New General Education

Curriculum
(CMO 20, s. 2013)

CHERRIE MELANIE ANCHETA-DIEGO, CESO III

DIRECTOR IV
COMMISSION ON HIGHER EDUCATION - REGIONAL OFFICE I
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 CHED Memorandum Order No. 20, s. 2013
Entitled “General Education Curriculum: Holistic
Understandings, Intellectual and Civic Competencies”

•Provides the framework and rationale of the revised GE as a

paradigm shift and in the context of the K to 12 curriculum based
on the College Readiness Standards

•Sets the minimum standards for the general education component

of all degree programs that applies to private and public HEIs in the
country

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Existing General Education Courses
CMO No. 59, s. 1996 (GEC-A) CMO No. 4, s. 1997 (GEC-B)
Courses Units Courses Units
Language and Literature 24 English and Filipino 12
Mathematics and Natural 15 Mathematics and Natural 12
Sciences Sciences
Humanities and Social 18 Humanities 9
Sciences
Mandated Subjects 6 Elective (Math,Natsci, IT) 3
Social Sciences 12
Rizal’s Life and Works 3
Total 63 Total 51

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 WHY CHANGE GE?
External Conditions
No longer multiple-choice world, need for “big-
picture thinking”

Explosion of knowledge

New Globalized, technology-driven order

More complex, widespread problems

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Carol Geary Schneider, “In Defense of a Liberal Education,” 10 Aug
2009
IMPACT OF EXTERNAL FACTORS ON GE

Greater flexibility, Broader

capacity to adapt to understanding of
swiftly changing humanity, life and the
conditions world (diversity,
complexity)

Keener ability to Ability to connect

analyze, reflect, developments and
conceptualize, create appreciate nuances
solutions
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 WHY CHANGE GE?
Internal Conditions

Conceptual Insufficient
incoherence; attention to
disciplinal higher order
orientation competencies

Remedial charact New K-12

er curriculum
of GE

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 General Education Framework
• General Education, the part of the curriculum common to all
undergraduate students regardless of their major, exposes them to
various domains of knowledge and ways of comprehending social
and natural realities

• General Education lays the groundwork for the development of a

professionally competent, humane and moral person, the
foundation for the critical Filipino leader
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 General Education Framework

• General Education prepares the Filipino for the demands of

21st Century life and the requisite abilities to anticipate and
adapt to swiftly changing situations, to think innovatively,
and create solutions.

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Expected General Outcomes

Holistic development of
the person, conscious of
Understanding and
his/her identity as an appreciation of ways
individual, a Filipino, and of knowing the self,
a member of the global society, world, and
community environment

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Expected Specific Outcomes

Appreciation of th Capacity to
e personally interpret
human condition the human
experience

Able to view the Self-assuredness in

contemporary world knowing and
from both Philippine being Filipino
and global perspective

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Expected Specific Outcomes
Capacity to reflect
critically on shared Aptitude to tackling
concerns and think problems
innovative, creative methodically and
solutions guided by scientifically
ethical standards

Ability to Ability to contribute

appreciate and personally and
contribute to
artistic beauty meaningfully to the
country’s development
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Existing General Education Courses
CMO No. 59, s. 1996 (GEC-A) CMO No. 4, s. 1997 (GEC-B)
Courses Units Courses Units
Language and Literature 24 English and Filipino 12
Mathematics and Natural 15 Mathematics and Natural 12
Sciences Sciences
Humanities and Social 18 Humanities 9
Sciences
Mandated Subjects 6 Elective (Math, Natsci, IT) 3
Social Sciences 12
Rizal’s Life and Works 3
Total 63 Total 51

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General Education Curriculum: Holistic Understanding,
Intellectual and Civic Competencies
(CMO No. 20, series 2013)

36 TOTAL UNITS (12 COURSES)

9 units
24 units 3 Elective Courses
8 Core Courses

3 units
1 Mandated Course
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 NEW GENERAL EDUCATION CURRICULUM
(CMO No. 20, series 2013)
Courses (English Titles) Units
Core Art Appreciation/Pagpapahalaga sa Sining Ethics/Etika 24
The Contemporary World/Ang Kasalukuyang Daigdig
Readings in Philippine History/Mga Babasahin Hinggil sa
Kasaysayan ng Pilipinas
Mathematics in the Modern World/Matematika sa
Makabagong Daigdig
Purposive Communication/Malayuning Komunikasyon
Science, Technology, and Society/Agham, Teknolohiya, at
Lipunan
Understanding the Self/Pag-unawa sa Sarili

Mandatory The Life and Works of Rizal/Ang Buhay at Mga Akda ni 3

Rizal
Electives Interdisciplinary courses created by HEIs 9
TOTAL 36
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 How do we describe the New GEC?
General Education Outcomes that need to be developed

Intellectual Personal and Practical Ski

Competencies Civic lls
Responsibilities

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Source: CHED CMO No. 20, series of 2013 Source of Graphic:
 How do we describe the New GEC?

 Exposes students to various domains of knowledge

and ways of comprehending social and natural
realities
 Core courses are Inter-disciplinary and are stated
broadly enough to accommodate a range of
perspectives and approaches
 Courses may be taught in English or Filipino
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 How do we describe the New GEC?

 Sample or model Course Syllabi for the Core

Courses were prepared with English and Filipino
translation
 The new GEC will be implemented in AY 2018-
2019
 Need not be taken all in one year; can be
scheduled across years for optimum effectiveness
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 Clarification on the Status of P.E. and other
Mandated/Legislated courses in the New
General Education
CHED issued a Memorandum to all HEIs on the Status
of P.E. and other Mandated/Legislated Courses
Physical Education (P.E.) per RA 5708 and National
Service Training Program (NSTP) per RA 9163 are
required to be taken by all students

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 Clarification on the Status of P.E. and other
Mandated/Legislated courses in the New General Education
Philippine Constitution, Agrarian/Land Reform, Population
Education and Family Planning, Taxation, and Climate Change
and Environmental Awareness - HEIs are enjoined to comply
with the laws on mandated courses by integrating or
incorporating the topics, discussions, contexts, and concepts
on the mandated topics in the New GE. These topics are
geared toward strengthening citizenship education and
compliance with the provisions of various existing laws.
 Filipino Courses
In compliance with the Supreme Court en banc
Resolution dated April 21, 2015 which issued a
Temporary Restraining Order (TRO) enjoining CHED
from implementing and enforcing the provision of
CMO No. 20, series of 2013, insofar as it excluded
from the curriculum for college of Filipino and
Panitikan as core courses: CHED issued the following :
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 Filipino Courses
1. Clarificatory Memo on the implementation of the said
CMO- All are enjoined to take due note of, and continue
implementing the provision of CMO No. 59, series of 1996
(GEC-A for fields of study related to Humanities, Social
Sciences and Communication – 9 units of Filipino) and
CMO No. 4, series of 1997 (GEC-B for students majoring in
fields other than Humanities, Social Sciences and
Communication- 6 Units of Filipino)
 Filipino Courses
2. CHED Memorandum Order No. 57, series of 2017-
Status Quo on the implementation of CMO No. 4,
series of 1997 and CMO No. 59, series of 1996
during the pendency of the Supreme Court TRO

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 Filipino Courses
1. CHED Memorandum dated July 11, 2017-deferment
of the inclusion of 9 units of GE Electives starting AY
2018-2019 as repscribed in CMO No. 20, series of
2013 in order to provide flexibility in the GE
Curriculum until further notice from the
Commission, while the Supreme Court TRO is in
effect and while awaiting the Supreme Court’s
resolution of the case
 Requirements of New GE

Development of Access to up- to-

new, interesting, date learning ma
Training of GE fac
challenging cours terials and resour
ulty
es ces
 CHED Initiative
To assist higher education institutions (HEIs) transiti
on to the new GEC, CHED commissioned experts to d
evelop SAMPLE COURSE SYLLABI with up-to-date an
d appropriate readings, materials, and resources for
each of the nine (9) new GE core courses based on t
he provisions of CMO 20, series of 2013.
 CHED Initiative

Implement a GE Faculty Training to Support HEIs in the Teaching

of the New General Education Core Courses
Objectives
a)Train an initial group of GE faculty to teach the GE core courses
b)Produce GE faculty who can serve as trainors of other GE faculty
c)Train GE faculty from HEIs nationwide to teach the new GE core courses
 Overview of GE Faculty Training

Focused on the delivery of content using the CHED-developed sample syllabi f

or the nine (9) GE core courses via face-to-face mode

There are two levels in the training program:

A.The Training of Trainors - October 2016 and January 2017 Target to Train 1,
440 Faculty Participants for 9 the courses Trained 900 Participants for 9 the c
ourses
B.The Second-Generation Training – Beginning April 2017
Target to Train 17,100 Faculty Participants for 9 the courses
Trained 2,884 Participants for 9 the courses
IMPERATIVES FOR THE REVISION OF
THE EXISTING HIGHER EDUCATION
CURRICULA

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 PSGs REVISION FOR VARIOUS
HIGHER EDUCATION
PROGRAMS

BASES FOR THE REVISION:

Implementation of K to 12

New General Education Curriculum

Institutionalization of PQF

Paradigm shift to outcomes-based education Global

comparability and recognition

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 Philippine Qualifications Framework

LEVELS OF STANDARDS
NATIONA
EDUCATIONAL FOR
L
QUALIFICATION QUALIFICATION
POLICY
S OUTCOMES

COMPETENCY- LABOR MARKET- ASSESSMENT-BASED

BASED DRIVEN QUALIFICATION
RECOGNITION

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 PQF: Coverage
Covers three levels: Basic Education, Technical & Vocational,
and Higher Education

ALL
INSTITUTIONS TRAINING SPECIALIZATIO
AND SYSTEMS N

SKILLS AND WORK LIFELONG

COMPETENCIES EXPERIENCE LEARNIN
G
 as per PQF-NCC Resolution No. 2014-03 adopted on December 11, 201
4

THE PHL QUALIFICATIONS FRAMEWORK

LEVEL BASIC EDUCATIO TECHNICAL EDUCATION HIGHER
N EDUCATION AND SKILLS DEVELOPMENT

DOCTORAL AND
L8
POST DOCTORAL

L7 POST BACCALAUREATE

L6 BACCALAUREAT
E
L5 DIPLOMA

L4 NC IV

L3 NC III

L2 NC II

L1 NC I

GRADE 12
 Philippine Qualifications Framework

 Has 8 Level Qualification Descriptors

 Defined in terms of 3 Domains:
• Knowledge, skills, and values
• Application
• Degree of Independence

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 LEVEL 6
(as per PQF-NCC Resolution No. 2014-01 adopted on 22 July 2014)

KNOWLEDGE, Demonstrated broad and coherent

SKILLS AND knowledge and skills in their field of
VALUES study for professional work and
lifelong learning
APPLICATION Application in professional/creative
work or research in a specialized field
of discipline and/or further study
DEGREE OF Substantial degree of independence
INDEPENDENCE and/or in teams of related fields with
minimal supervision
QUALIFICATION Baccalaureate Degree
 LEVEL 7
(as per PQF-NCC Resolution No. 2014-01 adopted on 22 July
2014)

KNOWLEDGE, Demonstrated advanced knowledge and

SKILLS AND skills in a specialized or multi-
VALUES disciplinary field of study for
professional practice, self- directed
research and/or lifelong learning
APPLICATION Applied in professional/creative work or
research that requires self-direction
and/or leadership in a specialized or
multi- disciplinary professional
work/research
DEGREE OF High substantial degree of
INDEPENDENC independence that involves exercise of
 LEVEL 8
(as per PQF-NCC Resolution No. 2014-01 adopted on 22 July
2014)

KNOWLEDGE, Demonstrated highly advanced systematic

knowledge and skills in highly specialized
SKILLS AND and/or complex multi-disciplinary field of
VALUES learning for complex research and/or
professional practice and/or for the
advancement of learning
APPLICATION Applied for professional leadership for
innovation, research and/or development
management in highly specialized or multi-
disciplinary field
DEGREE OF Full independence in individual work and/or
in teams of multi-disciplinary and more
INDEPENDENC complex setting that demands leadership for
 Paradigm Shift to Outcomes-
based Education (OBE)
• OBE - an approach that focuses and organizes the educational
system around what is essential for all learners to know, value and
be able to do to achieve a desired level of competencies
• It is “open to incorporating discipline-based learning areas that
currently structure HEI curricula”
• For the HEIs, this means describing the attributes
of their ideal graduates based on their visions
and missions as part of their institutional goals
or outcomes, and using these as bases for
developing specific program outcomes
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Learner-Centered Assessment on College Campuses: shifting
the focus from teaching to learning
by Huba and Freed 2000

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OBE as a curriculum design

Content

Teaching &
LEARNING Learning
OUTCOMES Activities

Assessment
DELIVERY OF UNDERGRADUATE EDUCATION

– Conventional and Non-conventional modes

– Learner-centered/outcomes-based approach

– Minimum standards are expressed as minimum set of

program outcomes in terms of knowledge, skills and
values which the learners are expected to
demonstrate at the end of the learning experience or
at the time of graduation

– HEIs are allowed to design curricula suited to their

own contexts and missions and determine the
appropriate means of delivery, support facilities and
educational resources to ensure achievement of the
set program outcomes
 CONVENTIONAL MODES OF DELIVERY

Laboratory Visualization
Lectures
experiments exercise

Problem
Computer
Film showing Solving
Modelling
Exercise

Class/Group
Field Trips
Discussions

• HEIs have the flexibility to determine the appropriate means of delivery to

employ in order to ensure achievement of the set program outcomes
 NON-CONVENTIONAL MODES OF DELIVERY
• Distance education with the philosophy of open and flexible
Open and learning
Distance
Learning • Use of various media, use of ICT and other approaches-print,
audio visual, virtual classrooms, face to face
• Allow learners to progress between technical-vocational and
Ladderized higher
Education education using the principle of credit transfer
• Provides multiple entry and exit points and ladders of learning
• opportunities without
Expanded Tertiary experiencing
Education duplication
Equivalency of learning
and Accreditation
Program is a mechanism for obtaining qualification
ETEEAP
recognition through assessment of individual’s skills and
competencies or through recognition of prior learning
• Programs and educational services in which learners are located
in a country different from one where the awarding institution is
based
Transnational • Through inbound or outbound mode with categories such as
Education academic franchising, articulation of programs, establishment of
international branch campuses or extension programs, joint or
double degrees, online blended or distance learning, offshore
programs, twinning arrangement, validation, etc.
CURRICULUM EVALUATION AND ASSESSMENT

– CHED Policies, Standards and Guidelines (PSGs) for various higher

education programs or disciplines allow HEIs to design curricula suited to
their own context and missions that will lead to attainment of required
minimum set of outcomes although through different routes or strategies
– PSGs prescribe the use of curriculum map as basic means to derive the
courses and credit units from the required set of program outcomes
– PSGs define the competency standards or learning outcomes (knowledge,
attitudes, and skills) or what students are expected to know, understand
and be able to do after completing the program of studies
– The gap between actual measures of program outcomes serves as basis
for program evaluation and interventions for continuous quality
improvement of the program
– HEIs are expected to establish their quality assurance system
– CHED supports HEIs through several mechanisms which serve as
incentives to ensure quality in programs being offered
Policies, Standards and Guidelines
(Issued as CMO)
 UPDATES on PSG
revisions
 Since year 2014, the Technical Panels and Technical Committees have been
working on the revision of the Policies, Standards and Guidelines guided by
the provisions of CHED Administrative Order No. 1, series of 2014, entitled
“Revised Guidelines in the formulation of CHED Polices, Standards and
Guidelines (PSGs) of Baccalaureate Level Academic Programs”.

 CHED has prepared a Handbook for the implementation of Outcomes-based

Education and Institutional Sustainability Assessment (ISA) which serves as a
guide and reference for the higher education institutions in the transition
towards outcomes-based and typology-based quality assurance.
 Major Elements of PSGs
Program Specifications
•Program Description – Degree Name; Nature of the Field of Study;
Program Goals; Specific Professions/ Careers/ Occupations for
Graduates
•Program Outcomes/Set of Learning Outcomes – Common to all
programs in all types of schools; Common to the discipline; Specific
to a sub-
discipline and a major; based on HEI’s mission and vision
•Sample Performance Indicators
 Major Elements of PSGs
Curriculum
•Curriculum Description
•Sample Curriculum
•Sample Curriculum Map
•Sample Means of Curriculum Delivery
•Sample Syllabi for Selected Core Courses
 Major Elements of PSGs
Minimum Required Resources

•Administration
•Faculty
•Library
•Laboratory and Physical Facilities
 Minimum Curricular Requirement (Number
of Credit Units)

 A combination of minimum required general education

subjects, core subjects, professional subjects or major
subjects including electives
 In almost all fields of study, work or experiential learning
as part of the curriculum is required.
 Depending on the fields of study, the ranges of the
minimum required total number of credit units for
undergraduate programs are as follows:
 Minimum Curricular Requirement
(Number of Credit Units)

Current Curricula Revised Curricula

 4-year program: 126 to 180  4-year program (including
credit units engineering):
104-180 credit units
 5-year program (engineering -  5-year program (pharmacy –
185 to 225 201 credit
credit units and architecture – units and architecture - 205
232 credit units) credit units)
 6-year program (dentistry – 281  6-year program (dentistry - 260
PSGs
References:
1. CMO 20, S. 2013 (on new GEC)
2. CMO 46, S. 2012 (on adoption of Outcomes-Based Education
3. Biglete, A. (2017). Curricular Reforms in Higher Education,
Presentation during the Coordinative Meeting of Technical Staff
for Northern Luzon Cluster, Vigan City, Ilocos Sur.

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End of Presentation

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