Doctor of Philosophy in Development Education

Upon completion of the Ph.D. Program, graduates are expected to demonstrate the following specific indicators of competency:

  1. understand, develop and sustain arguments about, and critically evaluate the established theories, principles, and concepts at the forefront of a specialized field of study;
  2. extend the forefront knowledge by conducting original research or other forms of advanced scholarship of a level of quality that meets the standards of peer review and eventually merit publication;
  3. interpret and critically assess new contributions to knowledge by other individuals, and communicate such interpretations and assessment to both specialist and non-specialist audiences;
  4. conceptualize, design, and implement research projects for the generation of new knowledge and/or of new educational programs and systems, and adjust the project design in consideration of external exigencies; and
  5. make very informed judgments on complex issues in their field of specialization and its application, even in the absence of complete data, in ways that are informed by the ethical and social dimensions of the field, and be able to communicate their ideas to both specialist and non-specialist audiences.

 Master of Arts in Education

Upon completion of the Master of Arts in Education Program, graduates are expected to demonstrate the following specific indicators of competency:

  1. understand, develop and sustain arguments about, and critically evaluate the current problems, principles, and concepts of the field of study; most of which should be at the forefront of the development in the disciplines;
  2. apply this current knowledge in original ways to specific problems or contexts by undertaking research, a complex project, or some other form of advanced scholarship;
  3. demonstrate a comprehensive understanding of the methods of inquiry in their own research or advanced scholarship, and how these methods are used to create and interpret knowledge in the field;
  4. critically evaluate current research, advanced scholarship, and methodologies in the field;
  5. creatively and systematically deal with complex issues within the field, make judgments or decisions in the absence of complete data, and clearly communicate one’s justification for such actions to specialist and non-specialist audience;
  6. demonstrate initiative, self-direction and originality dealing with problems in the field (e.g. develop innovative teaching approaches and resources, establish new teacher supervisory systems, etc.) particularly in the planning and execution of tasks in the field;
  7. continue to advance their knowledge and skills in the field using the established sources of advanced information in the field; and
  8. undertake more advanced and specialized training for developing existing skills acquiring higher level and more specialized competencies in the formal higher education context.

Bachelor of Elementary Education

Upon completion of the Bachelor of Elementary Education Program, graduates are expected to demonstrate the following specific indicators of competency:

  1. articulate and discuss the latest trends, issues, anddevelopments in the field of teaching and learning the elementary children;
  2. communicate and teach using Mother Tongue, English and Filipino;
  3. display 21st century literacies, personal competencies and research skills geared towards lifelong learning and generation of new knowledge and skills;
  4. work effectively and interdependently in diverse learning settings;
  5. demonstrate pride of Philippine culture and support to the nation’s aspiration for development;
  6. articulate the relationship of education to larger historical, social, cultural, and political processes;
  7. exhibit comprehensive and deep pedagogical and content knowledge of various learning areas in the elementary level;
  8. demonstrate knowledge, understanding, and skills in preparing learning environment that is safe, fair, gender-sensitive, inclusive, culturally responsive and supportive of all learners' achievement;
  9. demonstrate in-depth understanding of child development and principle of learner's diversity, and its application in designing, implementing and evaluating student learning;
  10. facilitate learning using a wide range of innovative teaching methodologies suited for various types of learners and learning environments;
  11. demonstrate knowledge and competency in developing instructional plans that are based on sound learning principles, and are aligned to target learning outcomes;
  12. choose, create and utilize materials, including ICT resources, appropriate to the elementary level to enhance teaching and learning;
  13. demonstrate knowledge and competency in selecting and using appropriate assessment and feedback methodologies;
  14. practice professional and ethical teaching standards sensitive to the changing local, national and global realities; and
  15.  pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

Bachelor of Early Childhood Education

Upon completion of the Bachelor of Early Childhood Education Program, graduates are expected to demonstrate the following specific indicators of competency:

  1. articulate and discuss the latest trends, issues and developments in the field of teaching and learning K to 3 children;
  2. communicate and teach effectively using Mother Tongue, English and Filipino;
  3. display 21st century literacies, personal competence, and research skills geared towards lifelong learning and generation of new knowledge and skills;
  4. work effectively and interdependently in diverse early childhood settings;
  5. demonstrate pride of Philippine culture and support to the nation's aspiration for development;
  6. articulate the relationship of education to larger historical, social, cultural, and political processes;
  7. exhibit comprehensive and deep pedagogical and content knowledge of various learning areas in the K to 3 curriculum;
  8. demonstrate knowledge, understanding,and skills in preparing learning environment that is safe, fair, gender-sensitive, culturally responsive and supportive of learners' achievement;
  9. demonstrate in-depth understanding of child development and principle of learner's diversity, and its application in designing, implementing and evaluating student learning;
  10. facilitate learning using a wide range of innovative teaching methodologies suited for various types of learners and learning environments;
  11. demonstrate knowledge and competency in developing instructional plans that are based on sound learning principles, and are aligned to target learning outcomes;
  12. choose, create, and utilize materials, including ICT resources appropriate to the K to 3 level to enhance teaching and learning;
  13. demonstrate knowledge and competency in selecting and using appropriate assessment and feedback methodologies;
  14. practice professional and ethical teaching standards sensitive to the changing local, national and global realities and;
  15. pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities;

Bachelor of Secondary Education

Upon completion of the Bachelor of Secondary Education Program, graduates are expected to demonstrate the following specific indicators of competency:

  1. articulate and discuss the latest trends, issues and developments in the field of teaching and learning in highschool children;
  2. communicate and teach using both English and Filipino;
  3. work effectively and independently in multi-disciplinary and multi-cultural teams;
  4. act in recognition of professional, social and ethical responsibility;
  5. display 21st century literacies, personal competence, and research skills geared towards lifelong learning and generation of new knowledge and skills;
  6. demonstrate pride of Philippine Culture and support to the nation's aspiration for development;
  7. articulate the relationship of education to larger historical, social, cultural, and political processes;
  8. exhibit comprehensive and deep pedagogical and content knowledge of various learning areas in the secondary level;
  9. demonstrate knowledge, understanding and skills in preparing learning environment that is safe, fair, gender-sensitive, culturally responsive and supportive of learner's achievement;
  10. demonstrate skills in planning to address learning goals and assessing learners, giving feedback both to the learners and teaching-learning practices;
  11. demonstrate in-depth understanding of child development and principle of learner's diversity, and its application in designing, implementing and evaluating student learning;
  12. facilitate learing using a wide range of teaching methodologies, including ICT, that are responsive to the learner's background;
  13. develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
  14. practice professional and ethical teaching standards sensitive to the local, national, and global realities; and
  15. pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

Bachelor of Technology and Livelihood Education

Upon completion of the Bachelor of Technology and Livelihood Education Program, graduates are expected to demonstrate the following specific indicators of competency:

  1. articulate and discuss the latest developments in the field of teaching and learning in the elementary and secondary levels;
  2. effectively communicate orally and in writing using both English and Filipino;
  3. work effectively and independently in multi-disciplinary and multicultural teams;
  4. act in recognition of professional, social and ethical responsibiity;
  5. preserve and promote "Filipino historical and cultural heritage;"
  6. articulate the rootedness of education in philosophical, sociocultural, historical, psychological, and political contexts;
  7. demonstrate mastery of subject matter/discipline in Technology & Livelihood Education;
  8. facilitate learning using a wide range of teaching methodologies and delivery modes of appropriate to specific learners and their environments;
  9. develop innovative curricula, instructional plans, teaching approaches, and resource for diverse learners;
  10. apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
  11. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
  12. practice professional and ethical teaching standards sensitive to the local, national and global realities;
  13. pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities;
  14. demonstrate the competencies required of the Philippine TVET Trainers Assessors Qualifications Framewrk (PTTQF;
  15. demonstrate broad and coherent, meaningful knowledge and skills in Technology and Livelihood Education;
  16. apply with minimal supervision specialized knowledge and skills in Technoogy and Livelihood Education;
  17. demonstrate higher level literacy, communication, numeracy, critical thinking, andlearning skills needed for higher learning;
  18. manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students;
  19. show a deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes;
  20. apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches);
  21. 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;
  22. demonstrate a service orientation in one's profession;
  23. participate in various types of employment, development activities, and public discourses, particularly in response to the needs of the communities one serves;and
  24. participate in the generation of new knowledge or in research and development projects in technical education.

LIST OF TOPNOTCHERS

Back to Top