Detailed Study Notes on CHED Memorandum Order No. 78

CHED Memorandum Order No. 78 Series of 2017

## Policies, Standards and Guidelines for the Bachelor of Technology and Livelihood Education (BTLED)

Section 1: Rationale

  • Legal Framework: This memorandum is established under the provisions of Republic Act (RA) No. 7722, the Higher Education Act of 1994.

  • Goals: It aims to implement an outcomes-based quality assurance system as outlined in CMO No. 46 s. 2012, focusing on competency-based educational standards.

  • Characteristics of the PSG: The PSG adopts features from:

    • K to 12 Enhanced Curriculum (RA 10533)

    • Philippine Qualifications Framework (EO 83, s. 2012)

    • National Competency-Based Teacher Standards (NCBTS) or Philippine Professional Standards for Teachers (D.O. 42, s. 2017)

  • Core Competencies: Defines essential competencies for BTLED graduates regardless of their institutions. Allows HEIs to innovate curricula based on specific contexts and missions.

- Importance of Teacher Preparation: Emphasizes quality pre-service teacher education as crucial for educational improvement in the Philippines.

Section 2: Authority to Operate

- Government Recognition: Private higher education institutions (PHEIs) must secure authorization from CHED to offer the BTLED program, involving adherence to the PSGs.

Section 3: General Provisions

  • Academic Freedom: Institutions have academic freedom in curriculum design but must comply with minimum requirements as per RA 7722.

- Curricular Implementation: Specifies minimum standards expected from the BTLED program, with a curriculum sample included in the memorandum.

Section 4: Program Specification
5.1 Degree Name

  • Program is called Bachelor of Technology and Livelihood Education (BTLED) with majors in:

    • Home Economics

    • Industrial Arts

    • Information and Communication Technology

    • Agri-Fishery Arts

5.2 Field of Study Nature

  • An undergraduate teacher education program equipping students with necessary competencies for TLE exploratory courses from Grades 4-8.

5.3 Program Goals

  • Aims to produce competent and motivated TLE teachers for Grades 4-8. The curriculum is designed to impart knowledge, skills, and values for effective teaching.

5.4 Specific Careers

  • Graduates can qualify for:

    • Licensure Examination for Teachers

    • EPP Teachers for Grades 4-6

    • TLE Teachers for Grades 7-8

- TVET trainers and assessors.

Section 5: Curriculum Elements
6.1 Common Learning Outcomes (PQF Level 6)

  • Develop competencies including:

    • Articulating developments in their field

    • Effective communication in English and Filipino

    • Multi-disciplinary teamwork

    • Ethical responsibility

    • Preserving Filipino heritage.

6.2 Common Teacher Education Outcomes

- Mastery of subject matter, curriculum development, and utilizing ICT to promote quality education.

Section 6: Sample Performance Indicators

  • Indicators for program outcomes include:

    • Assessing student learning through varied methodologies.

- Using teaching strategies relevant to EPP/TLE.

Section 7: Curriculum Structure
9.1 General Curriculum Components

- Consists of General Education, Professional Education, Major Courses, Research, and Mandated Courses.

Sample Curriculum for Home Economics

  • General Education Courses (36 units):

    • Wide-ranging topics to equip future educators semantically.

  • Professional Courses (48 units):

    • Course examples include: "The Teaching Profession", "Assessment in Learning", and specialized training methodologies.

- Research Courses (6 units): Include Methods of Research and Thesis components.

Mandated Courses (PE and NSTP)

- Ensure alignment with national standards and does NOT exceed the prescribed units to maintain curriculum integrity.

Graduate Profile

- Graduates expected to exhibit professionalism and continued engagement in education post-graduation.

Guidelines for Program Preparation

  1. Flexibility: Institutions can tailor their courses aligning them with faculty resources.

2. Course Sequencing: Ensure that prerequisite subjects are followed appropriately.

Article VIII: Sanctions and Compliance

- Outline the penalties for non-compliance with the CHED memorandum and rules regarding the educational frameworks mentioned.

Conclusion

  • This memorandum sets clear guidelines for implementing an effective BTLED program, focusing on outcomes-based education and aims to ensure quality in the teacher education framework for Technology and Livelihood Education.