Republic of the Philippines

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CHED MEMORANDUM ORDER
No. 33 elee., us).
Series of 2021

SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR

OF SCIENCE IN FISHERIES

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise
known as the "Higher Education Act of 1994," and in pursuance of an outcomes-
based quality assurance system as advocated under CM° No. 46 s. 2012, and
by virtue of Commission-En-Banc Resolution No. 086-2018 dated March 6 2018
the following policies, standards and guidelines (PSGs) are hereby adopted and
promulgated by the Commission;

ARTICLE I
INTRODUCTION

Section 1. Rationale

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

In addition, with the impending integration of the ASEAN economies, it is also

important to make the BS in Fisheries curriculum compliant with the regional
standards so the graduates may be able to practice their profession throughout the
ASEAN Region and vice-versa.

ARTICLE II
AUTHORITY TO OPERATE

Section 2. Government Recognition

All private higher education institutions (PHEls) intending to offer BS in Fisheries

must first secure government recognition and proper authority from the Commission
on Higher Education (CHED) in accordance with this PSG. All HEls with an existing
BS in Fisheries program are required to shift to an outcomes-based education
approach based on this PSG. State universities and colleges (SUCs), and local
colleges and universities should likewise strictly adhere to the provisions in these
policies and standards.

Higher Education Development Center Building, C.P. Galicia Ave., UP Campus, Diliman, Quezon City, Philippines
Web Site: www.ched.gov,oh Tel. Nos. 8441-1177, 83854391, 8441-1169, 8441-1149, 8441-1170, 8441-1216, 8392-5296, 8441-1220
8441-1228, 8988-0002, 8441-0750, 8441-1254, 8441-1235, 8441-1255, 8411-8910, 8441-1171, 8352-1871
 ARTICLE III
GENERAL PROVISIONS

Per Section 13 of RA 7722, the higher education institution 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 and other requirements
and prescriptions. The minimum standards are expressed as a minimum
set of desired program outcomes which are given in Article IV Section 6.
CHED designed a curriculum to attain such outcomes. This curriculum
is shown in Article V Section 9 of the BS in Fisheries curriculum. The
number of units of this curriculum is here prescribed as the "minimum
unit requirement" under Section 13 of RA 7722. In designing the
curriculum, CHED employed a curriculum map which is shown in Article
V Section 11 as a sample curriculum map.

Using a learner-centered/outcomes-based approach, CHED also

determined appropriate curriculum delivery methods shown in Article V
Section 12. The sample course syllabus given in Article V Section 13
shows some of these methods.

Based on the curriculum and the means of its delivery, CHED

determined the physical resource requirements for the library,
laboratories and other facilities and the human resource requirements in
terms of administration and faculty as shown in Article VI.

Section 4. The HEls are allowed to design curricula suited to their own contexts and
missions provided that they can demonstrate that the same leads to the
attainment of the required minimum set of outcomes, although by a
different route. On the same note, 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 HEls can use the CHED Implementation Handbook for

Outcomes-Based Education (OBE) and the Institutional
Sustainability Assessment (ISA) as a guide in making their
submissions for Sections 18 to 23 of Article VII.

ARTICLE IV
PROGRAM SPECIFICATIONS

Section 5. Program Description

5.1 Degree Name

The degree program shall be called Bachelor of Science in Fisheries. The BS

Fisheries degree is aligned with the Level 6 of the Philippine Qualifications
Framework (PQF).

Page 2 of 22
c,
5.2 Nature of Field of Study

The program supports the policy of the government as stated in The Fisheries Code
of 1998 (R.A. 8550) "to ensure the rational and sustainable development,
management and conservation of the fishery and aquatic resources in Philippine
waters". The program covers the following fields of study:

Aquaculture
Capture Fisheries
Post Harvest Fisheries
Aquatic Resources Management

5.3 Program Educational Objectives/Program Goals

The program goals are to produce the following:

Globally competitive graduates in the areas of sustainable aquaculture,

responsible capture fisheries, post harvest fisheries and aquatic resources
and ecology;
Fisheries professionals imbued with high level of integrity, nationalism and
ethical standards;
Leaders in their profession and respective communities; and
Professionals with knowledge, skills and positive attitudes in fisheries
research, resource management, instruction, extension, production and
marketing

5.4 Specific Professions /Careers/Occupation for Graduates

Graduates of BSF can be employed in the government, industry, academe, and non-
government organizations and engaged in the following specific areas:

Fisheries resource management

Fisheries research
Fisheries extension service
Fisheries entrepreneurship
Fisheries industry management
Fisheries education
Fisheries engineering
Fisheries nutrition
Fisheries biotechnology

5.5 Allied programs

Academic programs that are considered allied to the BSF are the following:

Biology
Zoology
Botany
Chemistry
Aquatic Sciences
Environmental Science
Food Science
Biotechnology
Agriculture
Page 3 of 22 ecrr.

41".^.-•"
 j) Veterinary Medicine

Section 6. Program Outcomes

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

6.1. Common to all programs in all types of schools

Articulate and discuss the latest developments in the specific field of practice
(PQF level 6 descriptor);
Effectively communicate orally and in writing using both English and Filipino;
Work effectively and independently in multi-disciplinary and multi-cultural
teams (PQF level 6 descriptor);
Act in recognition of professional, social, and ethical responsibilities;
Preserve and promote "Filipino historical and cultural heritage" (based on RA
7722);

6. 2. Common to the discipline

P Generate and share knowledge relevant to specific fields in the study of

agriculture education;
Formulate and implement agricultural development plans and programs;

6.3 Specific to sub-discipline and a major

Develop, operate and manage aquaculture production systems

Utilize fisheries resources using innovative fishing methods which are
responsible and sustainable
Apply post harvest practices that are compliant to international standards for
food safety and quality
Manage and protect the integrity and quality of aquatic ecosystems and
resources

6.4 Common to a horizontal type as defined in CM° 46 $ 2012

For professional institutions: a service orientation in one's profession

For colleges: an ability to participate in various types of employment,
development activities, and public discourses particularly in response to the
needs of the communities one serves
For universities: an ability to participate in the generation of new knowledge
or in research and development projects

Graduates of State Universities and Colleges must, in addition, have the

competencies to support "national, regional and local development plans." (RA 7722)

An HEI, at its option, may adopt mission-related program outcomes that are not
included in the minimum set.

Section 7. Sample Performance Indicators

Performance Indicators are specific, measurable statements identifying the

performance(s) required to meet the outcome which can be verified.

Page 4 of 22 ca,
1
 Program Performance Indicators
Outcome
Develop, operate Operate and manage aquaculture facilities (e.g.
and manage fishponds, hatchery, fish cages/pens)
aquaculture
production Produce aquatic plants and animals in a cost effective
systems manner
Maintain a healthy and wholesome fish stock

Detect and manage fish diseases

Provide the necessary environmental and nutritional

requirement for desired growth and survival of the stock

The program outcomes from (h) to (k) set the minimum requirements for a graduate
of the BS in Fisheries program. Higher educational institutions may include additional
outcomes as necessary and appropriate.

ARTICLE V
CURRICULUM

Section 8. Curriculum Description

This curriculum is designed to prepare well-rounded fisheries

professionals with competencies in the principles and practice of
fisheries science The curriculum is made up of five components; 1)
General Education courses (39 units) 2) Foundation courses (26 units),
3) Professional courses (76 units), 4) Electives (18 units), 5) Other
Required Courses (14 units).

Section 9. Sample Curriculum

GENERAL EDUCATION COURSES 39 UNITS

GE 1:Understanding the Self /Pag-unawa sa Sarili 3
Readings in Philippine History/ Mga Babasahin 3
sa Kasaysayan ng Pilipinas
The Contemporary World/Ang Kasalukuyang 3
Daigdig
Mathematics in the Modern World/Matematika 3
sa Makabagong Panahon
Purposive Communication/ Malayuning 3
Komunikasyon
Art Appreciation/ Pagpapahalaga sa Sining 3
Science, Technology and Society/ Agham, 3
Teknolohiya at Lipunan
Ethics/Etika 3
Mandated Course: Life and Works of Rizal 3
GE Electives 12

FOUNDATION COURSES 26 UNITS

Page 5 of 22
Inorganic Analytical Chemistry 5
Organic Chemistry 5
Biochemistry 3
Microbiology 3
Botany 5
Zoology 5
PROFESSIONAL COURSES 76 UNITS
Project Development and Management 3
Fisheries Entrepreneurship 3
Fisheries Extension 3
Aquaculture 5
Aquatic Ecology and Resources 5
Ichthyology 5
Fisheries Management 5
Oceanography 3
Capture Fisheries 5
Post Harvest Fisheries 5
Fisheries Meteorology 3
Fisheries Laws, Policies and Institutions 3
Aquaculture Engineering 3
Fish Genetics and Breeding 3
Physiology of Aquatic Organisms 3
Coastal Resource Management 3
Fish Nutrition 3
Fish Health Management 3
Fishery Product, Safety and Quality 3
Research Design and Methodologies 3
Special Problem (Surveys or Experiments) or On-the- 3
Job Training
Seminar 1
ELECTIVES 18 UNITS
Fishery Product Analysis 3
Hatchery Management 3
Philippine Fishing Ground 3
Fish Stock Assessment 3
Aquatic Invertebrates 3
Fisheries Biotechnology 3
Phycology 3
Marine Machineries 3
Navigation and Seamanship 3

Page 6 of 22
 Fishing Systems 3
Fish Processing Plant Management 3
Minor Fishery Products and By-Product Processing 3
Food Engineering Applications in Fisheries 3
Product Development and Value Addition 3
Post Harvest Handling and Low Temperature 3
Preservation
Chemical Evaluation of Water & Aquatic Products 3
GIS and Remote Sensing for Fisheries 3
Fisheries Economics 3
Fisheries Trade and Marketing 3
Ornamental Fish Culture and Marketing 3
Advanced Statistics 3
Physical Education (PE) 8
National Service Training Program (NSTP) 6
TOTAL 173

*Other electives not included in the above list may be offered by HEls that will
address regional fisheries concerns with due consideration to their faculty resources
and available facilities. Not more than nine (9) units of these electives outside the list
can be offered by the HEls.

Total Number of Units

General Education Courses 39 units
Foundation (Core)Courses 26 units
Professional (Major) Courses 76 units
Electives 18 units
Physical Education (PE) 8 units
National Service Training Program (NSTP) 6 units
TOTAL 173 units

Section 10 Sample Program of Study

The institution may enrich the sample/model program of study depending on the
needs of the industry, provided that all prescribed courses/competencies required in
the curriculum outline are offered and prerequisites and co-requisites are observed.

The program of study herein is only an example. HEls may use this sample and
modify it according to their needs. They may also add other preferred courses

First Year
Semester 1 Units Semester 2 Units
GE 1 3 GE 2 3
GE 3 3 GE 4 3
GE 5 3 Zoology 5
GE 6 3 Inorganic Analytical Chemistry 5
Botany 5 GE Elective 2 3
GE Elective 1 3 NSTP 3
NSTP 3 P.E. 2 2
P.E. 1 2
Total 25 Total 24
Page 7 of 22
 Second Year
Semester 1 Units Semester 2 Units
Ichthyology 5 Microbiology 3
Aquatic Ecology and Resources 5 Oceanography 3
Physiology of Aquatic Organisms 3 Fisheries Meteorology 3
Organic Chemistry 5 Biochemistry 3
GE Elective 3 3 Life and Works of Rizal 3
P.E. 3 2 GE Elective 4 3
P.E. 4 2
Total 23 Total 20

Third Year
Semester 1 Units Semester 2 Units
Aquaculture 5 Post Harvest Fisheries 5
Aquaculture Engineering 3 Fishery Product, Safety and 3
Quality
Fish Nutrition 3 Capture Fisheries 5
Fish Health Management 3 Fisheries Laws, Policies and 3
Institutions
Fish Genetics and Breeding 3 Research Design and 3
Methodologies
Elective 1 3 Elective 2 3
Total 20 Total 22

Fourth Year
Semester 1 Units Semester 2 Units
GE 7 3 GE 8 3
Project Development and 3 Coastal Resource Management 3
Management
Fisheries Management 5 Fisheries Entrepreneurship 3
Special Problem or OJT 3 Fisheries Extension 3
Elective 3 3 Elective 5 3
Elective 4 3 Elective 6 3
Seminar 1
Total 20 Total 19
Summary:
1ST Year
15t Sem 25 units
2nd Sem 24 units
2"d Year
1St Sem 23 units
2nd Sem 20 units
3rd Year
1st Sem 20 units
2nd Sem 22 units
4th Year
1st Sem 20 units
2nd Sem 19 units

Total 173 units

Section 11 Sample Curriculum Map (Please see Annex A)

Section 12 Sample Means of Curriculum Delivery

Page 8 of 22
 The BS in Fisheries curriculum adheres to a learner-centered paradigm. It begins
with clearly stated competencies students must acquire and demonstrate at the end
of the four-year program. Appropriate teaching-learning strategies facilitate the
acquisition of these competencies. Under this paradigm, students are the subject
of the learning process enabling them to achieve their full potential. The teaching-
learning process is interactive, participatory, collaborative and experiential. The
teacher is a mentor, facilitator and collaborator.

The following methodologies/strategies may be used:

1.Lectures
Laboratory experiments
Film showing
Focused group discussion
Soil and water analysis
Conduct of pond culture and hatchery trials
Evaluation of potential culture sites
Design/cost estimates of aquaculture production facilities e.g.
hatchery, pond, cage, pen
Submission of business plan for aquaculture production
Immersion in commercial aquaculture operations
Fabrication of fishing gears
Participation in commercial & municipal fishing operations
Chemical evaluation of aquatic products
Observation of fish processing operations
Visit/observation of fishing port/fish landings/fish trading centers
Field work/exposure/field trips
Conduct of thesis/special problem/practicum/On-the-Job Training

Section 13 Sample Syllabi (Please see Annex B)

ARTICLE VI
REQUIRED RESOURCES

Section 14 Administration

1) Qualifications of a Dean

Must have a doctoral degree in Fisheries

or in an allied field with his/her dissertation in fisheries.
Must be a holder of a valid certificate of registration and professional license
in Fisheries.
Must have at least three (3) years teaching experience and two (2) years on
research and/or extension work in any of the disciplines for which the college
offers.
Must be full-time and with at least three (3) units of teaching load.
2) Qualifications of a Department Chair

Must have at least a master's degree in allied areas of Fisheries for which the
unit/department offers a program or a master's degree holder in an allied
program identified in the policies and standards with a thesis in fisheries.
Must be a holder of a valid certificate of registration and professional license
in Fisheries.

Page 9 of 22
Section 15 Faculty

1) Qualifications

All members of the faculty should have a bachelor's degree in fisheries or

allied fields (e.g. food science, aquatic biology, oceanography).
All faculty members handling professional fisheries courses must be a holder
of a valid certificate of registration and professional license in Fisheries issued
by the Professional Regulation Commission (PRC).
Elective courses may be handled by faculty without fisheries license but
should be licensed as required in their respective field.
At least 50 percent of the full-time faculty must have a Master's degree in
fisheries or allied fields.

2) Number of Faculty

At the start of the program there should be 3 full-time faculty members per
area of specialization (Aquaculture, Capture Fisheries, and Post-Harvest
Fisheries).
At full operation of the program, there should be at least 5 full-time faculty per
area of specialization (Aquaculture, Capture Fisheries, and Post-Harvest
Fisheries).
The maximum faculty/student ratio is 1:20 for the laboratory class and 1:35 for
the lecture class using the full-time equivalent (FTE) for teaching as basis.

3) Teaching Load

A normal load of a faculty member shall range from 12 units to 18 units

consisting of lecture and laboratory hours per semester.
The faculty is encouraged to enrich the program by regularly undertaking
research activities, publishing research results, presenting papers in regional
or international conferences, symposia and seminars, and rendering
extension service. A research or extension project of a faculty member may
be credited as equal to 3 units teaching load to comply with the teaching unit
requirement.

Section 16 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 BS in Fisheries program.

Section 17 Laboratory and Physical Facilities

Building Requirements

A school building should conform to appropriate zoning and building regulations.

1) Classroom Requirements

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Page 10 of 22
 1.1 The classroom floor space should be at least 1.20 sq. m. per student
for lecture classes and 1.85 sq. m. for laboratory classes.
1.2 For lecture classes, ideal size is 35 students per class and 20
students for laboratory classes

2) Laboratory Requirement

Laboratories should conform to existing requirements as specified by law (RA

6541), "The National Building Code of the Philippines" and Presidential Decree
856, "Code of Sanitation of the Philippines". The school should have adequate
laboratory equipment and space for the following:

1.1 Fisheries sciences

2.2 Physical sciences
2.3 Chemical sciences
2.4 Biological sciences
2.5 Aquaculture
2.6 Post Harvest Fisheries
2.7 Capture Fisheries

Laboratory Equipment and Other Materials

The specific equipment/instrument and other materials needed are listed in

Annex C.

Audio-Visual Equipment

The institution should provide facilities to allow preparation, presentation and

viewing of audio-visual materials to support instruction, research and extension.

5) Water and Power Supply

An institution should have its own electric power source if the source of electricity
in the community is inadequate. A good source of water supply for school use is
very essential.

Hatchery and Grow Out Facilities

There should be an adequate hatchery and grow out facilities, 50 percent of

which should be functional at the start of the program. For fish ponds, these
should have a total area of at least one (1) hectare. For fish cages, these should
consist of at least four (4) units.

Rest Rooms

There should be adequate rest rooms based on building standards.

Workshop Station

There should be working stations for metal works, wood works, plumbing, and
fish net-making with complete sets of tools.

°s um',
Page 11 of 22 3
 ARTICLE VII
COMPLIANCE OF HEls

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 or the approval of the transformation of existing
programs to outcomes-based framework:

Section 18 The complete set of program outcomes, including its proposed

additional program outcomes.
Section 19 Its proposed curriculum, and its justification including a curriculum
map.
Section 20 Proposed performance indicators for each outcome. Proposed
measurement system for the level of attainment of each indicator.
Section 21 Proposed outcomes-based syllabus for each course.
Section 22 Proposed system of program assessment and evaluation
Section 23 Proposed system of program Continuous Quality Improvement (COI).

ARTICLE VIII
TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS

Section 24 Transitory Provision

All private HEls, state universities and colleges (SUCs) and local universities and
colleges (LUCs) with existing authorization to operate the Bachelor of Science in
Fisheries and Aquatic Sciences program are hereby given a period of three 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 2022-2023.

Section 25 Repealing Clause

Any provision of this Order, which may thereafter be held invalid, shall not affect the
remaining provisions.

All CHED issuances or parts thereof inconsistent with the provision in this CMO shall
deemed be modified and repealed.

Section 26 Effectivity Clause

This CMO shall take effect fifteen (15) days after publication in the Official Gazette or
in a newspaper of national circulation. This CMO shall be implemented beginning
Academic Year 2022-2023.

Quezon City, PhilippinesDec . 312021

J. PROSP RO E. DE VERA III DPA

Chairperson
Page 12 of 22
Attachments:

Annex A — Sample Curriculum Mapping

Annex B — Sample Course Syllabi
Annex C — Laboratory Facilities and Equipment

Page 13 of 22 ,o,,ocit,,
 ANNEX A
SAMPLE CURRICULUM MAP

Curriculum map is "a matrix relating all the courses listed in the program curriculum
with one or more of the declared program outcomes."

The HEls/LUCs/SUCs shall create a complete curriculum map of their current

existing BS in Fisheries and Aquatic Sciences Curriculum. Refer to Figure 1 for a
sample curriculum map that relates all the courses in the sample curriculum with
the minimum set of program outcomes.

The graduate of the BS in Fisheries and Aquatic Sciences program should have
developed the ability to:
Articulate and discuss the latest developments in the specific field of
practice (PQF level 6 descriptor)
Effectively communicate orally and in writing
Work effectively and independently in multi-disciplinary and multi-cultural
teams (PQF level 6 descriptor)
Act in recognition of professional, social, and ethical responsibility
Preserve and promote "Filipino historical and cultural heritage" (based on
RA 7722)
Formulate plans and programs in the conservation, protection,
development and sustainability of resources, and in the marketing of
products
Engage in activities related to education and/or research-development—
extension continuum
Develop, operate and manage aquaculture production systems
Utilize fisheries resources using innovative fishing methods which are
responsible and sustainable
Apply post-harvest practices that are compliant to international standards
for food safety and quality
Manage and protect the integrity and quality of aquatic ecosystems and
resources

Legend:
I- Introduced
P- Practiced
D- Demonstrated

Program Outcomes
Professional Courses ab cde f g hi j k
Project Development and Management P D I
Fisheries Entrepreneurship I P I P P
Fisheries Extension I DPPPPD I
Aquaculture P P I P D P
Aquatic Ecology and Resources I I P P
Ichthyology P P
Fisheries Management P P P I
Oceanography I P
Capture Fisheries P P P P P
10Post-Harvest Fisheries P P P D
11.Meteoroloqy P P
12.Fisheries Laws, Policies and Regulations I P I
Page 14 of 22 MCII,
 Coastal Resource Management I P PI I P P P
Fish Nutrition I P I I PP
Fishery Products, Safety and Quality I P P I I P
Fisheries Biotechnology I
Aquaculture Engineering P P P
18.Fish Genetics and Breeding P P P
Special Problem P P P
Research Design and Methodologies P P I P D
21 Physiology I P
Seminar PP IP P I
On-the-Job Training P D PP P
Electives
1.Fishery Product Analysis I I P I
2. Philippine Fishing Ground I I I
3.Fish Health Management P P P
4.Hatchery Management P P P
5.Aquatic Invertebrates
6.Fish Stock Assessment I I P
7.Marine Machineries I I
8.Navigation And Seamanship I P
9.Fishing Systems P P P I
10.Fish Processing Plant Management I I P
11.Minor Fishery Products and By-Product I P P
Processing
12.Food Engineering I I I
13.Product Development and Value Addition P P D
14.Post-Harvest Handling and Low P P P
Temperature Preservation
15.Utilization of Seaweeds and Algae P P D
Phycology I
GIS and Remote Sensing for Fisheries P P P
Soil Science I P P
Fisheries Economics I P I
Fisheries Trade and Marketing I P I
Geology I
Geography I I

acomann,
Page 15 of 22 /4194.c
 ANNEX B
SAMPLE COURSE SYLLABI

Course title Aquaculture

Principles, methods and developments in the culture of selected organisms in
Course description
fresh, brackish and marine waters
No. of units 5 units (3 units lee; 2 units lab)
Ichthyology
Prerequisite
Teaching/Learning
Course outcomes Topics Assessment Tasks
Activities
To know the Brief history and Lecture, Discussion Examination
fundamental principles development of Recitation
of farming aquatic aquaculture
species
Principles of aquaculture
To gain knowledge on Inventory of aquaculture Visit to different Examination
the various technologies aquaculture systems
occupational
opportunities in
aquaculture
To recognize the Fish kills, Lectures, Film showing Submission of
environmental issues Harmful Algal Blooms reaction papers
pertaining to Intensive vs. Extensive
aquaculture Culture Systems
To develop an insight Good aquaculture Field trips, Farm Production
on the best practices in practices (GAqP) Experiential
aquaculture learning/Practicum
Hatchery and special
cultivation techniques
Suggested References:

Bardach, J., J. Ryther, M. Larney, and 0. Williams. 1972. Aquaculture: The Farming and Husbandry of
Freshwater and Marine Organisms. Wiley-Interscience. New York. 868pp.

Beveridge, M. 2004. Cage Aquaculture. Wiley-Blackwell. New Jersey. 380pp.

FAO. 2016. The State of World Fisheries and Aquaculture. Food and Agriculture Organization Rome.
200pp.

Huet, M. 1975. Textbook of Fish Culture. Breeding and Cultivation of Fish. Fishing news Books. Surrey.
436pp.

Lucas, J. and P. Southgate. 2012. Aquaculture: Farming of Aquatic Plants and Animals. Wiley-Blackwell.
New Jersey. 648pp.

Pillay, T. and M. Kutty. 2005. Aquaculture. Principles and Practices. 2nd ed. Wiley-Blackwell. New Jersey.
640 pp.

Mustafa, S. and R. Shapari (eds). 2015. Aquaculture Systems: Adaptability and Sustainability. Wiley-
Blackwell. New Jersey. 390pp.

Pillay, T. 2004. Aquaculture and the Environment. 2nd ed. Wiley-Blackwell. New Jersey. 212pp.

Stickney, R. 1994. Principles of Aquaculture. John Wiley and Sons. New York. 502pp.

Page 16 o122
Course Title Aquatic Resources and Ecology
Course description Study of the aquatic ecosystems focusing on the chemistry, physics
and biology of aquatic systems

No. of units 5 units (3 hrs. lecture, 6 hrs. lab)

Prerequisite Inorganic Analytical Chemistry, Botany and Zoology

Course Outcomes Topics Teaching/Learning Assessment Tasks

Activities
To appreciate the diversity Aquatic Resources Lectures, Examination
of aquatic resources Discussion, Audio
Visual Presentation
To gain knowledge on the Aquatic Lectures, Examination
functional interrelationship Ecosystem/ Discussion, Audio
between abiotic and biotic Ecology Visual
elements of ecosystems Presentation, Field
Trips
To appreciate the benefits Ecosystem Lectures, Audio Examination
derived from various Services Visual
ecosystems Presentation, Field
Trips
To understand and apply Aquatic Resource Lectures, Modeling Examination, Term
the principles involved in the Management and Simulations, Paper
management of aquatic Seminars by
resources external resource
speakers
To be aware and familiar Issues and Lectures, Audio Examination, Term
with current issues involving Problems (e.g. Visual Presentation Paper
the environment and the Climate Change,
community Pollution)
Suggested References:

Dodds, W. and M. Whiles. 2010. Freshwater Ecology. Academic Press. London. 795pp.

Jennings, S., M. Kaiser and J. Reynolds. 2001. Marine Fisheries Ecology. Blackwell Science.
Oxford. 432pp.
Jorgensen, S. J. Tundisi and T. Tundisi. 2013. Handbook of Inland Aquatic Ecosystem
Management. CRC Press. Florida. 410pp.

Kaiser, M., M. Attrill, S. Jennings, D. Thomas and D. Barnes. 2011. Marine Ecology: Processes,
Systems and Impacts. Oxford University Press. Oxford. 528pp.

Rawat, M. S. Dookina and C. Sivaperuman (eds). 2015. Aquatic Ecosystem: Biodiversity, Ecology
and Conservation. Springer. New Delhi. 332pp.
Wetzel, R. 2001. Limnology. Lakes and Rivers Ecosytem. Academic Press. London. 1006pp.

Page 17 of 22 in
Course Title Capture Fisheries
Course Description Overview of Philippine Capture Fisheries (Municipal and
Commercial) Classification of Fisheries Gears; Materials for Fishing
Gear, Development of Fishing Gear Technology
No. of units 3 units (2 lec; 3 lab/field work)

Prerequisite Aquatic Resources and Ecology

Course Outcomes Topics Teaching/Learning Assessment Tasks

Activities
To be familiar with the Fishery Resources Lectures, Examination
various fish resources within and Fishing Discussion,
and outside the Philippine Grounds Recitation
territorial waters
To understand the Fish Behavior and Lecture, Audio Examination
responses of fish to Migration Visual
environmental factors and Presentation,
human intervention Demonstration
To be familiar with the Fishing Gears and Lecture, Written and Practical
various type and Methods Demonstration, Examination
characteristics of fishing Audio Visual
gears and their method of Presentation,
deployment Hands-on
Operation on
selected gears
To be aware of the different Socio-Economic Lectures, Field Examination, Term
sub-sectors of Philippine Aspects of Fishing Trips, Interviews, Paper
fisheries and the inter- FGDs
relationship among
stakeholders as well as
factors influencing
overfishing and illegal
fishing
To be knowledgeable on the Code of Conduct Lecture, Readings Examination
Code of Conduct For for Responsible
Responsible Fishery Fishery (Capture
Fisheries)
Suggested References:

Caddy, J. (ed). 1989. Marine Invertebrate Fisheries. Their Assessment and Management. John
Wiley and Sons. New York. 768pp.

Cochrane, K and S. Garcia (eds.). 2009. A Fishery Manager's Guidebook. Wiley-Blackwell. New
Jersey. 536pp.

FAO. 2016. The State of World Fisheries and Aquaculture. Food and Agriculture Organization.
Rome. 200pp.

Hart, P. and J. Reynolds (eds). 2002. Handbook of Fish Biology and Fishes. Wiley-Blackwell. New
Jersey.

He, P., 2010. Behavior of Marine Fishes. Capture Processes and Conservation Challenges. Wiley-
Blackwell. New Jersey. 392pp.

King, M. 2007. Fisheries Biology, Assessment and Management. Wiley-Blackwell. New Jersey.
Page 18 of 22
tela,
400pp.

Pauly, D. and D. Zeller. 2016. Global Atlas of Marine Fisheries. Island Press. Washington DC.
520pp.

Payne, A., C. O'Brien and S. Rogers. 2004 Management of Shared Stocks. Wiley-Blackwell. New
Jersey. 384pp.

Payne, A., J. Cotter and T. Potter. 2008. Advances in Fisheries Sciences: 50 Years on from
Beverton and Holt. Wiley-Blackwell. 568pp.

Page 19 of 22
Course Title Post Harvest Fisheries
Course Description Principles and methods of fish handling and processing, packaging,
quality control and marketing of fish and fishery products.
No. of units 5 units (3 units lecture, 2 units lab)
Prerequisite None
Course Outcomes Topics Teaching/Learning Assessment Tasks
Activities
To understand the basic Principles and Lectures, Examination
principles and methods of methods of fish Discussion,
fish handling & processing handling and Recitation
processing
To gain knowledge in low Low and high Hands-on Laboratory Practical examination
and high temperature temperature Scale Processing
preservation preservation
To develop skills in other Curing and other Hands-on Laboratory Practical examination
processing methods e.g. processing Scale Processing
salting, smoking, surimi methods
technology
To be able to apply the Quality Lectures, laboratory Examination
principles of quality management experiments,
management in post- sensory evaluation,
harvest fisheries film showing
To enhance the Marketing of fish Lectures, field trips Examination
marketability of fishery and fishery
products and gain insight products
on the different ways of
marketing
Suggested References:

Espejo-Hermes j. 2004. Fish Processing Technology in the Tropics. Tawid Publications. Quezon
City. Philippines

Evans, J. A. 2008. Frozen Food Science and Technology. Blackwell Publishing. Oxford. UK

Hall, G. M. 2011. Fish Processing: Sustainability and New Opportunities. Wiley-Blackwell. Oxford.
UK

Kolbe, E. and D. Kramer. 2007. Planning Seafood Freezing. Alaska Sea Grant. University of
Alaska. Fairbanks. Alaska

Kudra, T. and Mujumdar A. S. 2009. Advanced Drying Techniques. Boca Raton. Taylor and Francis
Inc.

Park, J.W. 2013. Surimi and Surimi Seafood. CRC Press. Taylor and Francis Group. Florida

Ratti, C. 2009. Advances in Food Dehydration. CRC Press. Taylor and Francis Group. NW.

Rehbein, H. and Oehlenschlager. 2009. Fishery Products Quality, Safety and Authenticity.
Blackwell Publishing Ltd. John Wiley and Sons.

Sun, D. W. 2012. Thermal Processing: New Technologies and Issues. CRC Group. Taylor and
Francis Group. Florida.

Page 20 of 22
 ANNEX C
LABORATORY FACILITIES AND EQUIPMENT

Fish Health/Microbiology Laboratory

Analytical Balance
Refrigerator
Magnetic Stirrer and Vortex
pH meter
Drying Oven
Dissecting Microscope
Compound Microscope
Hot Plate
Top loading balance
Refrigerated Centrifuge
Microwave Oven
Pressure cooker or Autoclave
Laboratory Counter
Haemacytometer

Aquaculture
Refractometer
DO Meter
pH Meter
Thermometer
Compound Microscope
UV Water Treatment System or Ozonizer
Analytical Balance
Tank Aerators
Refrigerator
Water Heater
Secchi Disk
Water Sampler
Field Balance
Tanks
Aquaria
Ponds
Cage
Soil Sampler

Marine/Oceanography/ Capture Fisheries

Field Type Balance
Plankton net
Oven
Furnace
pH meter
DO meter
Thermometer
Turbidity Meter
Refractometer
Flow meter
GPS
Digital Caliper
Sediment Corer
Plankton Sampler Subsampler / Splitter
Sedgewick Rafter
Secchi disk
Page 21 of 22
 Underwater Camera
Lux Meter
Compound Microscope
Fish Finder/ Echo Sounder
Gears, traps and fishing nets
Maps and charts
Current meter
Binocular

Fish Processing Technology

Analytical Balance
Digital Caliper
Oven
Refrigerator
Pressure Cooker
Gas Stove
Chiller
Ice maker
Sealer
Vacuum sealer
Silent Cutter
Electric Mixer
Magnetic Stirrer
Digital Weighing Scale (Large)
Homogenizer
DO Meter
pH Meter
Thermometer
Refractometer
Furnace
Mechanical dryer
Hydraulic press
Freezer
Grinder
Plastic Sealer
Can Sealer
Smokehouse/chamber
Kitchen Utensils
Moisture Analyzer

Page 22 of 22