Ched Memorandum Order

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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;



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.











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...
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