Policies, Standards and Guidelines (PSG) for the Bachelor of Early Childhood Education (BECEd)

November 2, 2017

CHED MEMORANDUM ORDER NO. 076-17

 

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 entitled "Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomes Based-Education and Typology-Based QA" and pursuant to RA 10157 entitled "An Act Institutionalizing the Kindergarten Education into the Basic Education System and Appropriating Funds Therefor," RA 10410 entitled "An Act Recognizing the Age from Zero (0) to Eight (8) Years as the First Crucial Stage of Educational Development and Strengthening the Early Childhood Care and Development System, Appropriating Funds Therefore and for Other Purposes," 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 Early Childhood Education (BECEd) 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."

Early Childhood Education program is based on fundamental facts about human development. Children's quality of life and their contributions to society as individuals and later as adults can be traced to their first years of life.

From conception to the age of eight (8), a human being undergoes tremendous changes in various aspects of development; physical, cognitive, language, social, emotional, and moral.

Global research studies proved that the early years are crucial. These studies show that support for growth in language, motor skills, adaptive abilities, and social-emotional functioning develop the child's maximum potentials which in turn will lead to competence in school, success in the workplace and positive contributions to society.

Students in this program will develop a solid foundation on developmentally appropriate practices in effective early childhood care and education.

ARTICLE II

Authority to Operate

SECTION 2. Government Recognition. —

All private higher education institutions (PHEIs) intending to offer BECEd program must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with an existing Bachelor of Early Childhood Education program are required to shift to an outcomes-based approach based on this PSG. State Universities and Colleges (SUCs), and Local Universities and Colleges (LUCs) should likewise strictly adhere to the provisions in these policies and standards.

ARTICLE III

General Provisions

Per section 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. The Articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV Section 6. CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as a minimum curriculum requirement. 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 which is shown in Article V Section 10 as a sample curriculum map.

Using a learner-centered/outcomes-based approach the Commission 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 Commission determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VI.

SECTION 4. The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose.

HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as guides 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 Early Childhood Education (BECEd).

5.2 Nature of the Field of Study

The BECEd is a four-year program. Specifically, this program provides students with fundamental understanding and application of the principles of early childhood care and education, as well as experience in the application of these principles.

5.3 Program Goals

This program aims to educate individuals to be competent early childhood practitioners working with children from 0-8 years old in various early childhood settings (home, community, school, and workplace). It is aligned with the National Early Learning Framework (NELF), the National Competency Based Teacher Standards (NCBTS 2017) and the first key stage which is K to 3.

5.4 Specific Professions/Careers/Occupations for graduates

The BECEd program is designed to prepare students for teaching and supporting young children's development. A broad range of employment opportunities are available by fulfilling the degree requirements. Completion of the appropriate program will qualify graduates for employment in government or private institutions.

5.5 Allied Fields

Early Childhood Education is an allied discipline of Teacher Education and Psychology.

SECTION 6. Program Outcomes. —

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

6.1 Common to all programs in all types of schools

a. Articulate and discuss the latest developments in the specific field of practice. (Philippine Qualifications Framework (PQF) level 6 descriptor)

b. Effectively communicate orally and in writing using both Mother Tongue, Filipino and English

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 changing 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 (Early Childhood Education)

a. Demonstrate high level of content and pedagogical knowledge

b. Demonstrate appreciation for diversity

c. Manifest collaborative skills

d. Demonstrate innovative thinking

e. Possess critical and problem solving skills

f. Advocate for children's rights, equity, community, nationalism, and democratic ideas

g. Pursue lifelong learning

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

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

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

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

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

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

SECTION 7. Performance Indicators. —

PROGRAM OUTCOMES	PERFORMANCE INDICATORS
1. Demonstrate high level of content and pedagogical knowledge	Apply high level of content and pedagogical knowledge in the early childhood learning environment.
Utilize pedagogical approaches that are learner-centered, innovative, inclusive and developmentally appropriate for young learners
2. Demonstrate appreciation for diversity	Design, implement and evaluate a developmentally appropriate Early Childhood curriculum in different contexts
Apply child development concepts and principles to appropriately respond to the needs of diverse learners
Develop instructional materials that are culturally relevant and developmentally appropriate for young learners
Adapt or modify existing strategies that address the unique needs of young learners
3. Manifest collaborative skills	Build collaborative relationship between and among internal and external stakeholders
Demonstrate understanding and appreciation of the contributions of other disciplines to Early Childhood Education
4. Demonstrate innovative thinking	Design learning opportunities that promote innovative thinking
Create and use instructional materials that encourage innovative thinking
Integrate appropriate technology in designing curriculum and learning environment that manifest innovative thinking
5. Apply critical and problem solving skills	Design, implement and evaluate a curriculum that demonstrate critical and problem solving skills
Design and implement assessment tools that apply critical and problem solving skills
Utilize pedagogical approaches that are learner-centered, innovative, and engage the learners in critical and problem solving skills
6. Advocate for children's rights, equity, community, nationalism, and democratic ideas.	Practice the ethical and professional standards of the Early Childhood Practitioner
Promote positive values and respect for dignity of individuals
7. Pursue lifelong learning.	Practice lifelong learning skills.

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

The BECEd program is composed of a minimum of 158 units which comprises of General Education Courses (36 units), Professional Education Courses (42 units), Major Courses (63 units), Special Topic (3 units), and Mandated Courses (14 units).

SECTION 9. Sample Curriculum. —

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

9.1. Curriculum Components

Courses	No. of Subjects	Equivalent Units per Subject	Total Units
A. General Education (GE) Courses (CMO No. 20, series of 2013)	12		(36 units)
B. Core Professional Education Courses			(42 units)
Foundation Courses/Theories and Concepts			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		3
4. Foundation of Special and Inclusive Education		3
Pedagogical Content Knowledge			18
1. Facilitating Learner-Centered Teaching		3
2. Assessment in Learning 1		3
3. Assessment in Learning 2		3
4. Technology for Teaching and Learning 1		3
5. The Teacher and the School Curriculum		3
6. Building and Enhancing New Literacies Across the Curriculum		3
Experiential Learning			12
1. Field Study 1		3
2. Field Study 2		3
3. Teaching Internship		6
C. Special Topics(choose one from the following courses)	1		3
Possible Topics:
• Teaching Multi-age classes		3
• Environmental Education		3
• Integrative Teaching Strategies		3
D. Specialization Courses	21		(63 units)
ECE 1 — Child Development		3
ECE 2 — Health, Nutrition and Safety		3
ECE 3 — Foundations of Early Childhood Education		3
ECE 4 — Play and Developmentally Appropriate Practices in Early Childhood Education		3
ECE 5 — Creative Arts, Music, and Movement in Early Childhood Education		3
ECE 6 — Numeracy Development		3
ECE 7 — Inclusive Education in Early Childhood Settings		3
ECE 8 — Children's Literature		3
ECE 9 — Assessment of Children's Development & Learning		3
ECE 10 — Literacy Development		3
ECE 11 — Social Studies in Early Childhood Education		3
ECE 12 — Technology for Teaching and Learning 2-Utilization of Instructional Technology in Early Childhood Education		3
ECE 13 — Science in Early Childhood Education		3
ECE 14 — Early Childhood Education Curriculum Models		3
ECE 15 — Guiding Children's Behavior and Moral Development		3
ECE 16 — Infant and Toddler Programs		3
ECE 17 — Early Learning Environment		3
ECE 18 — Management of Early Childhood Education Programs		3
ECE 19 — Research in Early Childhood Education		3
ECE 20 — Family, School and Community Partnership		3
ECE 21 — Content and Pedagogy in the Mother Tongue Based Multilingual Education		3
E. Mandated Courses			14
Physical Education (PE)	4	2	8
National Service Training Program (NSTP)	2	3	6

 

Summary of Courses	Total
A. General Education Courses	36 units
B. Professional Education Courses	42 units
C. Special Topics	3 units
D. Specialization Courses	63 units
E. Mandated Courses (PE & NSTP)	14 units
Total	158 units

9.2. Sample Program of Study

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

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

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

9.3 Sample Program of Study (Distribution of Courses)

First Year

Semester 1	Units	Semester 2	Units
The Child and Adolescent Learner and Learning Principles	3	Facilitating Learner Centered Teaching	3
The Teaching Profession	3	Assessment of Learning 2	3
Assessment of Learning 1	3	Child Development	3
Foundation of Early Childhood Education	3	GE Course 4	3
GE Course 1	3	GE Course 5	3
GE Course 2	3	GE Course 6	3
GE Course 3	3	PE 2	2
PE 1	2	NSTP	3
NSTP	3
Total	26	Total	23

 

Second Year

Semester 1	Units	Semester 2	Units
Play and Developmentally Appropriate Practices in Early Childhood Education	3	Creative Arts, Music, and Movement in Early Childhood Education	3
Foundation of Special and Inclusive Education	3	Inclusive Education in Early Childhood Settings	3
Technology for Teaching and Learning I	3	Children's Literature	3
Content and Pedagogy in the Mother Tongue-Based Multilingual Education	3	Building and Enhancing New Literacies Across the Curriculum	3
GE Course 7	3	GE Course 10	3
GE Course 8	3	GE Course 11	3
GE Course 9	3	GE Course 12	3
PE 3	2	PE 4	2
Total	23	Total	23

 

Third Year

Semester 1	Units	Semester 2	Units
Assessment of Children's Development and Learning	3	The Teacher and the School Curriculum	3
Literacy Development	3	Health, Nutrition and Safety	3
Social Studies for Early Childhood Education	3	Guiding Children's Behavior and Moral Development	3
Technology for Teaching and Learning 2-Utilization of Instructional Technology in ECEd	3	Infant and Toddler Programs	3
Science in Early Childhood Education	3	Early Learning Environment	3
The Teacher and the Community, School Culture and Organizational Leadership	3	Field Study 1	3
Numeracy Development	3
Total	21	Total	18

 

Fourth Year

Semester 1	Units	Semester 2	Units
Special Topics	3	Teaching Internship	6
Management of Early Childhood Education program	3	Research in Early Childhood Education	3
Family, School and Community Partnership	3
Early Childhood Education Curriculum Models	3
Field Study 2	3
Total	15	Total	9

SECTION 10. Sample Curriculum Map. —

SECTION 11. Sample Means of Curriculum Delivery. —

1. Lecture

2. Discussion

3. Exercises/Demonstration

4. Interactive Learning

5. Collaborative Learning

6. Reporting

7. Multimedia Presentation

8. Reading and Writing

9. Library Work

10. Field Work (class observation)

11. Interview

12. Microteaching

SECTION 12. Sample Syllabus for Selected Core Courses(Please see Annexes)

ARTICLE VI

Required Resources

SECTION 13. Administration. —

Dean/Department Head

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

1. Filipino Citizen

2. Holder of Doctorate degree in Education or related field

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

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

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

SECTION 14. Faculty. —

The faculty should possess the educational qualifications, professional experience, classroom teaching ability, computer literacy, scholarly research productivity and other attributes essential for the successful conduct an early childhood education program.

A. General Requirement

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.

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 professional licensure examination for teachers (LET) as provided for in Section 11 of RA 8981.

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

C. Qualifications of the ECE Faculty for Specialization Courses

1. Faculty members teaching the specialization courses in the early childhood education program must be a holder of Masters Degree in Education and undergraduate degree in Early Childhood/Elementary Education; or

2. A holder of Master's Degree in related fields such as, Development Psychology, Social Work, Community Development, Art and Music Education, Guidance and Counseling, Child Psychology, Behavioral Science, Reading Education, Language Education, Educational Psychology, Special Education, Pediatric Medicine, Nursing, Physical Education, provided that he/she will only handle courses of his/her specialization.

D. Full-time faculty members

1. The institution shall maintain 25% of the faculty members teaching in the early childhood education program as full time.

2. At least 75% of the Early Childhood Education specialization courses should be taught by early childhood care and education practitioners.

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 Bachelor of Early Childhood Education program.

SECTION 16. Laboratory and Physical Facilities. —

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

1. Science Laboratory*

2. ICT Laboratory*

3. Speech Laboratory, if necessary*

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

A. Educational Technology Laboratory

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

B. Laboratory School or Cooperating Schools

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

SECTION 17. Admission and Retention Policy. —

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

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

1. an admission examination developed and validated by the TEI;

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

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

4. some other standardized tests for teaching aptitude; or

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

ARTICLE VII

Compliance of HEIs

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

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

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

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

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

SECTION 22. Proposed system of program assessment and evaluation.

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

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

ARTICLE VIII

Transitory, Repealing and Effectivity Provisions

SECTION 24. Transitory Provision. —

All private HEIs, state universities and colleges (SUCs), and local universities and colleges (LUCs) with existing authorization to operate the Bachelor of Early Childhood Education, Bachelor of Elementary Education major in Early Childhood Education, Bachelor of Preschool Education, and Bachelor of Elementary Education major in Preschool Education/Kindergarten are hereby given a period of three (3) years from the date of 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 2018-19.

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 CMO 40, series of 2008-Manual of Regulations for Private Higher Education (MORPHE).

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

Description of Core Professional Education Courses

ANNEX B

Description of Major Courses

ANNEX C

Sample OBE Course Syllabus

ANNEX D

ICT Competency Standards for Teachers

ANNEX E

OBE Course Syllabus for TTL1

 

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.