PROGRAM EDUCATIONAL OBJECTIVES (PEO)

Bachelor of Elementary Education (BEEd)

The BEEd degree programs aims to develop highly motivated and competent teachers
specializing in the content and pedagogy for elementary education.

After successful completion of all academic requirements of the degree/program,

graduates of BEEd should be able to practice the teaching profession in the elementary level.

Bachelor of Secondary Education (BSEd)

The BSEd degree program aims to develop highly motivated and competent teachers
specializing in the content and pedagogy for secondary education.

After successful completion of all academic requirements for the degree/program,

graduates of BSEd should be able to practice the teaching profession in the secondary level.

Bachelor of Early Childhood Education (BECEd)

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.

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.

Bachelor of Special Needs Education (BSNEd)

The Bachelor of Special Needs Education (BSNEd) is an undergraduate degree
program which specializes in special needs education.

After completion of all academic requirements of the program, graduates of Bachelor of

Special Needs Education (BSNEd) should be able to practice the teaching profession in the field
of Special Needs Education.

Graduates of the generalist BSNEd may be employed in special education centers/clinics

as special education teachers, therapists, or clinicians. They can also work in regular schools that
practice inclusion as learning support staff and as special education teachers.

Graduates of BSNEd with specialization in Early Childhood Education (ECE) can teach in
regular schools as ECE teachers, special education teachers and learning support staff. They can
also work in special education centers as special education teachers.

Graduates of BSNEd with specialization in Teaching Learners with Visual Impairment or

Hearing Impairment can teach in special education centers and regular inclusive schools as special
education teachers and as learning support staff.

Those with degrees in BSNEd with specialization in Elementary School Teaching can work
as regular classroom/subject teachers in regular inclusive schools. They may also opt to teach in
special education centers.

Graduates of these degrees may also practice in center-/home-/community-based

educational settings as intervention specialists, job/behavior coaches and tutors.

Bachelor of Technology and Livelihood Education (BTLEd)

The BTLEd program is an undergraduate teacher education program that equips learners
with adequate and relevant competencies in the area of Technology and Livelihood Education,
particularly for the TLE exploratory courses from Grades 4-8

After completion of all academic requirements of the program, graduates of the BTLEd
should be able to qualify for the Licensure Examination for Teachers and practice the teaching
profession in the field of Technology Livelihood Education as EPP Teachers for Grade 4-6 and/or
TLE Teachers in Grade 7-8. Graduates will also qualify as TVET trainers and assessors after they
have obtained the appropriate Certification. Graduates may also proceed to practice careers in
various sectors of industry as entrepreneurs or as employees.
Bachelor of Physical Education (BPEd)

As a teaching profession, PE is a seamless activity of designing and delivering learning

activities, providing quality instruction, managing the classroom and assessing student learning,
modeling as well as mentoring. This requires a deep, broad and integrated knowledge of the
subject matter and its learners, which in turn informs the PE teacher’s choices in terms of
meaningful curricular content, the creation of inclusive learning environments and the
employment of effective learning strategies.

As a curricular subject, PE is aimed at physical literacy, which served as the foundation

for confident, enjoyable, and sustained participation in a wide range of physical activities. Thus,
it consists of developmentally appropriate activities. PE also aims to optimize health through
learning experiences aimed at the formation of physical activity and healthy eating habits, as well
as dispositions. These learning experiences likewise extend beyond the classroom; hence, student
learning must be reinforced through programs on school and community recreation, as well as
organized, competitive sports. Moreover, the PE teacher must communicate enthusiasm for their
subject matter in a positive, caring manner. Finally, PE draws from the knowledge base of the
allied fields: exercise and sports sciences, life sciences, social and behavioral sciences; and
employs interdisciplinary instruction as a means to permeate all aspects of the learners’ lives and
develop them integrally.

 Physical Education Teacher in Basic Education

 Dance and Sports Club Moderator
 School-based Sports Program and Events Moderator/Coordinator

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PROGRAM OUTCOMES (PO)

Bachelor of Elementary Education (BEEd)

Common to all programs:

1. Articulate and discuss the latest developments in the specific field of practice.
2. Effectively communicate in English and Filipino, both orally and in writing.
3. Work effectively and collaboratively with a substantial degree of independence in multi-
disciplinary and multi-cultural teams.
4. Act in recognition of professional, social and ethical responsibility
5. Preserve and promote “Filipino historical and cultural heritage”
Common to the discipline (Teacher Education)
1. Articulate the rootedness of education in philosophical, socio-cultural, historical,
psychological and political contexts.
2. Demonstrate mastery of subject matter/discipline.
3. Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
4. Develop innovative curricula, instructional plans, teaching approaches and resources for
diverse learners.
5. Apply skills in the development and utilization of ICT to promote quality, relevant and
sustainable educational practices.
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting
learning processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to the local, national and
global realities.
8. Pursue lifelong learning for personal and professional growth through varies experiential
and field-based opportunities.

Specific to the BEEd program

1. Demonstrate in-depth understanding of the diversity of learners in various learning areas.
2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the
different subject areas.
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
4. Manifest skills in communication, higher order thinking and use of tools and technology to
accelerate learning and teaching
5. Demonstrate positive attributes of a model teacher, both as an individual and as a
professional.
 6. Manifest a desire to continuously pursue personal and professional development.

Bachelor of Secondary Education (BSEd)

Common to all programs:

1. Articulate and discuss the latest developments in the specific field of practice.
2. Effectively communicate in English and Filipino, both orally and in writing.
3. Work effectively and collaboratively with a substantial degree of independence in multi-
disciplinary and multi-cultural teams.
4. Act in recognition of professional, social and ethical responsibility
5. Preserve and promote “Filipino historical and cultural heritage”
Common to the discipline (Teacher Education)
1. Articulate the rootedness of education in philosophical, socio-cultural, historical,
psychological and political contexts.
2. Demonstrate mastery of subject matter/discipline.
3. Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
4. Develop innovative curricula, instructional plans, teaching approaches and resources for
diverse learners.
5. Apply skills in the development and utilization of ICT to promote quality, relevant and
sustainable educational practices.
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting
learning processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to the local, national and
global realities.
8. Pursue lifelong learning for personal and professional growth through varies experiential
and field-based opportunities.
Specific to a sub-discipline and major

Bachelor of Secondary Education major in English

1. Possess broad knowledge of language and literature for effective learning.
2. Use English as a glocal language in a multilingual context as it applies to the teaching of
language and literature.
3. Acquire extensive reading background in language, literature and allied fields.
4. Demonstrate proficiency in oral and written communication.
5. Shows competence in employing innovative language and literature teaching approaches,
methodologies and strategies.
6. Use technology in facilitating language learning and teaching.
7. Inspire students and colleagues to lead relevant and transformative changes to improve
learning and teaching language and literature.
8. Display skills and abilities to be a reflective and research-oriented language and literature
teacher.
Bachelor of Secondary Education major in Filipino
1. Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at panitikang
Filipino.
2. Nagpapakita ng malawak at malalim nap ag-unawa at kaalaman sa ugnayan ng wika,
kultura at lipunan.
3. Nakakagamit ng iba’t ibang kasanayan at kaalaman sa proseso ng pagtuturo-pagkatuto.
4. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong dibersidad ng
bansa.
5. Nakapagdidisenyo ng malikhain, inobatibo at integratibong mga alternatibong dulog sa
pagtuturo at pagkatuto.
6. Nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino bilang panturo

Bachelor of Secondary Education major in Mathematics

1. Exhibit competence in mathematics concepts and procedures.
2. Exhibit proficiency in relating mathematics to other curricular areas.
3. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of
mathematics.
 4. Demonstrate competence in designing, constructing and utilizing different forms of
assessment in mathematics.
5. Demonstrate proficiency in problem-solving by solving and creating routine and non-
routine problems with different levels of complexity.
6. Use effectively appropriate approaches, methods and techniques in teaching mathematics
including technological tools.
7. Appreciate mathematics as an opportunity for creative work, moments of enlightenment,
discovery and gaining insights of the world.

Bachelor of Secondary Education major in Sciences

1. Demonstrate deep understanding of scientific concepts and principles.
2. Apply scientific inquiry in teaching and learning.
3. Utilize effective science teaching and assessment methods
Bachelor of Secondary Education major in Social Studies
1. Utilize appropriate various sociocultural and historical materials in explaining current
issues.
2. Organize communities towards self-reliance and self-sufficiency
3. Demonstrate leadership skills that will help in teaching or training students who will
empower their communities.
4. Integrate local and global perspectives in teaching the principle of the common good.
5. Employ principles of sustainable development in teaching and learning.
6. Show scholarship in research and further learning.
7. Display the qualities of an innovative teacher who has mastery of the subject matter.

Bachelor of Secondary Education major in Values Education

1. Demonstrate understanding of the Values Education Framework of the K to 12.
2. Demonstrate knowledge and understanding of various philosophical and theoretical
underpinnings of teaching values education.
3. Demonstrate understanding how psychological, moral, spiritual and socio-cultural shape
human values
4. Exhibit critical mindedness in analyzing local, regional, national and global trends and
issues relevant to values education.
5. Show passion and commitment in becoming advocates of universal values of openness,
peace, tolerance, social justice and respect for human rights.
6. Become an exemplar of Filipino values.
7. Show understanding of the theories, principles and application and application of
strategies for effective intra and interpersonal skills.
8. Demonstrate commitment to students’ development for personal renewal and social
transformation.
9. Demonstrate competence in employing various pedagogical approaches, methods and
techniques for teaching values.
10. Demonstrate competence in the conduct of research and utilization of results to improve
values education.
11. Demonstrate in-depth knowledge in developing and using traditional and non-traditional
strategies for assessing learner’s performance in values education.
12. Demonstrate competence in integrating context appropriate technology to optimize
teaching and learning.
13. Manifest commitment to community service as a means to promote social values.
14. Show reflective skills in applying strong moral and ethical principles in their decisions and
actions as values education teacher.

Bachelor of Early Childhood Education (BECEd)

Common to all programs in all types of schools

a. Articulate and discuss the latest developments in the specific field of practice
(Philippine Qualification 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)

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 education 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.

Specific to a sub-discipline and a major (Early Childhood Education)

a. Demonstrate a 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

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

2012

a. Graduates of professional institutions demonstrates 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

Bachelor of Special Needs Education (BSNEd)

Common to all programs in all types of schools

The graduates have the ability to

f. articulate and discuss the latest developments in the specific field of practice (PQF level 6
descriptor)
g. effectively communicate orally and in writing using both English and Filipino
h. work effectively and independently in multidisciplinary and multicultural teams (PQF level
6 descriptor)
i. act in recognition of professional, social and ethical responsibility
j. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

Common to the discipline (Teacher Education)

i. Articulate the rootedness of education in philosophical, socio-cultural, historical,

psychological, and political contexts.
j. Demonstrate mastery of subject matter/ discipline.
k. Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
l. Develop innovative curricula, instructional plans, teaching approaches, and resources for
diverse learners.
 m. Apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable education practices.2
n. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes.
o. Practice professional and ethical teaching standards sensitive to the changing local,
national, and global realities.
p. Pursue lifelong learning for personal and professional growth through varied experiential
and field-based opportunities.

Specific to a sub-discipline and a major (Special Needs Education)

The graduates have the ability to demonstrate knowledge, skills and dispositions under the
following domains:

a. Basic/Foundation: Provide respectful and meaningful learning experiences and

collaborative opportunities for students with additional needs and their families.
b. Learner Development and Individual Learning Differences: Respond effectively to
educational needs of students with additional needs.
c. Learning Environments: Create safe, inclusive, culturally responsive learning
environments for students with additional needs.
d. Curricular Content Knowledge: Used knowledge of general and specialized curricula
to individualize learning for students with additional needs.
e. Instructional Planning and Strategies: Use evidence-based instructional strategies
to maximize learning opportunities for students with additional needs.
f. Assessment: Use multiple methods of assessment and multiple data-sources to make
sound educational decisions for students with additional needs.
g. Professional Learning and Practice: Demonstrate reflective thinking and professional
self-direction.

These program outcomes are aligned with preparation standards for special educators by the
Council for Exceptional Children, an international professional organization of educators of
students with exceptionalities or additional needs.

Common to graduates of a horizontal type as defined in CMO 46, s. 2012

d. Graduates of professional institutions demonstrates service orientation in their respective

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

Bachelor of Technology and Livelihood Education (BTLEd)

Common to all programs in all types of schools:

The BTLEd graduates have the ability to

a. articulate and discuss the latest developments in the specific field of practice
(PQF level 6 descriptor)
b. effectively communicate orally and in writing using both English and Filipino
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)

Common to the discipline (Teacher Education)

q. Articulate the rootedness of education in philosophical, socio-cultural,

historical, psychological, and political contexts.
r. Demonstrate mastery of subject matter/ discipline.
s. Facilitate learning using a wide range of teaching methodologies and delivery
modes appropriate to specific learners and their environments.
 t. Develop innovative curricula, instructional plans, teaching approaches, and
resources for diverse learners.
u. Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable education practices.1
v. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and
reporting learning processes and outcomes.
w. Practice professional and ethical teaching standards sensitive to the changing
local, national, and global realities.
x. Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.

Specific to a sub-discipline and a major (Technology and Livelihood

Education)

a. Demonstrate the competencies required of the Philippine TVET Trainers –

Assessors Qualifications Framework (PTTQF);
b. Demonstrate broad and coherent, meaningful knowledge and skills in
technology and livelihood education.
c. Apply with minimal supervision specialized knowledge and skills in technology
and livelihood education;
d. Demonstrate higher level literacy, communication, numeracy, critical thinking,
learning skills needed for higher learning;
e. Manifest a deep and principled understanding of the learning processes and
the role of the teacher in facilitating these processes in their students;
f. Show a deep and principled understanding of how educational processes relate
to larger historical, social, cultural, and political processes.
g. Apply a wide range of teaching process skills (including curriculum
development, lesson planning, materials development, educational assessment
and teaching approaches); and
h. Reflect on the relationships among the teaching process skills, the learning
processing in the students, the nature of the content/subject matter, and other
factors affecting educational processes in order to constantly improve their
teaching knowledge, skills and practices.

Common to a horizontal type as defined in CMO 46, 2012

g. BTLEd graduates of professional institutions demonstrate a service orientation

in one’s profession,
h. BTLEd graduates of colleges participate in various types of employment,
development activities, and public discourses, particularly in response to the
needs of the communities one serves
i. BTLEd graduates of universities participate in the generation of new knowledge
or in research and development projects in technical education.

Bachelor of Physical Education (BPEd)

Common to all programs in all types of schools

The graduates have the ability to:

a. articulate and discuss the latest developments in the specific field of practice
(Philippine Qualifications Framework level 6 descriptor)
b. effectively communicate orally and in writing using both English and Filipino
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)

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 education 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.

Specific to a sub-discipline and a major (Physical Education)

a. PO1-Disciplinal Knowledge: Apply scientific and evidence-based practices

critical to the educational and learning processes.

b. PO2- Movement an Competency and Proficiency:

1. Demonstrate skillful performance in a variety of physical activities.
2. Adapt performance to variety of physical activity settings: (e.g. formal
classes, recreational, and competitive).

c. PO3-Curriculum and Program Planning, Implementation, Monitoring

and Evaluation:

1. Critically examine the curriculum (e.g. content, pedagogy and

assessments) and program and enhance (e.g. innovate) them necessarily.
2. Plan and implement safe and effective physical activity programs to
address the needs of individual and groups in school and/or non-school
settings.
3. Monitor and evaluate physical activity programs in school and/or non-
school settings.
4. Use appropriate assessments in as and for student or client learning.
5. Use information, media and technology in pedagogy and for lifelong
learning.

d. PO4-Professional Accountability and Responsibility:

1. Demonstrate firm work/ professional ethics.
2. Cultivate solidarity by working and dealing with/relating to others
harmoniously.
3. Promote the advancement of the profession by making sense of and
getting involved in current discourse that impact on the profession.
4. Pursue lifelong learning for personal and professional development.

e. PO5-Communiaction:
1. Communicate effectively with PE practitioners, other professionals and
stakeholders.
2. Use oral, written, and technology formats deftly.

Common to a horizontal type as defined in CMO 46, 2012

j. Graduates of professional institutions demonstrates service orientation in their

respective professions
k. 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
l. Graduates of universities contribute to the generation of new knowledge by
participating in various research and development projects