Ched Memorandum Order

Republic of the Philippines OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION
CHED MEMORANDUM ORDER (CMO) No. 30 Series 2004
SUBJECT: REVISED POLICIES AND STANDARDS FOR UNDERGRADUATE TEACHER EDUCATION CURRICULUM

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994”, and for the purpose of rationalizing the undergraduate teacher education in the country to keep pace with the demands of global competitiveness, the following rules and guidelines are hereby adopted and promulgated by the Commission

ARTICLE I INTRODUCTION
Section 1.
Quality pre-service teacher education is a key factor in quality Philippine education. It is of utmost importance that the highest standards are set in defining the objectives, components and processes of the pre-service teacher education curriculum.

ARTICLE II AUTHORITY TO OPERATE
Section 2. All private higher education institutions (PHEIs) intending to offer the BEEd or the BSEd or any of the professional education courses in both curricula must first secure proper authority from the Commission in accordance with existing rules and regulations.

ARTICLE III PROGRAM SPECIFICATIONS
Section 3. Degree

The degree programs herein shall be called Bachelor of Elementary Education (BEEd) or the Bachelor of Secondary Education (BSEd)

Section 4. Program Description and General Objectives

The BEEd is structured to meet the needs of professional teachers for elementary schools and special education programs in the Philippines and the BSEd for the needs of professional teachers for secondary schools in the Philippines.

The BEEd aims to develop elementary school teachers who are either  Generalists  Special education teachers  Pre-school teachers

The BSEd aims to develop high school teachers who can teach one of different learning areas in high school like Mathematics, Physical Sciences, Biological Sciences, English, Filipino, among others.

Section 5. Allied Programs Teacher education is an applied discipline which draws from many of the basic disciplines in the social sciences (Psychology, Sociology, Anthropology, Economics, Political Science, Applied Linguistics, History, etc.), the Science and Techonology Fields (Biology, Chemistry, Physics, Mathematics, Engineering, Information Technology, etc.), and the Humanities and related fields (Languages, Literature, Philosophy, Journalism, etc.)

ARTICLE IV COMPETENCY STANDARDS
Section 6. Graduates of the BEEd and BSEd programs are teachers who  have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;  have a deep and disciplined understanding of the learning processes and the role of the teacher in facilitating these processes in their students;

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have a deep and principled understanding of how educational processes relate to larger historical, social, cultural and political proceses have a meaningful and comprehensive knowledge of the subject matter they will teach; can apply a wide range of teaching process skills (including curriculum dev’t, lesson planning, materials dev’t, educational assessment and teaching approaches.

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have direct experience in the field/classromm (e.g., classroom observations, teaching assistance, practice teaching); can demonstrate and practice the professional and ethical requirements of the teaching professions; can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills;

can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the broader social forces encumbering the school and educational processes in order to constantly improve their knowledge, skills and practices;  can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning
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are willing and capable to continue learning in order to better fulfill their mission as teachers.

ARTICLE V CURRICULUM
Section 7. Curriculum Description The curriculum herein is designed to prepare professional teachers for practice in primary and secondary schools in the Philippines. The design features include various components that correspond to the basic and specialized knowledge and skills that will be needed by a practicing professional teacher:

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Foundational general education knowledge and skills Theoretical knowledge about teaching and learning Methodological skills Experiential knowledge and skills Professional and ethical values Subject matter knowledge appropriate to the level of teaching

The curriculum recognizes the need to equip teachers with a wide range of theoretical and methodological skills that will allow them more options and greater flexibility in designing and implementing learning environments that will maximize their students’ learning, once they are in the teaching service.

The curriculum is also designed so that the curricular components are integrated. That is, the curriculum emphasizes the interweaving of foundational, theoretical, methodological, and experiential knowledge in the various learning experiences in the curriculum.

Section 8. Curriculum Outline

Section 9. General Education Courses

General education and legislated courses shall follow existing requirements. The CHED Memorandum No. 59 series 1996 (63 units) is the recommended track for the teacher education programs. In addition, the course requirements for selected general education courses are specified in this curriculum (Section17)

Section 10. Professional Education Courses
These courses represent the component of the curriculum that aims to develop the range of knowledge and skills needed in the practice of the teaching profession. Theses courses are divided into three broad categories: a) theory and concepts courses b) methods and strategies courses c) field study courses

In addition, a cluster of special topics courses are required as part of the professional education courses.
Although the professional education courses are defined under separate categories, all the courses should be taught in an integrated manner. Thus, discussions of theory and concepts should always be linked to the development of methods and strategies and to experiential learning during field study, and vice versa.

All the courses should be taught using a wide range of learning-teaching approaches and student assessment procedures, including whenever possible the use of some educational technology.
Finally, all the courses should have a research requirement, which may take the form of a term paper, case study, action research or other forms of research/scholarship as may be appropriate.

Section 11. Theory and Concepts Courses
The following are the theory and concepts courses that provide broad frameworks within which students can understand, rationalize, and reflect on the various methods, strategies, processes, issues and other matters related to the teaching profession.

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Theory and Concept Courses

Section 12. Methods and Strategies Courses
The following are methods and strategies courses in the program that aim to develop in students a wide range of skills to facilitate and evaluate learning in diverse types of students in a variety of learning environments,

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Methods and Strategies Courses

Section 13. Field Study Courses
The following series of courses are the field study courses that are intended to provide students with practical learning experiences in which they can observe, verify, reflect on and actually experience different components of the teaching-learning processes in actual school settings. The experience will begin with field observation and gradually intensify until students undertake practice teaching.

• Field Study Courses

Section 14. Special Topics Courses
Students will have the opportunity to explore special topics and issues related to their field of study by taking three one-unit elective seminars on a range of topics chosen by the teacher education institutions, based on their perceived needs of the students and the expertise of their faculty.

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Some of the possible topics for these oneunit elective seminars are, but are not limited to the following: Teaching Multigrade Classes Environmental Education Teaching Multicultural Classrooms Integrative Teaching Strategies Collaborative Learning Use of Popular Media in Teaching Topics on Distance Learning

Problem-based teaching  The Eight-Week Curriculum  Addressing Learning Gaps  Teaching Indigenous Peoples
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Section 15. Content Course for BEEd
For the BEEd program, students have to complete 57 units of content courses that correspond to the various learning areas in the elementary education curriculum. These courses, which are in addition to the related GE requirements, are distributed as follows:

BEEd Content Courses

For the BEEd program, students may choose to take 57 units of content courses in two areas of specialization:  Special Education  Pre-school Education

Section 16. Specialization Courses for BSEd
For the BSEd program, all students have to complete 60 units of content courses in one of the following areas of specialization: Mathematics Physical Sciences Biological/Natural Sciences English Filipino

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Social Studies  Values Education  Technology and Livelihood Education  Music, Arts, Physical and Health Education  Islamic Studies
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Section 17. Sample Program of Study (Minimum Units)
The program of study herein is only an example. HEIs may use this sample and modify it according to its needs. They may also add other preferred courses.

ARTICLE VI Course Specifications
Section 18. The teacher education curriculum provides minimum requirements for the course specifications for selected general education courses, all professional education courses, and specialization courses. The course specifications indicate the minimum requirements. HEIs may follow their own course specifications in the implementation of the program.

However, the minimum requirements for these courses should be complied with by all HEIs.

ARTICLE VII Repealing Clause
Section 19
All pertinent rules and regulations or parts thereof that are inconsistent with the provisions of this policy are hereby repealed or modified accordingly.

ARTICLE VIII Effectivity Clause
Section 20
These curricula for teacher education curriculum shall commence first semester of school year 2005-2006 and shall be effected as follows:

HEIs applying for permits to offer new teacher education programs must comply with these policies and standards before they can be granted permit to offer the programs.

ARTICLE IX ACKNOWLEDGEMENT
Section 21 The Commission acknowledges the following for their contributions in the development of these policies and standards:

For strict compliance. Pasig City, Philippines September 13, 2004

The End.
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Reported by:
Macalalag, Lucelle Marie M.  Obaob, Anabelle
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Thank you!!