Revised Policies and Standards for Bachelor of Science in Office Administration

May 9, 2017

CHED MEMORANDUM ORDER NO. 019-17

 

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

ARTICLE I

Introduction

SECTION 1. Rationale. —

Based on the Guidelines for the Implementation of CMO No. 46, s. 2012, this PSG implements the "shift to learning competency-based standard/outcomes-based education." It specifies the 'core competencies' expected of Bachelor of Science in Office Administration graduates "regardless of the type of HEI they graduate from." However, in "recognition of the spirit of outcomes-based education and . . . of the typology of HEIs," this PSG also provides "ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions . . ."

ARTICLE II

Authority to Operate

SECTION 2. Government Recognition. —

All private higher education institutions (PHEIs) intending to offer BS Office Administration must first secure proper authority from the Commission in accordance with these PSGs. All PHEIs with an existing BS Office Administration program are required to shift to an outcomes-based approach based on these PSGs. State universities and colleges (SUCs), and local universities and colleges and (LUCs) should likewise strictly adhere to the provisions in these policies and standards.

ARTICLE III

General Provisions

Per Section 13 of RA No. 7722, the higher education institutions 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, expressed as a minimum set of desired program outcomes (detailed in Article IV Section 6 below). The sample curriculum presented in Article V Sections 9 to 13, is designed to attain these desired program outcomes. The number of units of the curriculum is hereby prescribed as the "minimum unit requirement" under Section 13 of RA 7722. Curriculum maps are a useful tool for determining the ability of a curriculum to achieve the desired program outcomes. A sample curriculum map is presented in Article V, Section 15. CAIHTE

A variety of curriculum delivery methods should be employed to effectively provide a learner-centered and outcomes based education. Some of the possible curriculum delivery methods that HEIs can use are presented in Article V, Section 11. Article V, Section 17 presents a sample course syllabus that demonstrates the use of some of these methods.

The physical as well as human resource requirements that are deemed necessary for the effective delivery of the curriculum are in Article VI.

SECTION 4. The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same 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 guides in making their submissions pursuant to Article VII.

ARTICLE IV

Program Specifications

SECTION 5. Program Description. —

5.1 Degree Name

The degree program shall be called Bachelor of Science in Office Administration (BSOA).

5.2 Nature of the Field of Study

The Bachelor of Science in Office Administration program is a four-year course that prepares the students for a career in an outcome-focused, technology rich, professional environment. Courses in the curriculum are those that will thoroughly familiarize the students with current techniques in office practice and procedures, developments in office systems and technology, good team-working and management skills, and application of the principles of good human relations and communications to prepare them to be key players in day-to-day office operations. Lessons in writing routine reports and correspondence and speaking effectively to employers, employees, and the general public are provided in selected courses. The BSOA program also trains the students to work independently, without need for on-site supervision.

To ensure teaching effectiveness and the attainment of the goals and objectives of BSOA, outcomes-based teaching and learning and modern means of curriculum delivery that will expose the students to the real world of administrative professionals' tasks like simulation and cooperative education internship in office systems are used. Faculty members who are graduates of business courses and, if possible, holders of a Master's Degree in Business Education or a Master's Degree in Business Administration are selected to manage the teaching-learning process.

5.3 Program Goals (Program Goals are the expected outcomes for the BS Office Administration graduates within two to five years.)

1. Qualify for a career in office administration specifically in various general and specialized administrative support, supervisory, and managerial positions.

2. Acquire the competencies, skills, knowledge, and work values necessary for self-employment.

5.4 Specific Professions/Careers/Occupations for graduates

The opportunities for graduates of this program are:

a. Entry-level jobs

1. Clerk/Encoder — encodes letters and reports from draft or from dictation to professional format and does manual/electronic filing.

2. Stenographer/Transcriber — takes and transcribes proceedings of conventions, seminars, speeches, court depositions, investigation, etc. and encodes resolutions, summons, court decisions, and other documents from draft or from dictation to professional format.

3. Bookkeeper — keeps the books of accounts of the business/organizations and performs bookkeeping and other functions that may be assigned to him/her by the accountant.

4. Call Center Post Sales — attends to inquiries and/or complaints of customers by telephone, promotes the sale or use of a product or service, persuades customers to update or settle their account and provides technical/post sales support.

5. Customer Relations — receives and transfers calls. Receives and directs visitors, performs multiple office support tracks as assigned by multiple supervisors.

6. Customer Service Representative — communicates effectively and courteously with customers through e-mail, regular mail, fax, etc.; provides information in response to inquiries about products or services, handles and resolves consumers' complaints, assists customers in business dealings with the company, files and retrieves customers' correspondence and records, and ensures high standards of customer service.

b. Advanced Office Positions

1. Administration Officer — works as manager in a business, government agency, or a school; supports the Executive Director, Senior Director; Finance and Operations and the Board of Trustees; ensures the smooth running of the entire operation of the office.

2. Office Supervisor/Manager — coordinates various office support services; communicates effectively with people of diverse cultures from different levels in both oral and in written form; supervises office administrative staff; and performs basic accounting functions.

3. Executive Secretary/Assistant — performs administrative duties for executive management such as: making travel and meeting arrangements, training and supervising support staff, preparing reports and financial data, etc.; does research using various resources including internet; coordinates projects, and works well with all levels of internal management and staff, as well as other stockholders of the company.

4. Administrative Assistant/Department Assistant/Coordinator — performs administrative and office support activities for multiple supervisors such as: transferring calls, receiving and directing visitors, encoding, filing, and faxing; performs jobs such as multimedia researcher, coordinates video conferencing functions such as: preparing schedules, sites, procuring equipment, hosting conferences; and coordinates various office support services. DETACa

c. Specialized Administrative Office Professional

Performs the functions of an office manager, executive assistant or administrative assistant, including:

1. Legal Secretary — prepares correspondence and legal papers such as summonses, complaints, motions, responses, and subpoenas under the supervision of a lawyer; transcribes legal papers, legal documents, and court proceedings.

2. Medical Secretary — transcribes dictation; prepares correspondence; assists physicians with reports, speeches, articles, and conference proceedings; records simple medical histories; arranges for patients to be hospitalized and orders supplies; and transcribes from tape-recorded messages, medical history, and medical records.

3. Court Stenographer — attends court hearings; takes stenographic notes of testimonies during hearings; prepares accurate and complete documentation of entire proceedings; prepares and provides transcripts of stenographic notes to all hearing officers and attendees in hearings.

d. Entrepreneurial and Self-employment Opportunities ventures such as:

1. Freelance stenographer and encoder of various documents,

2. Trainer of administrative support staff,

3. Owner of placement agency specializing in Office Administration.

5.5 Allied Fields

The BS in Office Administration program is related to the following: Bachelor in Office Administration, Business Teacher Education — major in IT Education and TLE, Computer Secretarial, Administrative Office Management, Office Management, Secretarial Administration, Business Administration/Management, Legal Management, Public Administration, Accounting, and other business and management fields.

SECTION 6. Program Outcomes. —

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

6.1 Common to all programs in all types of schools

The graduates should be able to:

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

6.1.2 Effectively communicate orally and in writing using both English and Filipino.

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

6.1.4 Act in recognition of professional, social, and ethical responsibility.

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

6.2 Common to the Business and Management discipline

A graduate of a business or management degree should be able to:

6.2.1 Perform the basic functions of management such as planning, organizing, staffing directing and controlling.

6.2.2 Apply the basic concepts that underlie each of the functional areas of business (marketing, finance, human resources management, production and operations management, information technology, and strategic management) in various business situations.

6.2.3 Use the proper decision-making tools to critically, analytically, and creatively solve problems and drive results.

6.2.4 Express oneself clearly and communicate effectively with stakeholders both in oral and written forms.

6.2.5 Apply information and communication technology (ICT) skills as required by the business environment.

6.2.6 Work effectively with other stakeholders and manage conflict in the workplace.

6.2.7 Plan and implement business-related activities.

6.2.8 Demonstrate corporate citizenship and social responsibility.

6.2.9 Exercise high personal moral and ethical standards.

6.3 Specific to the Office Administration Program

A graduate of BSOA should be able to:

6.3.1 Provide general administrative and clerical support to high-level executives guided by the Code of Ethics for Office Professionals.

6.3.2 Coordinate office management activities.

6.3.3 Manage office communications.

6.3.4 Organize files, information, and office supplies effectively.

6.3.5 Exhibit acceptable human relations skills in a diverse environment.

6.3.6 Engage in lifelong learning to keep abreast of the development in the international employment market.

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

A graduate of BSOA should be able to:

6.4.1 For professional institutions: Demonstrate a service orientation in their profession.

6.4.2 For colleges: Engage in various types of employment, development activities, and public discourses, particularly in response to the needs of communities that one serves.

6.4.3 For universities: Generate new knowledge using research and development projects.

Graduates of State Universities and Colleges must, in addition, acquire the competencies to support "national, regional, and local development plans." (RA 7722). A Private Higher Education Institution, at its option, may adopt mission-related program outcomes that are not included in the minimum set.

SECTION 7. Sample Performance Indicators. —

a. Schedule meetings, events, needed logistics, and arrange conference room.

b. Coordinate program of activities with participants.

c. Observe proper housekeeping and office ergonomics. aDSIHc

d. Exhibit foresight in planning office activities.

e. Maintain office procedures in all activities.

f. Work effectively and independently in multi-disciplinary and multi-cultural teams.

g. Exhibit proficiency in the use of the computer and other IT software.

h. Receive and relay telephone, email, and other voice communications promptly.

i. Take dictation at the rate of 60 wpm with 98% accuracy in transcription.

j. Encode mailable correspondence and reports at the rate of 40-45 words a minute.

k. Edit correspondence, reports, drafts, memos, and emails.

l. Update company information boards.

m. Manage calendar of the boss.

n. Communicate effectively using both English and Filipino orally and in writing.

o. File using manual or electric filing system.

p. Refer the general public to the appropriate staff.

q. Serve as public relations officer of the company.

r. Assist in resolving administrative problems.

s. Join professional organizations and attend seminars and conferences for office professionals.

t. Enroll in graduate studies.

Table 1. Sample of Program Outcomes and Indicators common to all graduates of business or management degree:

 

Program Outcomes	Performance Indicators
Demonstrate corporate and social responsibility	Propose social responsibility strategies and compliance action plan for a business
Perform the basic functions of management such as planning, organizing, staffing, directing, leading and controlling	Prepare comprehensive strategic business plan
Apply information and communication technology (ICT) effectively and efficiently	Prepare a social media marketing plan
Work well with others	Conduct a planning and problem-solving meeting to resolve issues related to a planned business event
Use the proper decision tools to critically, analytically, and creatively solve problems and drive results	Apply appropriate quantitative tool to address a business case problem

 

Table 2: Sample Program Outcomes and Indicators for Graduates of Bachelor in Office Administration

Program Outcomes	Performance Indicators
Provide general administration and clerical support to high-level executives.	Serve as Public Relations Officer of the company. Plan and schedule meetings, events for administrators, prepare needed logistics and papers and conference rooms. Relay directives, instructions and assignments to executives on time.
Coordinate office management activities.	Demonstrate good team-working and management skills. Maintain office procedures in all activities. Coordinate program of activities with people concerned. Apply proper housekeeping and office ergonomics.
Manage office communications and information.	Update company information boards. Communicate effectively with fellow workers and stakeholders both orally and in writing. Receive and relay telephone, email, and other voice communications promptly. Produce business letters, memoranda, reports, forms, tables, and other business documents using proper formatting, grammar, spelling, and punctuation.
Maintain and manage files and office supplies effectively.	File accurately using electronic filing system. Monitor departmental materials, supplies, and orders as needed.
Exhibit acceptable human relations skills in a diverse environment.	Demonstrate good team-working and management skills. Work effectively and independently in multi-disciplinary and multi-cultural teams.

 

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

The curriculum for BSOA is designed to support aspiring office professionals to develop the appropriate entry-level technical competence, professional skills, values, ethics, and attitudes to complete their studies with successful practical experience, and pass the Civil Service Commission (CSC) Professional Examination. It covers all major areas required for an Office Administration professional course.

This is a competency-based curriculum containing a balanced program of General Education Courses (36 units, Physical Education and NSTP (14), Core Business and Management Education Courses (CBMEC) (6), Office Administration Core Courses (45 units, including 3 units of O.A. internship), and Elective Courses (18 units, including medical/legal office procedures and internship electives).

HEIs are encouraged to incorporate additional courses into their curriculum on top of these (119) units, to reflect their particular contexts and their respective missions.

The 119 units, including NSTP and PE, are broken down into the following components:

 

Courses	Minimum Units Prescribed
1. General Education (GE) Courses	36
2. National Service Training Program (NSTP)	6
3. Physical Education (PE) courses	8
Sub-total	50 Units
4. Core Business and Management Education Courses (CBMEC) • Operations Management (TQM) • Strategic Management	6
5. Office Administration Core Courses	45
7.* Elective Courses	18
8. Internship (3 units included in Core Courses and 3 units included in Elective Courses)
Sub-total	69 Units
Total	119 Units

 

* Note from the Publisher: Copied verbatim from the official copy. Irregular numerical sequence.

The subjects under the General Education (GE) Courses are in accordance with CHED Memorandum No. 20 series of 2013.

This curriculum is vertically aligned with the Accounting, Business and Management (ABM) strand of the senior high school academic track.

The HEIs may be allowed to credit subjects/courses taken by students abroad, provided that they have the same required number of units and course descriptions.

SECTION 9. General Education, NSTP and Physical Education Courses. —

These courses can significantly prepare the students as they transition from high school to tertiary education and pursue professional level of education. This component of BSOA education is purposefully designed to strengthen three (3) important learning outcomes or competencies:

• Communication skills — Ability to write and speak clearly and persuasively, gather evidence and construct a coherent argument; shape speech and writing to the nature of one's audience.

• Logical and critical thinking — Ability to analyze, synthesize and evaluate information and ideas from multiple perspectives; differentiate between objective information and subjective points of view and identify ways of making provisional judgments.

• Quantitative reasoning and computer literacy — Development of quantitative reasoning in mathematics or statistics combined with a basic computer literacy which is essential in contemporary technological society.

A broad general education can significantly contribute to the acquisition of professional skills. This component of the curriculum focuses on the development of non-professional knowledge, intellectual skills, personal skills, interpersonal and communication skills. A good foundation of general education, although not an end in itself, is one way of helping students become broad-minded individuals who think and communicate effectively and who have the basis for conducting inquiry, carrying out logical thinking, and undertaking critical analysis. This foundation will enable students to make decisions in the larger context of society, to exercise good judgment and professional competence, to interact with diverse groups of people, to think globally, and to begin the process of professional growth. The acquisition of these skills is more important than the way in which they are learned. ETHIDa

 

Courses	Minimum Units Prescribed
1. General Education (GE) Courses	36
2. National Service Training Program (NSTP)	6
3. Physical Education (PE) courses	8
Total	50 Units

 

The 36 units of GE Courses include:

• Understanding the Self

• Readings in Philippine History

• The Contemporary World

• Mathematics in the Modern World

• Purposive Communication

• Art Appreciation

• Science, Technology, and Society

• Ethics

• Rizal's Life and Works (as mandated by law)

The GE Electives are:

• Mathematics, Science & Technology

• Social Science and Philosophy

• Arts & Humanities

SECTION 10. Core Business and Management Education Courses (CBMEC). —

These courses cover all the major functional areas of business, and provide the foundation and the context in which a BSOA graduate will work. This curriculum is vertically aligned with the Accounting, Business and Management (ABM) strand of the senior high school academic track.

For students who did not take the ABM academic strand, HEIs should offer bridging courses such as the specialization courses in K-12 ABM strand, but not limited to said courses to make them at par with those who have taken the ABM academic stand and comply with K-12 requirements.

New program offerings under Business and Management cluster (allied) must offer the 6 units core business and management education courses.

The HEIs may be allowed to credit subjects/courses taken by students abroad provided they have the same required number of units and course description.

 

COURSES	NO. OF UNITS
Lec	Lab	Total
1. Operations Management (T.Q.M.)	3		3
2. Strategic Management	3		3
Total			6

 

SECTION 11. Office Administration Core Courses. —

The Office Administration Core Courses include the foundation subjects in Office Administration:

 

Course	NO. OF UNITS
Lec	Lab	Total
1. Foundations of Shorthand	3		3
2. Administrative Office Procedures and Management	3		3
3. Personal and Professional Development	3		3
4. Keyboarding and Documents Processing	1	2	3
5. Advanced Shorthand	3		3
6. Internet Research for Business	1	2	3
7. Business Report Writing	3		3
8. Machine Shorthand I	1	2	3
9. Entrepreneurial Behavior and Competencies	3		3
10. Customer Relations	3		3
11. Business Law	3		3
12. Taxation	3		3
13. Events Management	3		3
14. Integrated Software Applications (MIS Concept, Desktop Publishing, Word Processing, Spreadsheet, and Presentation)	1	2	3
15. Office Administration Internship	1	2	3
Total	35	10	45

 

SECTION 12. Professional Elective Courses (18 units). —

The following are courses for further specialization. HEIs may enrich the curriculum by providing electives based on students' needs and response to industry needs and other stakeholders.

COURSE	No. OF UNITS
LEC	LAB	Total
1. Filipino Stenography	3		3
2. Legal Office Procedures	1	2	3
3. Medical Office Procedures	1	2	3
4. Human Anatomy and Physiology	3		3
5. Legal Office Internship (300 hrs)	3		3
6. Medical Office Internship (300 hrs)	3		3
7 Web Design	1	2	3
8. Customer Analytics	3		3
9. Introduction to Project Management	1	2	3
10. International Studies	3		3
11. Accounting 2	3		3
12. Machine Shorthand 2	1	2	3

SECTION 13. Internship (600 hours). —

Course	NO. OF UNITS
Lec	Lab	Total
A. Office Administration Internship 1-300 hours	1	2	3
B. Legal Office Internship 2-300 hours or Medical Office Internship 2-300 hours	1	2	3
(These two Internship Courses have been included in the Core and Elective Courses)			6

SECTION 14. Sample Program of Study. —

FIRST YEAR

Semester 1	Lec	Lab	Units
Understanding the Self	3		3
Readings in Philippine History	3		3
Foundations of Shorthand	3		3
Keyboarding and Documents Processing	1	2	3
NSTP	3		3
P.E	2		2
Total	15	2	17

 

Semester 2	Lec	Lab	Units
The Contemporary World	3		3
Mathematics in the Modern World	3		3
Administrative Office Procedures and Management	3		3
Advanced Shorthand	3		3
NSTP	3		3
P.E	2		2
Total	17		17

 

SECOND YEAR

Semester 1	Lec	Lab	Units
Purposive Communication	3		3
Art Appreciation	3		3
Operations Management (TQM)	3		3
Personal and Professional Development	3		3
PE 3	2		2
Total	14		14

 

Semester 2	Lec	Lab	Units
Science, Technology, and Society	3		3
Ethics	3		3
Business Report Writing	3		3
Customer Relations	3		3
Office Administration Internship 300 hrs	1	2	3
PE 4	2		2
Total	15	2	17

 

THIRD YEAR

Semester 1	Lec	Lab	Units
Rizal's Life and Works (as mandated by law)	3		3
Social Science and Philosophy	3		3
Internet Research for Business	1	2	3
Machine Shorthand I	1	2	3
OA Professional Elective 1 — Legal/Medical Office Procedures	3		3
Total	11	4	15

 

Semester 2	Lec	Lab	Units
Mathematics, Science & Technology	3		3
Arts & Humanities	3		3
Events Management	3		3
Integrated Software Applications	1	2	3
Entrepreneurial Behavior and Competencies	3		3
Total	13	2	15

 

FOURTH YEAR

Semester 1	Lec	Lab	Units
Strategic Management	3		3
Business Law	3		3
Taxation	3		3
OA Professional Elective 2	3		3
OA Professional Elective 3	3		3
Total	15		15

 

Semester 2	Lec	Lab	Units
Elective — Legal Office Internship 300 hrs or Medical Office Internship 300 hrs	1	2	3
OA Professional Elective 6	3		3
OA Professional Elective 5	3		3
Total	6	2	9

 

SECTION 15. Sample Curriculum Map. —

The curriculum map is a tool to validate if a match exists between core program outcomes (competencies) and the content of a curricular program (on a per course or subject basis). The following letter symbols have been used:

L — Facilitate LEARNING of the competencies (input is provided and competency is evaluated)

P — Allow student to PRACTICE competencies (no input but competency is evaluated)

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

Legend

6.3.1. Provide general administrative and clerical support to high-level executives guided by the Code of Ethics for Office Professionals.

6.3.2 Coordinate office management activities.

6.3.3 Manage office communications.

6.3.4 Organize files, information, and office supplies effectively.

6.3.5 Exhibit acceptable human relations skills in a diverse environment.

6.3.6 Engage in lifelong learning to keep abreast of the development in the international employment market. cSEDTC

 

Program Outcomes Specific to BSOA

Office Administration Core Courses	6.3.1	6.3.2	6.3.3	6.3.4	6.3.5	6.3.6
Foundations of Shorthand	L	P	L	O	P	O
Personal and Professional Development	L	L	P	L	O	O
Keyboarding with Documents Processing	L	L	P	P	O	O
Computer Fundamentals	L	L	L	P	O	O
Advanced Shorthand	L	P	L	O	O	O
Internet Research for Business	L	L	P	O	O	P
Business Report Writing	L	L	L	P	P	P
Machine Shorthand I	L	L	L	L	P	O
MIS Concept	P	L	L	O	O	O
Accounting Principles II	P	L	L	O	O	L
Events Management	L	L	L	L	L	P
Desktop Publishing	L	L	L	L	P	P
Office Administration Internship	P	P	P	P	L	O

 

SECTION 16. Sample Means of Curriculum Delivery. —

16.1 Role Playing

A. Topics/Lessons Covered:

1. Office Workers' Personality

2. Receiving Office Visitors

3. Handling Incoming and Outgoing Telephone Calls

4. Managing Appointments

B. Procedures:

 Teacher explains the purposes and procedures of the activity. Three to five students will participate in the 10-minute presentation. Situations for role playing are encoded, folded, and students draw lots. Teacher gives her expectations on the results of the role playing.

1. Administrative Assistants' Day — All students report to the Simulation Room, properly dressed for an interview

2. Role Playing Situations

a. Answering the phone

b. Handling irate callers

c. Wife checks whereabouts of boss

d. Receiving visitors without appointment

e. Handling sales representatives on a busy day

f. Rescheduling appointments

C. Evaluation: Teacher and students evaluate the presentation

16.2 Mastery Learning in Office Automation and Layout

A. Topics/Lessons Covered:

1. Work ergonomics and office layout

2. Office system and automation

3. Office furniture and fixture

B. Procedures:

 The teacher discusses the concept of an ergonomically organized office through a video that showcases various office layouts. Students are required to analyze effectiveness of office layout based on general system workflow.

16.3 Jigsaw Cooperative Learning Strategy

Jigsaw is a cooperative learning strategy that enables each student of a "cooperative learning" group to specialize in one aspect of a learning unit.

A. Objectives:

 Jigsaw learning allows students to be introduced to material and yet maintain a high level of personal responsibility.

 Jigsaw develops teamwork and cooperative learning skills within all students. This frees the teacher from having to arrange materials in advance.

B. Practicum Class: Mock Seminar for Practicum Class

Theme: On-the-Job Training Requirements

1. Assign students "cooperative learning" teams composed of 4 or 5 members. SDAaTC

2. Let each team research on the different office executives' duties and responsibilities.

3. Each group will present the office executives' duties and responsibilities and just like a puzzle match them with the on-the-job training requirements listed below:

a. Keyboarding and computer skills

b. Personality and office management skills

c. Communication skills

d. Human relation skills

e. Meeting and Events Management

4. The teacher checks the appropriateness on the matching of the duties and responsibilities with the on-the-job training requirements.

5. Approves and prepares the module of topics for their mock seminar.

6. Finalizes the theme and topics for presentation in the mock seminar.

16.4 Buzz groups

Large or small classes are broken into small groups of students to discuss a particular issue/problem/topic for 5 to 10 minutes. One student acts as reporter and/or scribe. Depending on the size of the group, all or some groups are called upon to report on their discussion. Group generated points can be summarized by students or teacher on an OHT or white board or the teacher can provide his or her own solution or summary of important points. Buzz groups can assist in engaging students in more active learning and can give them opportunities for practice in problem-solving and critical thinking.

16.5 Case studies/case method

The presentation of 'cases' or scenarios based on actual practice which students can discuss to explore possibilities, probabilities and/or solutions. Case studies are used to develop student's ability to solve problems using new and existing knowledge, skills and concepts. MacLennan identifies four phases to case studies: Scenario, objectives and procedures of case study established. Students read, absorb and make notes on the case study. In groups of 3-6 students share their views, knowledge and skills and generate shared solutions. Plenary session to discuss 'best' solutions and teacher draws out underlying principles and problems.

16.6 Peer teaching/tutoring/mentoring/proctoring/supplemental instruction

The provision of academic support for students by more experienced students who are trained and resourced to provide effective collaborative learning experiences. This system "offers first year students a weekly, voluntary study session run by trained second or third year students who have performed well in the target subject."

16.7 Seminar

A small group approach in which one student presents a paper on a topic or presents an interpretation or reading of a journal article or text. A discussion of the interpretation and the underlying assumptions and values of the student's presentation then takes place. The seminar works best when all students have some background knowledge of the topic (e.g., by pre-reading or responding to preset questions) and are willing to participate in the discussion.

16.8 Simulations and games

An attempt to model some real-life problem situations (e.g., business, international relations, clinical or educational settings) in a teaching context is called a simulation. Where there is an element of some sort of competition or achievement in relation to a goal, a teaching and learning activity may be called a game. Students in both engage in the learning process as active participants rather than passive observers.

SECTION 17. Sample Syllabi for Selected Core Courses (Please see annex A).

SECTION 18. Curriculum Standards. —

In implementing the minimum curricular standards, certain important implications should be kept in mind. These are:

18.1 The standards are intended to be flexible rather than restrictive. They provide a general framework within which each institution should design and develop a curriculum in the context of institutional strength, priorities, and commitment.

18.2 The standards are the minimum required of schools authorized by CHED to offer the B.S. in Office Administration Program. Higher standards are expected to be implemented by schools with deregulated status and those designated as Centers of Excellence (COE) and Centers of Development (COD) in B.S. in Office Administration.

18.3 Curriculum development is a dynamic and continuing process. Office Administration education should not only keep pace with current realities but should anticipate changes that may take place in business and the management profession. The school should make provision for periodic re-examination and research to avoid curriculum obsolescence, preferably once every two to three years.

18.4 Curriculum content should be carefully selected so that the available time and resources are effectively utilized and only the appropriate and pertinent subject areas are included.

18.5 Correlation and integration of the different courses of study are essential to an effective educational program as well as to optimal student achievement.

18.6 The qualitative rather than the quantitative factors of education should be emphasized. The excellence of teaching, quality of students, broadening effect of the total curriculum, along with the development of integrity, professional attitudes, and a continuing desire to learn are more important than course labels, unit requirements, or subject groupings.

18.7 The curriculum for Bachelor Science in Office Administration (BSOA) program should be consistent with the school's philosophy, mission and vision statement.

18.8 The curricular requirement for BSOA should follow the minimum number of units prescribed in this CMO.

18.9 The school is free to enhance and to follow different patterns and modalities based on the needs of its clientele.

18.10 As a general rule, subjects offered as three (3) unit courses should have an equivalent of a minimum of 18 contact hours per unit. No subject offered in a semester should exceed six (6) units.

18.11 Practice set should be required for Accounting subjects. New program offerings under business and management cluster (allied) must offer all Core Business and Management Education Courses (CBMEC — 6 units)

18.12 Office administration internship should cover a minimum of 300-hours of mentored practical experience where the HEI should assign a mentor to each student. The internship should be covered by a memorandum of agreement between the HEI and the industry partner and should include detailed terms of reference for the expected output between the intern and the industry partner. acEHCD

18.13 Access to computers and multi-media materials as well as the Internet should be provided both to faculty members and students.

ARTICLE VI

Required Resources

SECTION 19. Administration. —

19.1 Dean or Director of the Program

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

A. The Dean or the Director of the program should possess the following minimum qualifications:

• A doctoral degree in Business Administration/Management; or a doctoral degree in a related field and a Masters degree in Business Administration/Management.

• Must have at least five (5) years' teaching experience at the tertiary level; and

• Must have at least five (5) years' experience in administrative or supervisory capacity in an educational institution, in an office, or in a business enterprise.

B. The general functions and responsibilities of the Dean or Director of the program are to:

• Exercise academic leadership;

• Adopt curricular programs that are attuned to current trends and developments in education and to practices of the profession;

• Maintain linkages with relevant industry and academic entities or organization;

• Promote research and scholarly pursuits.

C. The Dean/Department Chair must be a full-time administrator.

D. The teaching load of the Dean/Department Chair should not exceed twelve (12) units per term/semester.

19.2. Chairs or Coordinators

Chair or coordinators may be appointed to help in the administration of specific fields or disciplines in the program and should possess the following qualification:

• Must be a holder of at least a Master's degree in Business Education, Business Administration/Management, or in any business-related field;

• Must have at least three (3) years' teaching experience at the tertiary level.

SECTION 20. Faculty. —

20.1 Qualifications

The minimum qualifications of faculty members who will teach office administration courses are the following:

For Full-time Faculty

a. Must be holders of at least a Master's Degree in Business Education, Business Administration/Management, or in any business-related field;

b. Must be graduates of BS Office Administration, Bachelor in Business Teacher Education or any related business programs with at least 18 units of education courses;

c. Must have a minimum of three (3) years' work experience that is directly relevant to the course being taught and any bachelor's degree (e.g., 3 years' work experience as an Executive/Administrative Secretary or Office Manager) for a faculty who will teach Office Administration subjects.

d. Must have a minimum of three (3) years' work experience in the tertiary level.

For Part-time Faculty

a. Must have a minimum of three (3) years' work experience that is relevant to the course being taught and a bachelor's degree in any field in cases where the above academic degree requirements are not met (e.g., 3 years' work experience as an Executive/Administrative Secretary, Office Manager), for a faculty who will teach Office Administration subjects.

20.2 Faculty Requirements

The faculty members should possess the educational qualifications, professional experience, valid professional licenses and teaching ability for the successful conduct of a school's program. The following requirements should be strictly followed:

a. At least seventy-five percent (75%) of office administration, business, and professional courses should be taught by faculty members with related master's degree;

 25% of the courses should be taught by industry practitioners with at least a bachelor's degree.

b. General education courses in the program should be taught by faculty members with appropriate master's degree;

c. All faculty members who will teach accounting courses should be CPAs. All taxation subjects should be handled by either CPAs or lawyers, and all business law courses should be handled by lawyers.

20.3 Percentage of Full-time Faculty

At least fifty percent (50%) of Office Administration and professional subjects in the program should be handled by full-time faculty members.

20.4 Teaching Load

The teaching load of faculty members should be as follows:

a. Faculty members should be assigned to teach courses in their field of specialization only;

b. The regular teaching load of full-time academic teaching personnel shall be determined by the higher institution but in no case shall exceed 24 units per semester or term;

c. Full-time faculty members undertaking research must be deloaded;

d. Faculty members teaching in more than one school must give formal notice of their teaching assignment in all schools concerned;

e. Faculty members should not be assigned to teach more than four (4) different preparations in any one term/semester; and

f. Government employees who serve as part-time instructors in a particular school may be given a maximum teaching load of nine (9) units, subject to government approval.

20.5 Other Requirements

a. The HEIs should have a formal faculty/staff development program that will provide opportunities for faculty members to keep up with developments and techniques in their field, improve their teaching skills and course materials, continue their professional growth, and contribute to research and other scholarly pursuits;

b. Schools should enter into consortium arrangement and share facilities and resources with other schools in the locality/region giving rise to an international network of schools working together;

c. HEIs should publish a faculty manual for the purpose of formalizing faculty policies and standards;

d. Regular faculty members are required to conduct at least one (1) scholarly research work every academic year; and

e. There should be an adequate number of support and service personnel to assist the administration and faculty in the performance of their duties and functions.

20.6 Faculty Ranking and Evaluation

A system of ranking and evaluating faculty members should be instituted and implemented by the school. SDHTEC

a. The faculty should be assigned academic ranks in accordance with suitable ranking criteria. The usually recognized ranks of collegiate faculty members are: instructors, assistant professors, associate professors, and professors;

b. Faculty competence and performance should be periodically evaluated using appropriate evaluation instruments to promote the professional growth of individual faculty and provide a basis for advancement and salary adjustments;

c. The probationary employment for full-time faculty who are academically qualified should be for a period of not more than three (3) years. Faculty members who have successfully passed this probationary period should be made permanent;

After due process, faculty members who do not meet minimum standards of competence and performance, or who are found guilty of unprofessional conduct or of violating school regulations, should be separated from the service.

20.7 Faculty Development

There should be a formal development program to encourage and help faculty members keep up with new knowledge and techniques in their field, improve their teaching skills and course materials, and continue their professional growth.

The faculty development program should include provisions for:

a. Adequate and qualified supervision of faculty;

b. Scholarships, sabbatical leaves, and research grants;

c. Financial support for active membership in professional organizations and attendance in Continuing Professional Development programs (CPD) such as seminars, workshops, conferences;

d. In-service training courses;

e. Opportunities for faculty to give lectures and present papers in national and international conferences, symposia, and seminars;

f. Periodic faculty meeting; and

g. Participation in faculty committees.

In the end, the faculty should possess the educational qualifications, professional experience, classroom teaching ability, scholarly productivity, and other attributes essential for the successful conduct of the Office Administration program.

As part of their professional development, Office Administration faculty should take it upon themselves to comply with the CPD requirements of the profession.

a. If the school offers graduate programs, it should provide its faculty members the opportunity to earn advanced degrees, with tuition fee privileges and other forms of assistance;

b. Attendance in in-service training programs on official time shall be encouraged and records of such attendance shall be filed at the office of the dean/chairman/director, as the case may be.

SECTION 21. 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 BS Office administration program.

SECTION 22. Physical/ICT Facilities. —

22.1 Colleges and universities offering BSOA programs should provide adequate physical facilities for their courses in accordance with the requirements found in the Manual of Regulation for Private Education (MORPHE); Batas Pambansa Blg. 232, "The Education Act of 1982"; Republic Act (RA) 8981, "PRC Modernization Act of 2000"; Republic Act (RA) 6541, "The National Building Code of the Philippines"; Presidential Decree 856, "The Code of Sanitation of the Philippines"; the laws governing various professions and CHED issuances.

22.2 All institutions should provide internet access to students in designated student areas other than the library.

22.3  Classroom Requirements

The class size in every subject of a higher education institution shall be determined by the institution itself, taking into account the total capacity of its facilities, the level of instruction, the nature of the subject, and such other factors that promote a conducive teaching-learning process.

22.4  Educational Technology Centers

The institutions should provide facilities to allow preparation, presentation, and viewing of audio-visual materials to support instruction.

22.5 Facilities for Support Services

Facilities for support services such as health, guidance, and employment/placement services may be shared with other units of the school.

SECTION 23. Admission and Retention. —

The basic requirement for eligibility for admission of a student to a tertiary level degree program is he/she shall have graduated from the Senior High School recognized by the Department of Education. Higher Education Institutions must specify admission, retention, and residency requirements. They should ensure that all students are aware of these policies.

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

SECTION 25. Its proposed curriculum, and its justification including a curriculum map.

SECTION 26. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.

SECTION 27. Proposed outcomes-based syllabus for each course.

SECTION 28. Proposed system of program assessment and evaluation.

SECTION 29. 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 30. Transitory Provision. —

All HEIs, including state universities and colleges (SUCs) and local universities, with existing authority for the BS Office Administration degree program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019. AScHCD

SECTION 31. 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 32. Effectivity Clause. —

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

Quezon City, Philippines, May 9, 2017.

For the Commission:

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

ANNEX A

Sample Outcomes-based Syllabus