Policies, Standards and Guidelines for the Undergraduate Programs in Fine Arts and Design

May 17, 2017

CHED MEMORANDUM ORDER NO. 043-17

 

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

ARTICLE I

Introduction

SECTION 1. Rationale. —

The Arts and Design contributes to the development and learning of an individual. The arts and design practice, focused on the study of culture, conscious of the need to develop personal and national identity, sharpens intelligence and creativity, and develops a worldview that enables social participation and service to the community.

In Philippine Tertiary Education, 'Fine Arts and Design' refers to a wide range of disciplines characterized by the pursuit of aesthetic concerns creatively conveyed through different visual-based media. Graduates of these disciplines are grounded in the fundamental knowledge, tools and techniques in translating concepts into artworks and products. Graduates contribute significantly to the growth and development of Philippine culture and the creative industries.

Programs in Fine Arts and Design will shift from an Input-Based to an Outcomes-Based Education (OBE) system to form graduates with critical and creative thinking, visual literacy, technical and technological competence, and professional ethics, who will be able to practice professionally in the expanding local and international markets and meet globally-accepted Quality Standards in art and design.

HEIs shall endeavor to use the most appropriate learning and physical support systems based on their respective mandates, visions, and contexts of operation.

ARTICLE II

Authority to Operate

SECTION 2. Government Recognition. —

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

ARTICLE III

General Provisions

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

SECTION 3. The articles that follow give minimum standards and other requirements and prescriptions. 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 8 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 the CHED employed a curriculum map which is shown in Article V Section 9 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 10. The sample course syllabi given in Article V Section 11 show some of these methods.

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

SECTION 4. The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same lead 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 CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Sections 16, 17 and 18 of Article VII. aScITE

ARTICLE IV

Program Specifications

SECTION 5. Program Description. —

5.1 Degree Name

The degree program described herein shall be called Bachelor of Fine Arts (BFA) and Bachelor in Various Arts and Design with specializations clustered as follows:

Studio Arts

o Painting

o Sculpture

Visual Communication

o Advertising

o Graphic Design

o Photography

Industrial Design

o Product Design

o Fashion Design

o Jewelry Design

o Furniture Design

Moving Images

o Film/Cinema

o Animation

o Multimedia

Art Theory with production component

o Art History

o Art Education

o Art Management

Other programs that will emerge satisfying the criteria indicated in 5.1.

5.2 Nature of the Field of Study

The program is characterized by the process of 1) pursuing aesthetic concerns, 2) using visuals and supplementary sensory devices creatively to translate ideas, and 3) producing and authoring media and related technologies to express ideas, communicate messages, and raise opinions to elicit reactions and actions from audiences, users, or receivers of information. DETACa

5.3 Program Educational Objectives (PEOs)

To produce art and design professionals:

a) whose creative works exhibit core Filipino values;

b) who demonstrate high level of competencies in artistic production in local and international settings; and

c) who are committed to nation-building and lifelong learning.

5.4 Specific Professions/Careers/Occupations for Graduates

Graduates of the Programs in Fine Arts and Design are envisioned to be advertising artists, animators, art directors, cartographers, cartoonists, costume and fine jewelry designers, creative directors, design managers, educators, fashion designers, fashion stylists, film directors, furniture designers, game environment designers, graphic designers, illustrators, installation artists, layout artists, model makers, package designers, painters, photographers, printmakers, product designers, production designers, sculptors, shoe designers, special effects artists, tattoo artists, textile designers, video editors, visual developers, visual merchandisers, and web designers.

5.5 Allied Fields

Graduates of the Programs in Fine Arts and Design can also become account executives, art critics, art conservators and restorers, art dealers, decorative art artists, art historians, art managers, curators, copywriters, cultural heritage workers, gallery managers, event organizers, exhibition designers, food stylists, and production assistants.

SECTION 6. Program Outcomes. —

The minimum standards for the Programs in Fine Arts and Design are expressed in the following minimum set of learning outcomes:

6.1 Common to all programs in all types of schools HEITAD

a) The graduates know and manifest heightened consciousness of Philippine society and culture, serve the interest of the Filipino without prejudice to foreign influences and are equipped with the ability to adapt and translate indigenous and traditional art materials and practices with historical perspective;

b) The graduates discern and creatively apply art and design theories;

c) They are grounded in the basic tools and techniques in visualizing concepts. They are able to formulate new artistic expressions, explore and adopt new media in the innovative realizations of art and design projects;

d) The graduates know and understand art and design history and contemporary issues as they manifest open-mindedness to varied schools of thought;

e) The graduates observe best practices and professional ethics in art and design and are knowledgeable in the interplay of art with the sciences and can work in a collaborative setting;

f) The graduates have the ability to apply necessary skills in art management;

g) The graduates respect their cultural and natural environment; and

h) The graduates are motivated towards life-long learning.

6.2 Common Outcomes. The following knowledge, skills, and attitudes (KSAs) are the outcomes common to all disciplines:

a) Knowledge of histories and application of theories and principles for concept-forming. Generates concepts indicating content of histories, theories in art and design with emphasis on Philippine context;

b) Knowledge and exploration of materials and processes. Explores and adopts effective combinations of materials and processes;

c) Visualization of ideas. Articulates ideas into clear visual formats; aDSIHc

d) Manipulation of elements based on principles of design. Organizes visual elements in relation to other components of creative projects;

e) Development of psychomotor skills. Manifests ability to transform concepts into artworks;

f) Professional and ethical practice in art, design, and management. Practices professionalism and good ethics in art, design, and management towards human development;

g) Respect for cultural and natural environment. Responsible and informed use of cultural and natural resources.

h) Generation of new knowledge. Conducts in-depth research and scholarly studies in the areas of art and design; and

i) Motivation towards lifelong learning. Predisposed towards acquiring new knowledge and practices.

6.3 Specific to a sub-discipline and a major

The minimum standards for the undergraduate programs in Arts and Design are expressed in the following minimum set of learning outcomes:

6.3.1 Studio Arts — Proficient in techniques in creating unique artworks to convey concepts and emotions using two and three-dimensional media;

6.3.2 Visual Communication/Advertising — Proficient in the use of art and design devices in developing communication materials through traditional and non-traditional media; proficient in delivering an intended message to an identified audience;

6.3.3 Industrial/Product Design — Proficient in the use of art and design principles and devices developing designs for aesthetic appreciation, functional use, and production feasibility;

6.3.4 Moving Images — Proficient in the content of visual and audio materials for motion pictures; ATICcS

6.3.5 Kinetic Art — Proficient in the creation and development of content interpreted in natural and/or mechanized movement; and

6.3.6 Art Theory with production component — Proficient in art history, art education, art criticism, curatorship or art management.

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

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

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

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

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

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

SECTION 7. Sample Performance Indicators. —

Upon completion of the program, students should have attained the following:

 

Program Outcomes	Sample Performance Indicators
Knowledge of histories and application of theories and principles for concept-forming.	• Generates concepts indicating content of histories, theories in art and design.
Knowledge and exploration of materials and processes.	• Explores effective combinations of materials; • Adopts efficient production processes.
Visualization of ideas.	• Articulates ideas into clear visual formats.
Manipulation of elements based on principles and theories of art and design	• Organizes visual elements in relation to other components of creative projects; • Constructs shapes and forms in space guided by theories in art and design.
Development of psychomotor skills.	• Manifests ability to transform concepts into creative works.
Professional and ethical practice in art, design, and management.	• Practices professionalism and good ethics in art, design, and management towards human development.
Respect for cultural and natural environment	• Responsible and informed use of cultural and natural resources.
Generation of new knowledge.	• Conducts research and scholarly studies in the areas of art and design.
Motivation towards lifelong learning.	• Predisposed towards acquiring new knowledge and practices.

 

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

The curriculum reflects the principles and objectives as stated in Article 1 of this document. The shift to the OBE provides the standards for a general framework and direction for HEIs. ETHIDa

Institutions of Arts and Design should be able to plan and carefully consider the curriculum content of each program offering based on these minimum standards. The appropriate support in the form of human, physical, technical, and other resources should enable HEIs to meet their stated intended outcomes.

SECTION 9. Sample Curriculum. —

9.1. Program of Study (Please see Annex A)

9.2. Components:

A minimum of 158 units is required for graduation with a Bachelor of Fine Arts and straight programs in arts and design, consisting of the following subject areas.

 

9.2.a. General Education		36 units
Core Courses		24 units
GE1
GE2
GE3
GE4
GE5
GE6
GE7
GE8
Electives		9 units
GE9
GE10
GE11
Mandated		3 units
Rizal
9.2.b. Program Majors	—	108 units

(A list of prescribed professional courses for each major/specialization can be found in Annex A)

b.1. Total units of Core Courses		24 units
b.2. Total units of Specialization courses Includes Creative Research (3units), Directed Research (3 units), Thesis (6 units) and, Practicum/Immersion (3 units)		72 units
b.3. Total units of Elective courses (6 units elective courses may be selected from the specialization courses of other programs listed in Annex A.)		12 units
9.2.c. Required Courses		14 units
Physical Education		8 units
National Service Training Program		6 units
	TOTAL	158 units

Refer to Annex B for sample courses and course specifications

Refer to Annex C for sample program of design

SECTION 10. Sample Curriculum Map (Refer to Annex D).

SECTION 11. Sample Means of Curriculum Delivery. —

11.1 Teaching Methodology

Teaching methods and techniques in professional courses should be designed to provide a quality teaching/learning environment which will nurture the creativity and uniqueness of the students, and encourage them to be sensitive and responsive to social development issues. These methods may be in the following forms: TIADCc

• Case study

• Collaborative learning

• Demonstrations

• In situ learning

• Lecture-discussions

• Mentoring

• Modeling

• Online based activities

• Plenary and group discussions

• Problem based learning

• Research

• Role playing

• Seminar

• Structured learning exercises (Games)

• Studio based learning

• Use of film and other media

• Workshop

11.2 Program Standards

The following standards are recommended for the optimum delivery of instruction:

a.) A minimum standard of two (2) lecture hours and three (3) studio hours shall be held once a week or a maximum of 2 lecture hours and 4 studio hours which may be equally divided into two sessions every week for each course. This is to ensure sufficient coverage of subject area, and sufficient time for the student to devote immediate practical application of the lecture conducted at each session.

b.) Students of Fine Arts and Design shall be required to undertake an optimum 1 study load of 40 hours/week in any given semester, to ensure that their physical and mental capacities for learning are not overstretched. Exceptions may be allowed in the case of graduating students. cSEDTC

c.) Teacher to student ratio shall be a minimum of 1:15 and shall not exceed 1:45 to maintain a sufficient level of quality teaching and learning.

For thesis classes, the optimum teacher student ratio is 1:15.

d.) Students shall be provided with course syllabi at the beginning of each term. Students shall also be informed of their class standing on a regular basis.

e.) Reading and other reference materials shall be made available on the basis of acceptable criteria set forth by the academic institution. Creative use of other instructional materials is encouraged.

f.) A program for evaluating teaching effectiveness specific for the arts, designed by the CHED Technical Committee in Fine Arts, in consultation with specific academic institutions and professional organizations, shall be recommended for implementation in the department/division level.

11.3 Terminal Requirements

a. Creative Research. The theory and practice of research for the creative industries.

b. Directed Research. A student-proposed, faculty supervised research that can be used to earn initial credits for Thesis. AIDSTE

c. Thesis. An undergraduate thesis is required to complete an undergraduate program in Fine Arts and Design regardless of the student's major area of specialization. The thesis has to be successfully defended before a panel of experts designated by the unit head in consultation with the faculty. The thesis shall consist of a body of visual works grounded on a theoretical basis previously agreed upon between the thesis adviser and the student.

The thesis paper should document the process of identifying and problematizing an aesthetic concern with the creative use of visuals and supplementary sensory devices authored in media and related technologies in solving the problem. It should also describe the experiences of the proponent while working towards the solution of the problem, as well as capture the reaction and action of audiences, users, or receivers of information.

d. Professional Seminar Requirement. The completion of a professional seminar/practicum/workshop or summer practicum is required of all undergraduate programs for the completion of a bachelor's degree in Fine Arts and Design prior to admission in senior level courses in those programs. The practicum/workshop training should be specific to the program of study. The total number of hours shall not be less than 200 hours.

A community immersion program will be recommended by the TCFA as an alternate activity to this practicum requirement for students who may not have access to industry partners.

The practicum/workshop training of the students should require, among others, the following:

• Notarized Memorandum of Agreement/Understanding (MOA/MOU);

• Work program as coordinated with the agency/institution;

• Daily journal countersigned by agency/institution representative;

• Evaluation of office/institution by the students;

• Evaluation of the students by the office/institution; and

• Over-all supervision report by faculty in-charge.

SECTION 12. Sample Syllabus(See Annex E of the Sample Syllabus)

ARTICLE VI

Required Resources

SECTION 13. Administration. — Undergraduate programs in Fine Arts and Design shall be administered by a full-time Dean and/or a Department/Unit Chairperson with appropriate qualifications specified below.

a.) Qualifications of the Dean

a.1. A Filipino citizen, at least a holder of a Master's degree in Fine Arts or in any of the allied fields, provided that the undergraduate degree is Bachelor of Fine Arts.

MS Advertising

MS Architecture

MA Art Studies

MA Communication

MA Cultural Heritage Studies

MA Film and Audio-Visual Communication

MA Humanities

MS Industrial Design

MS Interior Design

MA/MS Arts Management

MA Art Education

a.2. Practicing artist/designer for the past 5 years.

a.3. At least three (3) years of satisfactory teaching performance at the tertiary level. SDAaTC

b.) Functions/Responsibilities of the Dean

b.1. Assumes academic leadership and administrative responsibility in the attainment of the program outcomes of the undergraduate programs of Fine Arts and Design.

b.2. Appoints qualified faculty members to teach in undergraduate programs of Fine Arts and Design.

b.3. Initiates periodic review to avoid curriculum obsolescence.

b.4. Convenes and presides over regular and special faculty meetings.

b.5. Fulfills all other functions as may be explicitly required by the institution.

c.) Qualifications of the Department/Unit Chairperson

c.1 A Filipino citizen, at least a holder of a Master's degree in Fine Arts or in any of the following disciplines provided that the undergraduate degree is Bachelor of Fine Arts or Bachelor's degree in the Design and Art specializations:

MS Advertising

MS Architecture

MA Art Studies

MA Communication

MA Cultural Heritage Studies

MA Film and Audio-Visual Communication

MA Humanities

MS Industrial Design

MS Interior Design

MA/MS Arts Management

MA Art Education AaCTcI

c.2. Practicing artist for the past 5 years.

c.3. Satisfactory teaching experience in the tertiary level for the past 3 years.

d) Functions/Responsibilities of the Department/Unit Chairperson

In a situation where the structure of an institution does not require the position of a Dean, the institution should assign the administration of the Bachelor of Fine Arts or Design and Art program to a Department/Division Chairperson. In such a case, the Department/Unit Chairperson shall fulfill the functions of a Dean as stated in Article VI, Section 12.

Where the structure of an institution calls for the position of a Dean, the Department/Unit Chairperson shall fulfill the following functions:

d.1. Ensures that individual syllabus of each course of specialization in the BFA/BDA program is fully implemented within the required period of time.

d.2. Periodically reviews the curriculum along with the faculty of the program.

d.3. Recommends the appointment of qualified faculty members to teach in the program.

d.4. Convenes regular and special departmental faculty meetings.

d.5. Schedules classes and assigns faculty teaching load.

d.6. Ensures that student grades are submitted on time by the faculty.

d.7. Supervises student evaluation of faculty teaching in the program.

d.8. Monitors progress of students in the program.

d.9. Performs other related functions as may be delegated by superiors. acEHCD

SECTION 14. Faculty. —

A. Qualifications of the Faculty. The faculty for the Bachelor of Fine Arts or Bachelor in Design and Arts program must be:

a.1. At least a holder of a Master's degree in Fine Arts or other art-related disciplines provided that the undergraduate degree is Bachelor of Fine Arts or Bachelor's degree in the Design and Art specializations.

a.2. A practicing artist for at least five (5) years.

a.3. Faculty of non-fine arts courses such as electives and cognates must be graduates of any of the following allied programs:

BS Architecture	MS Architecture
BA Art Studies	MA Art Studies
BA Communication	MA Communication
BA Film and Audio-Visual Communication	MA Cultural Heritage Studies
BA Humanities	MA Film and Audio-Visual Communication
BS Interior Design	MA Humanities
BA/BS Arts Management	MS Interior Design
BSE Art Education	MA/MS Arts Management
BA/BS in Industrial Design	MA Art Education
	Master in Industrial Design

B. Teaching Load. The primary consideration in assigning teaching load to the faculty should be to enable each member to adequately fulfill academic and administrative responsibilities while at the same time providing the opportunity for practice of the profession for personal growth, which will ensure the effective and meaningful implementation of the curriculum. Teaching load, whether fulltime or part time, shall be governed by the institutional policies. EcTCAD

Faculty members teaching courses in undergraduate programs in Fine Arts and Design shall therefore be assigned an optimum standard teaching load of 18 units each semester, without prejudice to the minimum compensation commensurate to faculty rank.

C. Faculty Rank and Employment Status

c.1 Faculty Rank. The institution shall appoint faculty members of the undergraduate programs in Fine Arts and Design program with the rank appropriate to the qualifications and other requirements of the institution, without prejudice to existing regulations that may be applicable to such institution. The following academic ranks shall apply with appropriate compensations and benefits without prejudice to a more simplified or expanded system of faculty ranking at the option of the institution:

Regular Faculty

Professor

Associate Professor

Assistant Professor

Instructor

Part Time Faculty

Professorial Lecturer

Senior Lecturer

Junior Lecturer

Academic teaching personnel, who do not fall under any of the classes or ranks indicated in the preceding paragraph, shall be classified preferably as professorial lecturer, guest lecturer, or any similar academic designation on the basis of the individual's qualifications.

c.2 Employment Status SDHTEC

a. Tenured faculty members are those who have attained permanent positions in the faculty roster after satisfying the required educational qualifications and years of service set by the institution.

b. As a general rule, all private higher education institutions shall employ full time faculty or academic personnel consistent with the level of instruction.

Full time faculty or academic teaching personnel are those who meet all the following requirements:

• Possess at least the minimum academic qualifications prescribed under the Revised Manual of Regulations for Private Higher Education 2006 under Section 35, Article VIII, for all academic personnel;

• Paid monthly or hourly, based on the regular teaching loads as provided for in the policies, rules and standards of the Commission and the institution;

• Devote no less than eight (8) hours of work a day to the school;

• Have no other remunerative occupation elsewhere requiring regular hours of work, except when permitted by the higher education institution; and

• Do not teach fulltime in any other higher education institution.

c. All teaching personnel who do not meet the foregoing qualifications are considered part-time. HSAcaE

c.3 Promotion

Promotion in academic rank and compensation shall conform to standards that take into consideration the individual's educational qualification, years of service, achievements in the profession, teaching effectiveness and active engagement in the institution's varied academic and non-academic activities.

D. Faculty Development

Institutions offering undergraduate programs in Fine Arts and Design shall develop and implement a system of faculty development for professional advancement of its faculty members. A faculty development program shall include, among others, the following provisions:

d.1. scholarship grants, research grants, creative work grants, and sabbatical leaves;

d.2.  financial support for art exhibitions;

d.3. participation in teaching methodology training courses, extension and outreach programs; and

d.4. participation in conferences and seminars dealing with professional growth and development in art.

E. Faculty Manual

There shall be faculty manual containing among others, information and policies on:

e.1. hiring, retention, promotion and separation;

e.2. functions and responsibilities;

e.3. evaluation and ranking system;

e.4. remunerations and faculty benefits; and

e.5. code of conduct and ethical standards. AScHCD

SECTION 15. Library. —

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

SECTION 16. Facilities and Equipment. —

16.1 Facilities

a. Studio Requirements. The teaching/learning environment can only begin within a classroom facility unique to the fine arts — the studio. The word "studio" denotes a physical space within which the teaching/learning of the visual language takes place. Likewise, it connotes a non-physical space conducive to non-verbal teacher/student communication and mentoring, where the creative spirit is nurtured and allowed full expression. The word studio shall include workshop, photography laboratory, sewing room, and other similar spaces devoted to creative work.

a.1 The studio shall have adequate physical space for worktables, chairs and elbow room for the number of students doing production work at the same time.

a.2 The studio shall be well-ventilated and well-lit, and have at least two (2) sinks each, large enough for two faucets.

b. Gallery. A physical space shall be provided for the display or exhibition of creative outputs.

16.2 Equipment

a. Audio-visual Room. Audio-visual room shall contain equipment as instructional support for art history, theory and specialization courses.

b. Computer Laboratory. A computer laboratory shall contain as many computers as the institution's resources will allow, where students are provided access to digital production using reasonably recent software. HESIcT

ARTICLE VII

Compliance of HEIs

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

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

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

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

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

SECTION 21. Proposed system of program assessment and evaluation.

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

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

ARTICLE VIII

Transitory, Repealing and Effectivity Provisions

SECTION 23. Transitory Provision. —

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

SECTION 24. Sanction. —

For violation of this Order, the Commission may impose such administrative sanction as it may deem appropriate, pursuant to the pertinent provisions of RA 7722, in relation to Section 69 of BP 232 otherwise known as Education Act of 1982, and sections 24 and 101 of the Manual of Regulations for Private Institutions (MRPS), and other related laws.

SECTION 25. Separability and Repealing Clauses. —

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 26. Effectivity Clause. —

This CMO shall take effect starting 1st semester of SY 2018-2019, after its complete publication in an official gazette or in a newspaper of general circulation.

An educational institution applying to offer new undergraduate programs in Fine Arts and Design shall likewise comply with all the provisions of this CMO. (see Article II — Authority to Operate — of this Memorandum).

Quezon City, Philippines, May 17, 2017.

For the Commission:

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

Chairperson

ANNEX A

Sample Program of Study

ANNEX B

Summary of Courses and Course Specifications

ANNEX C

Sample Program Design

ANNEX D

Sample Curriculum Map

ANNEX E

Sample Syllabus

Footnotes

1. Most conducive to a favorable outcome.