCATION

Major in Food Service Management

PROGRAM OUTCOMES

FSM Major Subjects	PO1	PO2	PO3	PO4	PO5	PO6	PO7	PO8	PO9	PO10	PO11
FSM 111 — Occupational Safety and Health Practices	I	I	D	I	D	P	P	D	D	P	P
FSM 112 — Food Selection, Preparation	I	I	D	I	D	P	P	D	D	P	P
FSM 121 — Meal Management	I	I	D	I	D	P	P	D	D	P	P
FSM 112 — Basic Baking	I	I	D	D	I	P	P	I	D	P	P
FSM 211 — Food Processing, Packaging and Labeling	I	ID	I	O	I	IP	P	DP	ID	D	DP
FSM 212 — Advance Baking	I	I	D	D	I	P	P	I	D	P	P
FSM 221 — International Cuisine	I	I	D	D	D	P	P	I	D	P	P
FSM 222 — Quantity Cookery	P	I	ID	I	D	DP	DP	DP	D	IP	DP
FSM 311 — Cafeteria and Catering Management	P	I	ID	I	D	DP	DP	DP	D	IP	DP
FSM 312 — Bartending and Bar Management	I	I	D	D	D	P	D	D	P	P	P

Legend:

I — Introduced (The students gets introduced to concepts/principles).

P — Practiced (The students practices the competencies with supervision).

D — Demonstrated (The students demonstrate the competencies across different settings with minimal supervision).

SECTION 11. Sample Means of Curriculum Delivery. —

• Lecture

• Laboratory Works

• Discussion

• Exercises/Demonstration

• Interactive Learning

• Collaborative Learning

• Problem-Based Learning

• Project-Based Learning

• Reporting

• Multimedia Presentation

• Reading and Writing

• Library Works

• Field Works

• Interview

SECTION 12. Sample Syllabi for Selected Core Courses(Please see 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 a doctoral degree preferably DTE or Ph.D. or Ed.D. in any of the areas of specialization in the program.

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

4. With at least three (3) years of very satisfactory teaching experience in a technology/teacher education institution.

5. With at least three (2) n years of very satisfactory supervisory experience.

SECTION 14. Faculty. —

Members of the faculty should have academic preparation and experience appropriate to teaching technical and vocational courses.

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 appropriate master's degree in the field they are assigned to teach.

3. Have at least one (1) year of very satisfactory teaching experience in any technical-vocational or technological institution.

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 of 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 any allied fields.

C. Qualifications of Technology Instructors/Professors

1. Holder of at least Masters Degree in Technology Education or its equivalent.

2. Must be compliant with the training regulations of TESDA.

D. 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.

E. 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 BTVTEd program.

SECTION 16. Laboratory and Physical Facilities. —

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

1. A practicum laboratory in technology education shall be maintained within or outside the campus through appropriate linkages, networking or consortium.

2. Specialized laboratories shall be maintained for the major fields.

3. The technology facilities and requirements shall be based on the training regulations set by TESDA.

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.

SECTION 17. Admission and Retention Requirements. —

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:

a. an admission examination developed and validated by the TEI

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

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

d. some other standardized tests for teaching aptitude; or

e. some other national qualifications examinations.

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. aDSIHc

ARTICLE VIII

Transitory, Repealing and Effectivity Provisions

SECTION 24. Transitory Provisions. —

All private HEIs, State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) with existing authorization to operate the Ladderized Bachelor of Technical Teacher Education (BTTE) and Bachelor of Science in Industrial Education programs 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.

For the Commission:

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

Chairperson

ANNEX A

Sample Course Syllabus

ANNEX B

Description of Professional Education Courses for the BTVTEd Program

ANNEX C

Description of Specialization Courses

ANNEX D

ICT Competency Standards for Teachers

ANNEX E

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 D.

n Note from the Publisher: Copied verbatim from the official copy. Discrepancy between word and number.