Civil Peace

Draft as of November 16, 2016
CHED MEMORANDUM ORDER (CMO)

No. _____
Series of______
SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF

TECHNOLOGY AND LIVELIHOOD EDUCATION (BTLE) PROGRAM
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 CMO 46 s. 2012, 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 46, series 2012, this PSG
implements the “shift to learning competency-based standards/outcomes-
based education.” It specifies the ‘core competencies’ expected of Bachelor of
Technology and Livelihood Education (BTLE) graduates “regardless of the
type of Higher Education Institution (HEI) they graduate from.” However, in
“recognition of the spirit of outcomes-based education and of the typology of
HEIs,” this PSG also provides “ample space for HEIs to innovate the curriculum
in line with the assessment of how best to achieve learning outcomes in their
particular contexts and their respective missions.”
Quality pre-service teacher education is a key factor in the quality of Philippine

education. In the Philippines, the pre-service preparation of teachers is a very
important function and responsibility that has been assigned to higher
education institutions. All efforts to improve the quality of education in the
Philippines are dependent on the service of teachers who are properly
prepared to undertake the various important roles and functions of teachers.
As such, it is of utmost importance that the highest standards are set in defining
the objectives, components, and processes of the pre-service technical teacher
education curriculum.
The main concern of the BTLE program is the preparation of TLE teachers for
Grades 7- 10. Specifically, the BTLE Program is expected to produce teachers
who can assume the following major roles:
a. effective synthesizers of organized knowledge to allow analytical and

critical thinking;
b. efficient and effective promoters and facilitators of learning to enable the
learners to develop their potential to the fullest for a continuing pursuit of
lifelong learning;
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c. committed humanists whose clear understanding and appreciation of
human ideals and values inspire learners to realize their potential;
d. model teachers with high regard for learning imbued with proper work
attitude and values as practiced in industry; and
e. nationally certified trainers in their fields of specialization
ARTICLE II
AUTHORITY TO OPERATE
Section 2 Government Recognition
All Higher Education Institutions (HEIs) intending to offer Bachelor of

Technology and Livelihood Education (BTLE) must first secure proper
authority from the Commission in accordance with these PSGs.
ARTICLE III
GENERAL PROVISIONS
Section 3 This Article provides 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. The
Commission designed a curriculum to attain such outcomes. This curriculum is
shown in Article V Section 9 as a sample 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 the Commission employed a
curriculum map which is shown in Article V Section 10 as a sample curriculum
map.
Using a learner-centered/outcomes-based approach, the Commission also

determined appropriate curriculum delivery methods shown in Article V
Section 11. The sample course syllabi given in Article V Section 12 show some
of these methods.
Based on the curriculum and the means of its delivery, the Commission
determined the physical resource requirements for the library, laboratories
and other facilities and the human resource requirements in terms of
administration and faculty. See Article VI.
Section 4 The HEIs are allowed to design curriculum 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, albeit by a different route.
In the same vein, 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 HEIs can use the CHED Implementation Handbook for Outcomes-Based
Education (OBE) and the Institutional Sustainability Assessment (ISA) as guide in
making their submission for Sections 18-23 of Article VII.
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These PSGs reflect the reforms toward outcomes-based education, the K to 12

Curriculum and the New GE program per CMO No. 20, series of 2013.
ARTICLE IV
PROGRAM SPECIFICATION
Section 5 Program Description
5.1. Degree Name

The program shall be called Bachelor of Technology and Livelihood
Education (BTLE).
5.2. Nature of the Field of Study

The BTLE program is an undergraduate teacher education program that
equips learners with adequate and relevant competencies in the area of
technology and livelihood education.
5.3. Program Goals

The BTLE program aims to develop highly competent and motivated
teachers in Technology and Livelihood Education in their area of
specialization.
The technology livelihood education curriculum shall impart a body of

knowledge, skills, attitudes, values and experiences that will provide
prospective Grade 7-10 TLE Teachers with the necessary competencies
essential for effective teaching and at the same time are accredited TVET
Trainers and Assessors.
The specified body of knowledge, skills, attitudes, values and experiences

shall include the following:
A. A general education component, consistent with the CHED issuance per

CMO No. 20, series of 2013.
B. A professional education component to include courses under four

broad categories: 1) theory and concept courses, 2) pedagogical content
knowledge, 3) experiential learning courses, and 4) special topics
courses.
The theory and concept courses provide the broad frameworks within
which students can understand, rationalize, and reflect on the various
methods, strategies, processes, issues and other matters related to the
teaching profession.
C. The pedagogical content knowledge courses aim to develop in students a

wide range of skills to facilitate and evaluate learning among diverse
types of students in a variety of learning environments. ICT-integration
in teaching is an essential part of the methods and strategies courses to
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equip the teacher with competencies on the use of technology in
teaching and in training.
D. The pedagogical content knowledge is based on the Philippine Trainers

Qualification Framework (PTTQF). PTTQF ensures consistent delivery of
quality training services across the country. It aims to qualify and certify
prospective TVET and Junior High School teachers for Technology and
Livelihood Education to ensure their competence in trade qualifications,
and training and assessment methodologies.
E. The experiential learning courses are intended to provide students

with practical learning experiences in which they can observe , verify,
reflect on and actually experience different components of the
teaching –learning processes in actual school and industry settings.
The special topics courses give the students an opportunity to explore

special topics and current issues related to their field of study.
F. A specialization component includes industry exposure to equip the

teacher with in-depth knowledge of the content and specified skills in
the major field.
5.4. Specific Professions/Careers/Occupations for graduates

After completion of all academic requirements of the program, graduates of
the BTLE should be able to qualify for the Licensure Examination for
Teachers (LET) and practice the teaching profession in the field of
Technology and Livelihood Education. Graduates will also qualify as TVET
trainers and assessors. They may also practice careers in various sectors of
industry as entrepreneurs or as employees.
5.5. Allied Fields

Technology and Livelihood Education is an allied discipline which draws
from many basic disciplines in the social sciences, science and math,
engineering and technology, and related fields in humanities.
Section 6 Program Outcomes

The minimum standards for the BTLE program are expressed in the following
minimum set of learning outcomes:
6.1 Common to all programs in all types of schools

The BTLE 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)
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6.2 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 educational practices
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
local, national, and global realities
h. Pursue lifelong learning for personal and professional growth through
varied experiential and field-based opportunities
6.3 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
any of the specific fields in technical and livelihood education
c. Apply with minimal supervision specialized knowledge and skills in
any of the specific fields in technical 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.
6.4 Common to a horizontal type as defined in CMO 46, 2012
a. BTLE graduates of professional institutions demonstrate a service

orientation in one’s profession.
b. BTLE 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.
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c. BTLE graduates of universities participate in the generation of new
knowledge or in research and development projects in technical
education.
Graduates of State Universities and Colleges (SUCs) must, in addition, have the
competencies to support “national, regional and local development plans”
(RA7722).
A PHEI, at its option, may adopt mission-related program outcomes that are not
included in the minimum set.
Section 7 Sample Performance Indicators
Program Outcomes Performance Indicators

a. Demonstrate the competencies  Conduct technical training and competency
required of the Philippine TVET assessment;
Trainers –Assessors Qualifications  Design and develop curriculum, courses and
Framework (PTTQF). instructional materials;
 Supervise and mentor technical students;
 Extend the body of knowledge in the field of
technology and livelihood education and
training.
b. Demonstrate broad, meaningful  Demonstrate competence/ and mastery in
and coherent knowledge and skills meaningfully teaching the subject/ area of
in any of the specific fields in specialization;
technology and livelihood  Facilitate the teaching-learning of the subject;
education.  Relate lesson with other lessons in the course
and with other disciplines.
c. Apply with minimal supervision  Demonstrate competence in applying
specialized knowledge and skills specialized knowledge and skills with
in any of the specific fields in confidence;
technology and livelihood  Demonstrate mastery in teaching the subject
education;
d. Demonstrate higher level literacy,  Develop one’s own learning strategies to
communication, numeracy, critical attain a learning outcomes;
thinking, learning skills needed for  Reflect on learning strategies and skills to
higher learning. continuously improve on them;
 Communicate ideas clearly and accurately in
oral and written form;
 Make sound judgment and decision after
critical evaluation of ideas.
e. Manifest a deep and principled  Facilitate learning by applying time-tested
understanding of the learning principles of learning;
processes and the role of the  Employs interactive, collaborative, integrative,
teacher in facilitating these and reflective teaching-learning activities;
processes in their students.  Teach based on sound principles and
philosophies of education;
f. Show a deep and principled  Explain how historical, social, cultural and
understanding of how educational political processes that impact on teaching-
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processes relate to larger learning;
historical, social, cultural, and  Relate teaching-learning to the historical,
political processes. social, cultural and political context;
g. Apply a wide range of teaching  Use varied teaching approaches and
process skills (including strategies relevant to the subject/ area of
curriculum development, lesson specialization;
planning, materials development,  Implement effectively the curriculum and
educational assessment, and assess its relevance and responsiveness to the
teaching approaches). needs of the clientele;
 Observe alignment of outcomes, teaching-
learning activities and assessment tasks in
lesson planning;
 Use appropriate traditional and authentic
assessment tools to assess learning and to
inform instruction;
 Utilize varied and appropriate instructional
technology to facilitate and enrich instruction;
h. Reflect on the relationships among  Integrate principles of teaching and learning,
the teaching process skills, the theories on human development and social
learning processing in the context of the learner for relevant and
students, the nature of the effective teaching.
content/subject matter, and other  Practice reflective teaching
factors affecting educational  Adapt innovative learning practices
processes in order to constantly
improve their teaching knowledge,
skills and practices.
ARTICLE V
CURRICULUM
Section 8 Curriculum Description

The BTLE program is composed of a minimum of 162 units which comprises of
General Education Courses-36 units, mandated courses (PE & NSTP)-14 units,
Core Professional Education Courses-42 units, Research Courses-6 units,
Exploratory TLE Courses-30 units, TLE Major Courses-36 units (in any of the 4
specific areas-HE/IA/ICT/AFA).
Section 9 Sample Curriculum

Higher Education Institutions offering the BTLE program may exercise
flexibility in their curricular offering. However, the following courses are
prescribed as minimum requirements to be implemented.
9.1 Components
Bachelor of Technology and Livelihood Education Program

Pre-
Courses Units Total
requisite
General Education Courses (CMO No. 20, series of
36 units
2013)
Core Professional Education Courses 42 units
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A. FOUNDATION COURSES/THEORIES AND CONCEPTS 12 units
COURSES
1. The Child and Adolescent Learner and Learning 3
Principles
2. The Teaching Profession 3
3. The Teacher and the Community, School Culture 3
and Organizational Leadership with focus on the
Philippine TVET System*
4. Foundation of Special and Inclusive Education 3
(new mandated)
B. PEDAGOGICAL CONTENT KNOWLEDGE (PCK) 18 units
COURSE
5. Facilitating Learner-Centered Teaching: The 3
Learner-Centered Approaches with Emphasis on
Trainers Methodology I
1. Assessment of Learning 1 3
2. Assessment of Learning 2 with focus on Trainers 3
Methodology I & II*
3. Technology for Teaching and Learning 1 3
4. Curriculum Development and Evaluation with 3
Emphasis on Trainers Methodology II*
5. Building and Enhancing Literacy Across the 3
Curriculum with Emphasis on the 21st Century
Skills*
C. EXPERIENTIAL LEARNING COURSES 12 units
6. Field Studies 6
7. Practice Teaching 6
RESEARCH 6 units
8. Research 1 (Methods of Research) 3
9. Research 2 (Undergraduate Thesis/Research 3
Paper/ Research Project)
Major Courses 66 units
Teaching Exploratory Courses (6 units of IA, 6 units of 30 units
HE, 6 units of ICT, 6 units of Agri-Fishery and 3 units of
Entrep and 3 units of TTL2)
1. Introduction to Industrial Arts I 6
2. Home Economics Literacy 3
3. Family and Consumer Life Skills 3
4. Introduction to ICT Specializations I 6
5. Agri-Fishery I 3
6. Agri-Fishery II 3
7. Entrepreneurship
8. Technology for Teaching and Learning 2 3
HEIs may choose 36 units of Major Courses from any of 36
the following areas (IA, HE, ICT, AFA) based on their
readiness, community need, job opportunity in
response to K to 12.
These courses must be aligned to the Training

Regulations of TESDA
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A. Major Courses for Home Economics 36
B. Major Courses for Industrial Arts 36
C. Major Courses for ICT 36
D. Major Courses for Agri-Fishery Arts 36
Mandated Courses 14 units
Physical Education 1-4 8
NSTP 1& 2 6
SUMMARY
General Education Courses 36 units
Core Professional Education Courses and Research 42 units
Research Courses 6 units
Major Courses
TLE Exploratory Courses (30 units) 66 units
TLE Major courses (36 units)
Physical Education 8 units
NSTP 6 units
TOTAL 162 units
a. Other additional areas of specialization may be offered by HEIs provided that

they follow the prescribed General and Professional Education requirements
under this CMO subject to the approval of the Office of Programs and Standards.
9.2 Program of Study
Distribution of Courses
1st Semester 2nd Semester
FIRST YEAR
GE1-Understanding the Self 3 GE8-The Contemporary World 3
GE2-Readings in Phil History 3 GE9-Math, Science and Technology 3
(Elective)
GE3-Math in the Modern World 3 GE10-Arts and Humanities( Elective) 3
GE4-Science and Technology 3 GE11-Social Sciences and Philosophy 3
(Elective)
GE5-Purposive Communication 3 GE12-Ethics 3
GE6-Art Appreciation 3 The Child and Adolescent Learner and 3
Learning Principles
GE7-Life and Works of Rizal 3 The Teaching Profession 3
NSTP 1 3 NSTP 2 3
Physical Education 2 Physical Education 2
Total 26 Total 26
SECOND YEAR
Facilitating Learner-Centered 3 The Teacher and the Community, 3
Teaching: School Culture and Organizational
The Learner-Centered Approaches Leadership with focus on the
with Emphasis on Trainers Philippine TVET System
Methodology I
Technology for Teaching and Learning 3 Technology for Teaching and Learning 3
1 2
Building and Enhancing Literacy 3 Curriculum Development and 3
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Across the Curriculum with Emphasis Evaluation with Emphasis on Trainers
on the 21st Century Skills Methodology II
Assessment of Learning 1 3 Foundation of Special and Inclusive 3
Education (new mandated)
Exploratory Course-Home Economics 3 Assessment of Learning 2 with focus 3
Literacy on Trainers Methodology I & II
Exploratory Course-Family and 3 Exploratory Course-Introduction to 3
Consumer Life Skills ICT Specializations I
Exploratory Course-Introduction to 3 Exploratory Course-Introduction to 3
Industrial Arts I ICT Specializations II
Exploratory Course-Introduction to 3 Entrepreneurship 3
Industrial Arts II
Physical Education 2 Physical Education 2
Total 26 Total 26
THIRD YEAR
Research 1 (Methods of Research) 3 Major/Specialization 6 3
Exploratory Course-Agri-Fishery Arts 3 Major/Specialization 7 3
1
Exploratory Course-Agri-Fishery Arts 3 Major/Specialization 8 3
II
Major/Specialization 1 3 Major/Specialization 9 3
Major/Specialization 5 3 3
Total 24 Total 21
FOURTH YEAR
Field Study 1-6 6 Practice Teaching 6
Research 2 (Undergraduate 3
Thesis/Research Paper/ Research
Project)
TOTAL 9 Total 6
Section 10 Curriculum Map
BACHELOR OF TECHNOLOGY AND LIVELIHOOD EDUCATION

Major: Industrial Arts
SAMPLE CURRICULUM MAP
Major Subjects PROGRAM OUTCOMES

PO 1
PO 2
PO 3
PO 4
PO 5
PO 6
PO 7
PO 8
Major Courses in Industrial Arts

Fundamentals of Automotive Technology P P D D
Applied Automotive Technology P P D D
Civil Technology 1 P P D D
Civil Technology 2 P P D D
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Fundamentals of Electronics Technology P P D D
Digital Electronics Technology P P D D
Fundamentals of Electrical Technology P P D D
Applied Electrical Technology P P D D
Metal works P P D D
Domestic Refrigeration and Air-Conditioning P P D D
Commercial Refrigeration and Air-Conditioning P P D D
Graphic Arts P P D D
Legend: I – Introduced (The students gets introduced to concepts/principles).

P – Practiced (The students practices the competencies with supervision).
D – Demonstrated (The students demonstrate the competencies across different
settings with minimal supervision.)
Section 11 Sample Means of Curriculum Delivery

 Lecture
 Laboratory Works
 Discussion
 Exercises/Demonstration
 Interactive Learning
 Collaborative Learning
 Problem-Based Learning
 Project-Based Learning
 Reporting
 Multimedia Presentation
 Reading and Writing
 Library Works
 Field Works
 Interview
Section 12 Sample Syllabi for Selected Core Courses

(Please see attached Annexes)
ARTICLE VI
REQUIRED RESOURCES
Section 13 Administration
The primary responsibility for the preparation of TLE teachers within a college
or university shall be exercised by a clearly defined and organized
administrative and instructional unit such as a college, institute, school,
department or division of education.
A. Dean/Department Head
A Dean/Department Head shall be employed and assigned full-time to
provide leadership and direction to the education
unit/division/department/college of the school and who shall have the
following qualifications:
1. Holder of a doctoral degree preferably DTE or Ph. D. or Ed.D. in any
of the areas of specialization in the program.
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2. With at least three (3) years of very satisfactory teaching experience
in a technology/teacher education institution
3. With at least three (3) years of very satisfactory supervisory
experience.
A full-time Dean is one whose services are available for at least 30 hours a
week and who carries a regular teaching load in accordance with the
institutional policy.
Responsibilities of a Dean /Department Chair
The Dean/Department Chair shall have the following functions and

responsibilities:
1. Assists in the formulation of institutional policies;
2. Exercises educational leadership among the faculty by:
a. initiating and instituting faculty and staff development programs;
b. recommending the appointment, promotion or separation of
faculty and non-teaching personnel in the institution; and
preparing and recommending the teaching load of the faculty
members, and directing and assigning them to advise students in
their program of studies
3. Coordinates and facilitates student personnel services and practicum

experiences;
4. Plans a program of curriculum development with the assistance of
qualified faculty members;
5. Institutes a definite program of supervision and of other
administrative support services aimed at upgrading the quality of
instruction;
6. Assists in the budget preparation and financial management of the
College;
7. Initiates programs in research and extension services through
networking, linkages, consortia, etc.
Section 14 Faculty
Members of the faculty should have academic preparation and experience
appropriate to teaching technical and vocational courses.
A. General Requirements
1. As a general rule, master’s degree in education or in an allied discipline
is required for teaching in the tertiary level.
2. Faculty teaching general education and major subjects should have
appropriate master’s degree in the field they are assigned to teach.
3. Have at least one (1) year of very satisfactory teaching experience in any
technical-vocational or technological institution.
B. Qualifications of the Professional Education Faculty

Faculty teaching Professional Education courses should have the following
qualifications:
1. Holder of valid certificate of registration and professional license as
provided for in Section 11 of RA 8981.
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2. Holder of Master’s degree in Education or in any allied fields.
C. Qualifications of Technology Instructors/Professors

1. Holder of at least Masters Degree in Technology Education or its
equivalent.
2. Must be compliant with the training regulations of TESDA.
D. Load/Employment Status
1. Salary rates of faculty members should be commensurate with their
rank, academic preparation, experience in instruction and research, and
at least comparable with those of other faculty members who teach
other baccalaureate courses.
2. At least 60% of the technical teacher education courses shall be taught
by full-time instructors in the institution.
3. The regular teaching load of the technical teacher education faculty shall
not exceed twenty-four (24) units for one preparation, twenty-one (21)
units for two preparations; and eighteen (18) units for 3 or more
preparations and in accordance with institutional policy
4. A regular faculty member who is assigned as a Student Teacher
Supervisor/Practicum Coordinator shall plan, supervise, and evaluate
student teaching experience and provide advice and counseling.
E. Faculty Rank
Education faculty shall be assigned academic ranks in accordance with their
educational preparation, industrial experience, teaching experience,
continuing professional growth and other criteria, which the individual
institutions may require.
Section 15 Library
A. Refer to the requirements for academic library common to all
B. Instructional Standards
1. Teacher Education Institutions shall maintain high standards of
instruction, utilizing a variety of appropriate emerging instructional
technology procedures, which contribute to the effectiveness of the
technical teacher education students' preparation.
2. A system of supervision shall be instituted and implemented for the
purpose of evaluating teacher competence.
3. The Technical and Vocational Teacher Education institution may adopt
textbooks which are of recent edition reflecting the current trends in
teaching and learning methods and content, which do not violate the
laws of the Philippines and preferably written by Filipino authors.
4. The institution shall provide for a systematic and continuing plan of
evaluation of student progress through a marking system that is
consistent and consonant to the objectives set by the institution.
Institutional policies shall be made known to the technical teacher
education students to serve as their guide in preparing for the courses.
The grade or rating of a student in each course shall be fair and just and
shall reflect proficiency in the subject based on reasonable rules and
standards of the school.
Section 16 Laboratory and Physical Facilities
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1. A practicum laboratory in technology education shall be maintained within
or outside the campus through appropriate linkages, networking or
consortium.
2. Specialized laboratories shall be maintained for the major fields.
3. The technology facilities and requirements shall be based on the training
regulations set by TESDA.
Section 17 Admission and Retention Requirements

This is offered to high school graduates who meet the admission requirements
set by the College. The program of study for the General Education courses is
based on CMO No. 20, series of 2013 and Professional Education subjects is
based on the revised undergraduate teacher education curriculum. The
technology specialization subjects, on the other hand, are based on competency
standards indicated in the Training Regulations of the Technical Education and
Skills Development Authority (TESDA).
A. Every student has the right to enroll in any school, college or university
upon meeting its specific requirements and reasonable regulations. The
student is expected to complete the course without prejudice to the right to
transfer except in disciplinary cases and/or academic delinquency.
B. As a general rule, no applicant shall be enrolled in any approved course
unless proper credentials as prescribed are submitted to the institution
during the enrollment period.
C. Teacher Education Institutions must have a system of selective admission
and retention of students to ensure that those who enter the teaching
profession possess a reasonably high level of scholastic achievement and the
appropriate aptitudes, interests, and personality traits. There shall be well-
defined criteria for admission into the programs for technical teacher
education:
1. Student applicants into the BTLE program must be high school
graduates with at least a grade point average of 85% as reflected in their
Form 138.Institutions shall apply specific criteria for
admission/retention of candidates to determine specific fields of
specialization/concentration and promotion to the next curriculum year.
Section 18 Research and Productivity Scholarship
1. Technical Teacher preparation courses shall develop in the faculty and the
students an attitude of inquiry and willingness to test theory against the
evidence of existing classroom practices.
2. The strength of a TEI shall be based on the quality and quantity of research
work undertaken or currently being undertaken by teacher education faculty
members and on the kind of institutional administrative and financial
support given to such undertakings.
3. Scholarly works and reports of research activities shall be established and

disseminated within and outside of the institution to encourage exchange of
ideas, research findings, and development in technical teacher education.
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4. Faculty members actively engaged in relevant and significant research work
in TLE shall be afforded special privileges and benefits such as reduced
teaching load and/or its equivalent.
Section 19 Residence and Unit Requirements

No student shall be permitted to take any subject without passing the
prerequisite subjects.
Section 20 Voluntary Accreditation
While the foregoing are the minimum rules and standards, technical teacher
education institutions are enjoined to undertake continuing improvement
through voluntary accreditation with any of the accrediting bodies recognized
by the Commission on Higher Education.
ARTICLE VII
COMPLIANCE OF HEIs
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 22 The complete set of program outcomes, including its proposed additional
program outcomes.
Section 23 Its proposed curriculum and its justification including a curriculum map.
Section 24 Proposed performance indicators for each outcome. Proposed measurement

system for the level of attainment of each indicator.
Section 25 Proposed outcomes-based syllabus for each course.
Section 26 Proposed system of program assessment and evaluation
Section 27 Proposed system of program Continuous Quality Improvement (CQI).
ARTICLE VIII
TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS
Section 28 Transitory Provision
All private HEIs, State Universities and Colleges (SUCs) and Local Universities
and Colleges (LUCs) with existing authorization to operate the Bachelor of
Secondary Education Major in Technology and Livelihood Education
program are hereby given a period of three (3) 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 2018-2019.
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For violation of this Order, the Commission may impose such administrative
sanction as it may deem appropriate pursuant to the pertinent provisions of
Republic Act No. 7722, in relation to Section 69 of BP 232 otherwise known as
the Higher Education Act of 1982, Section 24 and 101 of the Manual of
Regulations for Private Schools (MPRS), and R.A. _____and other related laws.
Section 29 Repealing Clause

Any provision of this Order, which may thereafter be held invalid, shall not
affect the remaining provisions.
All CHED issuances or part thereof inconsistent with the provision in this CMO
shall be deemed modified or repealed.
Section 30 Effectivity Clause

This Order shall take effect after its publication in the Official Gazette or
Newspaper of General Circulation.
Quezon City, Philippines, _________________________
PATRICIA B. LICUANAN, Ph.D.

Chairperson
Page | 16
Course Syllabus Template

Course Name
Technology for Teaching and Learning 1
Course Credits
3 units
Course Description Technology for Teaching and Learning 1 (TTL1). This is a 3-unit introductory course that explores basic knowledge and skills
and values in the use of technology for teaching and learning. This course include ICT Policies and safety issues, media and
technology in various content areas, learning theories and principles in the use and design of learning lessons, teaching-learning
experiences and assessment tasks that utilize appropriate traditional and innovative technologies with social, ethical and legal
responsibility.
Contact Hours/week
3 hours
Prerequisite
None
Course Outcomes 1. Explain ICT policies and safety issues as they impact on the teaching-learning process
2. Identify learning theories and principles applied in the design and development of lessons through appropriate media and
technologies for teaching learning
3. Integrate media and technology in various content areas
4. Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies
5. Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources.
COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter
Week 1 A. Introduction to Technology for Teaching and Learning
Week 2 B. ICT Concepts, Principles and Theories as used in Teaching-Learning Processes
Week 3-4 C. ICT Policies and Safety Issues in Teaching and Learning
Week 5-6 D. ICT in Various Content Areas
Week 7-11 E. Theories and Principles in the Use and Design of Technology Driven Learning Lessons
Week 12-15 F. Innovative Technology Tools for Teaching-Learning and Assessment Task
Week 16-18 G. Social, Ethical and Legal Responsibilities in the Use of Technology Tools
Desired Learning Course Content/Subject Textbooks/ References Teaching and Assessmen Resource Tim
Outcomes (DLO) Matter Learning t of Tasks Materials e
Activities (TLAs) (ATs) Tabl
e
Page | 17
1. Understand ICT in
Education
Unit 1- Introduction to Brief Lecture: With OHP /
1.1. Define Technology for Teaching the aid of a Multimedia
basic and Learning powerpoint Projector
concept presentation,
s in provide an
underst A. Basic Concepts to Lucido, P. & Corpuz, B. (2012). Educational technology 2. overview of the Computer /
anding be defined: Quezon City, PH: Lorimar Publishing Co. subject Laptop 1.5
ICT in 1. Technology Technology for hour
Educati 2. Information Anderson, J. (2010). ICT Transforming Education A Regional Teaching and s
on and Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Learning.
Communicatio Education Use a rating Graphic
n Small Group scale for organizers
Ballado, R. (2012). Basic concepts in educational technology 1. discussion: Give the concept
3. Educational
Manila, PH: Rex Bookstore graphic organizers map
technology
of the different developed
4. Technology, concepts to be by each
Media and defined through group.
Learning the use of concept
5. Instructional mapping
System and Whole group
Instructional discussion:
technology Present to the
6. Technology whole class group
Tools outputs.
B. Roles of ICT in
Teaching for Individual
Learning Research:
Encourage
students to
validate the
concept map and
conceptual
definitions
Page | 18
Forum With 3
1.2 Enumerate the Unit 2. ICT Policies and Anderson, J. (2010). ICT Transforming Education A Regional Resource Person: Posting of Freedom hour
national ICT Safety Issues in Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Invite a resource comments Wall in the s
policies Teaching and Learning Education person to talk on ICT policies classroom/
affecting ICT national and in Freedom Blog
classroom A. ICT National or Lucido, P. & Corpuz, B. (2012). Educational technology 2. international Wall/Blog Created
practices International Policies Quezon City, PH: Lorimar Publishing Co. policies applied to and
That Are Applicable to teaching and Adminitest
Teaching and Learning learning ered by the
Documents: Teacher
• The Philippines ICT Roadmap
• DepED Five-Year Information and Communication

1.3 Describe the B. Safety Issues in ICT Technology for Education Strategic Plan (DepED Group Interviews: Checklist Accomplish
implementation ICT ICT4E Strategic Plan) Executive Summary Organize small on the ed Checklist
policies in teaching- groups to conduct practices
learning interviews and that
• RA 10844, Sec. 3 (An Act Creating the Department of
observations on address Power
ICT, Defining its Powers and Functions, Appropriating
practices that safety point
Funds, and Other Purposes)
address safety issues presentatio
issues in ICT for ns
SEAMEO INNOTECH (2010)
teaching and
learning.
1.4 Identify ICT policies A. U Class Observation Accomplish Class

that are incorporated to C. Uses of ICT (Field Study): ed Observatio
the design and Policies in the Observe how ICT observatio n Guide on
implementation of Teaching and policies are n guide the
teaching-learning Learning utilized in the utilization
activities Environment classroom. of ICT
policies in
the
classroom
2. Identify learning Unit 3. Theories and

theories and Principles in the
principles applied in Use and Design of
the use and design of Technology
learning lessons with Driven Learning
technology Lessons
Page | 19
2.1 Identify A.Learning Theories Lucido, P. & Corpuz, B. (2012). Educational technology 1 2nd Active Learning Reflection Blog/
learning and Principles in: edition. Lorimar Publishing Co. with Teacher-Led Posted on Classroom 1.5
principles and 1.Dale’s Cone of Discussion on the Freedom hour
theories Experience (with Dale’s Cone of Blog/Freed Wall s
that are focus on the Experience and om Wall
applied in Traditional how its principles
technology Technologies for and theories are
driven Teaching) utilized in the
teaching- technology-driven
learning teaching and
models. learning
2.TPACK (Technology, Image Analysis: Restricted Video clip 1.5

Pedagogy and Content TPACK in Two Minutes Students analyze Essay hou
Knowledge) https://www.youtube.com/watch?v=FagVSQlZELY and explain the Multimedia rs
image/diagram. Projector
Heinich, R. (2003). Instructional media and The teacher
technologies for learning. (7th edition). Upper saddle, synthesizes. Computer
New York: Merril Prentice Hall
A brief lecture on
Newby, T.J. (2011). Educational technology for TPACK
teaching and learning. (4th ed.) Boston: Pearson
Education, Inc.
Roblyer, M.D. (2003). Integrating educational

technology into teaching. (3rd ed.) Upper Saddle, New
York: Merril Prentice Hall
Page | 20
3.ASSURE Model (Analyze Smaldino, et al. (2005). Instructional technology and The Fish Bowl 3
Learners, State Objectives, media for learning, 8th ed. New Jersey: Pearson Activity: Learners hou
Select Methods, Media, & Prentice Hall are given rs
Materials, Utilize Media & pp. 53-65 metacards and
Materials, Require Learner asked to write a
Particip ation, Evaluate and question a
Revise) question of
clarification about
the topic (I.e.
questions
concerning the
application of the
topic to practical
concepts). Teacher
draws these
questions from the
bowl and answers
the questions or
asks the class to
answer them.
Think-Pair and Rating Metacards

Share: In pairs, scale on
students will the Fish Bowl
discuss about the ASSURE Container
ASSURE Model and lesson
create their own
ASSURE lesson
Page | 21
3.Integrate media Unit 4. ICT in Various

and technology in Content Areas
various content A. 21st Century
areas Literacy K to 12 Curriculum Guides (DepEd, 2012) Brief Lecture: Oral Multimedia 2
Skills Explain 21st examinatio Projector wee
3.1 Review 1.Digital Literacy Lucido, P. & Corpuz, B. (2012). Educational technology 2. century literacy n ks
teaching plans Skills Quezon City, PH: Lorimar Publishing Co. skills with Laptop
that require a. Media emphasis on
learners to b. Information Anderson, J. (2010). ICT Transforming Education A Regional digital literacy and
connect the c. ICT literacy Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for media information
content of the Education literacy skills.
lesson to
society Williams, M. (2000). Integrating technology into teaching and
learning: An Asia Pacific perspective. Singapore: Prentice Hall
UNESCO (2013). Training Guide on ICT Multimedia

Integration for Teaching and Learning. pp. 56-59
3.2 Introduce B. Technology Enhanced Inquiry-Based Lesson Lesson

sample Teaching Lesson Exemplars Approach: exemplar exemplars
technology- Introduce a analysis
enhanced technology-
lessons to enhanced teaching
support lesson exemplar Demonstra
learning tion Guide
Demonstration:
Demonstrate a Checklist
sample
technology-
enhanced lesson
Page | 22
3.3 Select C.ICT and Conventional http://www.educatorstechnology.com/2012/06/33-digital- Group research multimedia

ICT and Learning Materials to skills-every-21st-century.html and presentation Rubrics equipment
conventional Enhance Teaching Learning on the digital
learning 1. Digital Learning http://www.edtechteacher.org/gafe/ learning materials
materials Resources
designed a. Google Docs
to enhance b. Survey Monkey
teaching- c. Others
learning
2. Conventional Learning
Resources
a. Flip charts
b. Realia
c. Others
3.6 Identify Distance Learning Anderson, J. (2010). ICT Transforming Education A Regional Forum-Discussion: KWL Chart class site
flexible Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Conduct a forum ● What I (e.g. google
learning Education about Distance KNO site,
through Learning W weebly,
online Types of Online Distance Melton, R. (2002). Planning and Developing Open and Distance ● What I etc.)
communicatio Learning Learning A Quality Assurance Approach Demonstration WANT 2
ns • Synchronous and hands-on to wee
(synchronous • Asynchronous exploration on the know skype ks
/ synchronous and ● What I
asynchronous asynchronous LEAR
modality) online distance NED KWL Chart
learning template
Checklist
Page | 23
3.7 Describe Technology Tools in a Smaldino, et al. (2005). Instructional technology and media for Brief Lecture on Paper and
flexible Collaborative Classroom learning, 8th ed. New Jersey: Pearson Prentice Hall the different Pencil Test google docs
learning Environment technology tools in
environment a collaborative
that classroom
enhances environment
collaboration
with Small Group
the use of Discussion-
technology Student Led
tools.
3.8 Reflect on the D. Relevance and Based on the Reflective Situational

use of technology Appropriateness of the Use lesson narrative cases
on its relevance of Technology in Teaching demonstrated, the
and and Learning class will analyze
appropriateness and determine the Rubric on Gibb’s
appropriateness the Reflection
and use of narrative Cycle
technology. template
entries in
Self-evaluation the
Freedom
Wall/Blog
Page | 24
4. Formulate Unit 5. Innovative Smaldino, et al. (2005). Instructional technology and media Students’ research
teaching-learning Technologies for for learning, 8th ed. New Jersey: Pearson Prentice Hall on examples of Reporting Assessmen 1
experiences and Teaching-Learning and technology- and t tools wee
assessment tasks Assessment Task assisted tools in Feedbackin k
using appropriate and assessment in g
innovative learning
technologies A.Technology-Assisted
Tools in Assessment in
4.1 Identify Learning
Technology-
assisted tools
in
the
assessment
of learning
B.Tools in evaluating http://www.edtechteacher.org/assessment Workshop on the Workshop

appropriate formulation of output
assessment tools (ex. UNESCO (2013). Training Guide on ICT Multimedia tools to evaluate
checklist, rating scale) Integration for Teaching and Learning. pp. 60-63 assessment tools
Angelo, T. and Cross, K.P. (1993). Classroom Assessment

Techniques 2nd Ed.. A Handbook for College Teachers
Demonstrate proficiency Technology- Smaldino, et al. (2005). Instructional technology and media for Lesson planning Rubrics for ASSURE
in the formulation of Enhanced Lesson learning, 8th ed. New Jersey: Pearson Prentice Hall assessing Model
teaching-learning using the ASSURE lesson
experiences using as Technology- plans
innovative technologies Integration Model Critiquing
of lessons
plans
Revising of
lesson
plans
Page | 25
5. Demonstrate social, 1
ethical, and legal Unit 6. Social, wee
responsibility in the Ethical and Legal k
use of technology tools Responsibilities in
and resources the Use of http://www.digitalcitizenship.net/ Lecture-discussion Written Computer/
Technology Tools on the nine exam laptop
5.1 Show, give and Resources elements of digital Multimedia
examples, citizenship projector
observe social, A. Digital Citizenship http://www.eduscapes.com/sessions/socialtech/
ethical, and legal Group research on Rubrics Computers
responsibility in • Nine Elements the social, ethical assessing
the use of of Digital and legal research A
technology tools Citizenship responsibilities in outputs Worksheet
and resources the use of for Talk it
technology tools Out
B. Social, Ethical and and resources by
Legal teachers Scenarios
Responsibilities in the Talk it Out
Use of (from Global
Technology Tools and Digital Citizen
Resources by Teachers Foundation) An
activity on taking a
stance on an issue
and defending it
Learners are given
a scenario
primarily focusing
on social, ethical
and legal
responsibilities in
the Use of
technology
Analysis of the
different cases
involving social,
ethical and legal
issues on
technology use
Page | 26
5.2 Identify C. Intellectual Property

examples of Rights Applicable to the www.ipophil.gov.ph/images/Patents/IRRs/RepublicAct8293. Group Research on Rubrics RA 8293
compliance of Educational Setting: pdf the Intellectual assessing Document
IPR in Copyright and Related Property Rights in research An act
educational Rights the Educational presentatio prescribing
setting. Copyright Law (Part IV) Setting ns and the
outputs intellectual
Class presentation property
of research code and
outputs (e.g. establishin
poster, g the
infographics, intellectual
hootboard, etc.) property
office,
providing
for its
powers and
functions,
and for
other
purposes
5.3 Enumerate www.safekids.com/kids-rules-for-online-safety Four As Computer /

digital safety D. Digital Safety Rules Activity: You Know Laptop
rules that ● Rule 1: Research before www.educationworld.com/a-tech/tech/tech044.shtml the Rules
ensure child you register (from Global
online safety ● Rule 2: Discriminate www.collegeview.com/articles/artice/smart-students-in-a- Digital Citizenship
and prevent ● Rule 3: Think before digital-world Foundation) Multimedia
cyberbullying typing Learners imagine Projector
● Rule 4: Require ID that they can draft Class
● Rule 5: Trust your gut three rules that formulated
every digital Guide on
citizen must Digital
follow. What Safety
would they make Rules
and why?
Abstraction,
Analysis &
Application
Page | 27
Forum Discussion
on the digital
safety rules
5.4 Discuss E.Cyberbullying https://www.stopbullying.gov/cyberbullying/what-is-it/ Debate on video clips

safety rules Cyberbullying on
in obtaining cyberbullyi
resource Small group
ng
materials Discussion
from local
area
network-
based and
the internet
5.5 Describe F. Netizens in Cyberspace Brief Lecture Posters and Posters

the community Active Citizenship digital
of learners as campaign
netizens who materials
share and
utilize digital
materials.
5.6 Practice G. Netiquette (social Abushakara, N. (2016). Advocacy

standard conventions online) Netiquette: Modern manners Campaign
netiquette in for a modern world, The
sharing and ultimate guide to online Forum
utilizing etiquette. Create Space
shared Independent Publishing
materials Platform
among
learning Tuffley, D. (2014).
communities. Email etiquette: Netiquette for the information age. Altiora
Publications
Page | 28
5.7 Joining social Rubrics

Show/demonst media site assessing Rubrics
rate support to behavior in
school learners Role playing on social
as part of how to support media sites
learning school learners as
community in part of learning
their digital community
culture and
behaviors
5.8 Identify H.Educational Sites and Diaz, C.G. and Declaro, R.A.(2013). UNESCO training guide on
educational Portals ICT multimedia integration for teaching and learning. Pencil and
sites and Retrieved from Creative Commons License Group Research to Paper Tests
portals http://creativecommons.org/licenses/by-sa/3.0 identify Multimedia
suitable to educational sites Projector
their subject https://globaldigitalcitizen.org/50-education-technology- and portals
area tools-every-teacher-should-know-about List of
educational
Presentation and Sites
Sharing of
Research Outputs
(e.g. Infographics,
Digital 2
advertisement, wee
brochure, bulletin ks
board display /
online bulletin
board)
5.9 Join online J. Online Communities of Anderson, J. (2010). ICT Transforming Education A Regional Online
expert and Learning Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Practicum on Rating learning
learning 1.Facebook Education sample strategies scale sites
communities 2. Twitter on how to join Gibb’s
3. Instagram experts’ learning Reflection Reflective
4. Webinar communities Cycle
template
Page | 29
5.10 Use K. Online Resources Group Research

resources from e.g. and Application of Check list
relevant • Opensource the identified
mailing lists • multimedia resources; relevant mailing
and online video sites list and online
journals • finding images journals
• music and audio;
webcasts
• locate web resources by
topic
• Others
5.11 Describe L. Collaborative Projects http://www.ascd.org/publications/books/102112/chapters/ Multimedia
technology i.e. The Problem-Based What_Is_Project-Based_Multimedia_Learning%C2%A2.aspx Student Led-Group Pencil and Projector
tools that are Project or Project-Based Discussion Paper Test
used in group Project
activities. Lecture
5.12 Use M. Technology Tools for http://www.emergingedtech.com/2014/05/20-excellent- Lecture- Practical internet

technology Collaborative Work free-tools-for-interactive-collaboration-experiences-in-the- Demonstration Test connectivit
tools to e.g. classroom/ y
collaborate • google drive Workshop /
and share • edmodo hands-on
resources • bubbl.us experience on the
among • Wikispaces tools
communities • Others
of practice Blended Learning
Suggested Readings
and References Abushakara, N. (2016). Netiquette: Modern manners for a modern world, The ultimate guide to online etiquette. Create Space Independent Publishing
Platform
Anderson, J. (2010). ICT Transforming Education A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education
Angelo, T. and Cross, K.P. (1993). Classroom Assessment Techniques 2nd Ed.. A Handbook for College Teachers
Chiles, D. (2014). Internet etiquette: Netiquette fundamentals, rules and optimization.
Diaz, C.G. and Declaro, R.A.(2013). UNESCO training guide on ICT multimedia integration for teaching and learning. Retrieved from Creative
Page | 30
Commons License http://creativecommons.org/licenses/by-sa/3.0

Heinich, R. (2003). Instructional media and technologies for learning. (7th edition). Upper saddle, New York: Merril Prentice Hall
www.safekids.com/kids-rules-for-online-safety
www.educationworld.com/a-tech/tech/tech044.shtml
www.collegeview.com/articles/artice/smart-students-in-a-digital-world
https://www.stopbullying.gov/cyberbullying/what-is-it/
http://www.ascd.org/publications/books/102112/chapters/What_Is_Project-Based_Multimedia_Learning%C2%A2.aspx
http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-experiences-in-the-classroom/
http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html
http://www.edtechteacher.org/assessment
http://www.edtechteacher.org/gafe/
Lucido, P. & Corpuz, B. (2012). Educational technology 2. Quezon City, PH: Lorimar Publishing Co.
Melton, R. (2002). Planning and Developing Open and Distance Learning A Quality Assurance Approach
Newby, T.J. (2011). Educational technology for teaching and learning. (4th ed.) Boston: Pearson Education, Inc.
Roblyer, M.D. (2003). Integrating educational technology into teaching. (3rd ed.) Upper Saddle, New York: Merril Prentice Hall
Smaldino, et al. (2005). Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall
Tuffley, D. (2014). Email etiquette: Netiquette for the information age. Altiora Publications
TPACK in Two Minutes https://www.youtube.com/watch?v=FagVSQlZELY
UNESCO (2013). Training Guide on ICT Multimedia Integration for Teaching and Learning. pp. 56-59
Williams, M. (2000). Integrating technology into teaching and learning: An Asia Pacific perspective. Singapore: Prentice Hall
www.ipophil.gov.ph/images/Patents/IRRs/RepublicAct8293.pdf
Documents:
• The Philippines ICT Roadmap
• DepED Five-Year Information and Communication Technology for Education Strategic Plan (DepED ICT4E Strategic Plan) Executive
Summary
● SEAMEO INNOTECH (2010) The Report on the Status of ICT Integration in Education in Southeast Asia
● K to 12 Curriculum Guides (DepEd, 2012)
● Senior High School Curriculum Guides retrieved from https://drive.google.com/file/d/0D8x8BBYUc2V91dVJQQXdVMFVDS2C/edit
Course Requirements
Grading System Midterm Finals
Classroom Policies
Page | 31
COURSE SYLLABUS FOR TTL2- Technology and Livelihood Education
Course Name Technology for Teaching and Learning 2 – ( Technology and Livelihood Education)
Course Credits 3 units
Course Description TTL 2 is a 3-unit course which will focus on the application, design, production, utilization, and evaluation of Information and
Communications Technology (ICT) materials for teaching and learning in particular subject specializations and other related programs
aligned to the K to 12 curriculum (Secondary English Language Education, Secondary Filipino Language Education, Secondary Science
Education, Secondary Math Education, Secondary Social Science Education, Secondary Values Education, Technology and Livelihood
Education).
Contact Hours/week 3 hours/week
Prerequisite TTL 1
Course Objectives 1. (PCDA-Plan Development Check Act)
2. Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective
Communication Skills
3. Develop project-and problem-based, collaborative activities using technology tolls
4. Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific application
5. Produce learning resources using technology tools in various subject areas
6. Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context
7. Use technology tools to collaborate and share resources among communities of practice.
COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter
Week 1-3 Using ICT in Developing 21st Century Skills/ICT in the 21st Century Skills
Week 4-5 Problem-Based and Project Based Learning
Writing Problem-Based and Project Based
Week 6-10 Productivity Software Applications/Tools for Teaching and Learning
Week 11-13 Characteristics of Good/Appropriate IMs and Technology Tools
Producing Learning Resources using Technology Tools
Week 14-16 Digital and Non-Digital Resources
Week 17-18 Technology Tools for Collaboration
Page | 32
SAMPLE LEARNING PLAN

Desired Learning Outcomes (DLO) Course Content/ Textbooks/ Teaching and Learning Assessment Task Resource Time
Activities (TLAs) (ATs) Materials Table
Subject Matter References
Unit 0. The University -University Code -Present University video -students reflection -video 1 hr
Vision, Mission, Core Values clippings as how they could clippings
-Students contribute in about the
Handbook -presentation University VMG achieving VMG University
-Bulletin of -white
Information board and
marker
-website
Use ICT to develop 21st Century Skills: Unit 1. Using ICT in Bitter, G. G. and J. Have the students analyze Oral Examination Paper 2 hrs
Information, Media and Technology Developing 21st Century M. Legacy. learning plans in TLE, let them
Skills, Learning and Innovation Skills, Life Skills/ICT in the 21st (2008). Using critique based on the context Pen
and Career Skills, and Effective Century Skills technology in the of 21st century skills
Communication Skills. classroom. USA:
Pearson
Analyze TLE learning plans in the context Education, Inc.
of the 21st century skills Sample Learning plans and
21st century skills pp. 242-246
Learning Activities to
develop 21st century skills
Develop the TLE learning plan to develop Selection of competencies Bitter, G. G. and J. Expose the students to the learning plan to be Computer 2 hrs
21st Century Skills through ICT requiring ICT integration M. Legacy. sample learning plan based evaluated by peer
integration (2008). Using from the 4A’s format and the teacher Projector
technology in the
Learning
classroom. USA:
PB learning plan: integration Plans
Pearson
of 21st century skills Ask the students to improve
Education, Inc.
the existing learning plans on
Page | 33
pp. 298-308 how to integrate ICT
https://ph.searc
h.yahoo.com/sea
rch?p=21st+cent
ury+skills&fr=yf
p-t-712
http://edglossar
y.org/21st-
century-skills/
https://en.wikip
edia.org/wiki/21
st_century_skills
Reflect on their own learning using Electronic Portfolio Show an electronic portfolio. Blog or e-portfolio Students 2 hrs
technology tools to be evaluated by may use
Discuss the concept of e- the teacher using a this link to
portfolio rubric guide them
in making
An electronic portfolio or
their e-
sometimes called digital
portfolios:
portfolio is a collection of
http://ww
electronic evidence assembled
w.informati
and managed by a user, usually
onweek.co
on the Web.
Develop project/problem-based/student Unit 2. Developing Problem- https://engage.i - Review samples of Formulate a Hand-out
centered collaborative activities using based and Project-based ntel.com/docs/D problem- and or project checklist of the
technology tools Instructional Plans OC-52038). based unit plans (see elements of 2hr.
https://engage.intel.com/docs problem- and
/DOC-52038). Download project-based
desired samples and let approach as
Explain problem-based and project-based Nature of Problem-based and http://www.slid
students review each plans. evidence of their
Page | 34
learning approaches Project-based approaches eshare.net/marc Provide local Dep-Ed samples understanding of
omed/deped-k- of learning plans for further the reviewed unit
Teaching with Projects to-12-lesson- review. Let students formulate plans.
plan-template
concepts on problem- and
Project Based-Multimedia
project-based learning based
Learning
on the samples reviewed.
Using Technology to Enhance Williams, M. D.
Student Inquiry (2000).
Integrating -Comparison of the
technology into difference of Problem and Reflection as to the 2 hrs
teaching and
Project Based Learning (use difference of
learning.
Singapore. http://www.edutopia.org/blog project to the
Pearson /pbl-vs-pbl-vs-xbl-john- problem based
Education Asia larmer) -Give time for students learning
Pte Ltd. pp. 18- to read the article.
35
Explain parts of a problem-based and A. Basic Parts of a Learning http://www.slid -students will download Check classroom Learning 2hrs
project-based learning plan Plan/Unit Plan (Deped eshare.net/marc Learning Plan template and let exercise plan
sample LP may be used) omed/deped-k- them familiarize the parts. template
a. Curriculum to-12-lesson-
Encourage them to share their (hard copy)
framing Question plan-template
insights as to the underlying
principles behind each
components.
Develop a problem-based and project- B. Writing a problem- http://www.dan -From the identified mini- Refer to Dep-Ed CD for 2hrs
based learning plan based/project-based ielgubalane.com courses under TLE curriculum, order no. 73,s. TESDA
learning plan let students experience in 2012 for the training
a. Selection of http://www.tda.
making Learning Plan. Check assessment of the regulations
competencies edu.au
requiring ICT the given website for the TLE learning plan and DEP-ED
integration curriculum and training TLE
http://www.dep regulations. curriculum
edbataan.com
https://oblioscaj
ovy.wordpress.c
om
Page | 35
Use open-ended tools (such as word Unit 3. Productivity Software Way, J. and T. Have a thorough review of the Quiz Computer 6hrs
processing, spreadsheets, presentation Applications/Tools for Beardon. (2003). MS Office.
software, and authoring tools) in subject teaching and learning ICT and primary Projector
specific application mathematics.
Open-ended tools and their USA: Open
uses in teaching and learning Ask the students on when and
University Press.
how they can use the different
pp 29-52
Identify uses of open-ended tools Maximizing the Use of open-ended/productivity tools
(productivity tools--whether freeware or Microsoft Word, Spreadsheets, in the teaching-learning of TLE.
Microsoft Office) in the teaching-learning and Publisher
of TLE https://www.de
Effective Use of Power point ped.gov.ph/reso
and Prezi urces/download
s/eclass-record-
Adobe Photoshop and Movie
templates
Create student outputs using computer Creating student samples Ask the students to design as
application programs as evidence of using open-ended tools assessment tool that can
learning evaluate the relevance and
Bitter, G. G. and J.
Multimedia Elements (text, appropriateness of digital and
M. Legacy.
graphics, video, audio, non-digital resources to the
(2008). Using Oral examination 2 hrs
animation learning context
technology in the
classroom. USA: Instruct the students to Produce digital 3 hrs
Pearson produce digital learning learning resources
Podcasting and Using Social Education, Inc. resources in TLE by pair or by to be evaluated by
Establish mechanisms to ensure child Networking Sites in Education peer and the
group and have other
online safety and prevent cyberbullying pp.285-290 teacher
pair/group critique and
Using Mobile Phones in the
evaluate using the assessment
Classrooms
tool.
Mid-Term
Page | 36
Produce learning resources using Unit 4. Producing Learning http://www.slid Introduce varied learning Quiz Slide 1hr
technology tools in various subject areas resources using technology eshare.net/akosi resources both human and presentatio
tools adako/commonl non-human n by
y-used-
www.slides
A. Human and non- materials-in-the-
classroom hare.nt
Identify various instructional materials human learning
(IMs) and technology tools in the teaching resources/instruction http://www.slid
of TLE al materials eshare.net/dram
nc72/technology
-tools-definitions
B. Technology tools for
teaching TLE https://globaldig Present technology tools for 3 hrs
italcitizen.org/5
TLE like videos, course
0-education- Rubrics for
technology- management system(CMS),
technology tools
tools-every- wikis, discussion forum, on line
applied in TLE
teacher-should- assessment.
know-about
Describe characteristics of C. Characteristics of http://www.slid Presentation for characteristic Formulate criteria Power 2 hrs
good/appropriate IMs and technology tools Good/Appropriate eshare.net/besti of appropriate IM’s to determine the point
in teaching TLE IMs and Technology nenarsus1/selec appropriateness of presentatio
ting-and-use-of-
tools IMs and technology n by slide
instructional-
materials tools share
D. Principles of Universal https://www.lyn

Design for Learning da.com/Higher
Video
Guidelines
clippings by
Education Asia Discussion for the Designs for Shea
E. A Software Review
Pte Ltd. Pp 93- Learning Guidelines Hanson 1 hr
and Selection Process 116
Bitter, G. G. and Present the different types of

J. M. Legacy.
educational software like drill-
(2008). Using
technology in the and-practice, integrated
classroom. USA: learning systems, problem-
Page | 37
Pearson solving software, reference

Education, Inc. software, simulation, tool and
pp. 172-180 tutorial softwares. The student
may be asked to show how
each software is being used.
Design an
By referring to the
educational
characteristics of appropriate
software review
technology tools, ask the
form to be rated by
students to draft an
the teacher using a
educational software review
rubric
form taking into account both
content and technical
considerations. The students
may use the following criteria:
Content and Technical
Information (documentation
and supplementary materials,
program content, presentation,
effectiveness) and Audience
Appeal and Suitability
(practice/assessment/fedback,
ease of use, user interface and
media quality)
F. Creating teacher http://www.redi

Create appropriate IMs using technology productivity materials scovercenter.org Instruct the students to create Produce Computer 3 yrs
tools in teaching TLE /pdf/promoting_ instructional material using instructional and other
using technology tools
creativity1.pdf technology tool by pair or by material using materials
(like what? How is this http://www.stan
different from open- group taking into account the technology tool to needed to
coe.org/cfs/han
ended tools which are douts/curriculu different characteristics of a be evaluated by the produce the
also technology tools? m/pdf/creatingo good IM. teacher using a IM
penended.pdf rubric. Positive
Page | 38
identify these) attitude towards

the use of
G. Revisiting of PB technology tools
learning plan: and leadership in
incorporating shared decision-
technology tools in
making
preparing IMs in
introducing the unit
Check the PB learning plan Improved/edited
learning plan
Evaluate the relevance and Unit 5. ICT resources

appropriateness of ICT resources based
on the learning context
Characterize digital and non-digital

resources
A. Characteristics of https://net.educ Differentiate Digital and non- Presentation of Hula hoops 3 hrs
digital and non-digital ause.edu/ir/libr digital resources Venn Diagram to
resources ary/pdf/EQM07 be rated by teacher Strips of
42.pdf using rubric Paper
Using 2 Hula Hoops, form a Adhesive

Venn Diagram to compare and Tape
contrast digital and non-digital
resources
Determine the relevance and B. Relevance and http://www.ton Highlight the relevance and Oral examination Lesson 2 hrs
appropriateness of digital and non-digital appropriateness of ybates.ca/2014/ appropriateness of digital and exemplars
resources based on the learning context digital and non-digital 08/22/key- non-digital learning resources
resources characteristics-
of-learners-in-a-
digital-age-and-
Ask the students to inspect and
their-influence-
analyze lesson
on-the-design-
Page | 39
of-teaching-and- exemplars/lesson plans that

learning/ utilized either digital or non-
digital resource or both. Have
them determine the
appropriateness based on the
Bitter, G. G. and J.
learning context
M. Legacy.
(2008). Using
technology in the
classroom. USA:
Pearson
Education, Inc.
pp. 239-274
Revise digital learning resources in C. Assessment tools for http://mirandan Instruct the students to revise Prepared rubric in Whiteboard 2 hrs
response to varied needs of students selecting relevant and et.ac.uk/wp- the lesson exemplars/lesson assessing digital /marker
appropriate digital content/uploads plans particularly the learning learning resource
/2015/05/qualit
and non-digital resources based on the
y_principles.pdf
resources different types of learners like
www.rubistar.co multigrade, monograde, fast
m learners etc…
D. Revisiting of PB
learning plan:
integration of the use
of digital and non-
digital resources and
assessment tools in
the LP procedure
1hr
Revisit of PB Learning Plan
Page | 40
Develop assessment tool to evaluate Ask the students to design as Oral examination Computer 2 hrs
relevance and appropriateness of digital assessment tool that can and other
and non-digital resources to the learning evaluate the relevance and materials
context appropriateness of digital and needed to
non-digital resources to the make
Create digital learning resources to enhance learning context digital
teaching-learning learning
resources
Instruct the students to Produce digital 3 hrs

produce digital learning learning resources
resources in TLE by pair or by to be evaluated by
group and have other peer and the
pair/group critique and teacher
evaluate using the assessment
tool.
Use technology tools to collaborate and Unit 6. Technology tools for Discuss the features and uses A paper evaluating Computer 1 hr.
share resources among communities of collaboration of ICT tools for collaboration web pages
practice and sharing of resources Projector
among communities of
Identify features and uses of ICT tools for practice.
collaboration and sharing of resources Features and Uses of ICT tools
among communities of practice for collaboration and sharing
resources
Determine educational sites and portals Request students to make an

suitable to TLE Effective Teaching and inventory of educational sites
Learning in the Electronic and portals in TLE with short
Classroom description for each site. Have
them show to the class its
2hr.
features and functionalities
Promoting Collaborative and
Page | 41
Transformative Learning in
Cyberspace
Explain that to guide the
Becoming Information Users- design of opportunities for
SSCC (Search, Sort, Create, students to become
Communicate) information users, effective
instruction should help them
Four Processes Models for learn to search for information,
Evaluate and compare useful and credible Information Use sort and judge information,
web resources to be shared with other
and create and communicate
students
ideas as result of information
use
Introduce Kuhlthau’s
Information-Seeking Model,
Eisenberg and Berkowitz’s
Information Problem-Solving
Norton, P. and K. Model, Irving’s Information
M. Wiburg. Skills Model, and Stripling and
(2003). Teaching Pitt’s Research Process Models
with technology.
Canada: Explore the following sites for
wadsworth/Tho examining criteria to judge
mson Learning. web pages:
pp. 166-174 Evaluation and Information:

http://alexia.lis.uiuc.edu/-
janicke/Eval.html
https://school.q
uipper.com/en-
PH/index.html
http://philippin
es.quipperschool
.com/post/1034
46791422/quip
per-schools-
effectiveness
http://mongpala
Page | 42
tino.com/2012/
07/k-12-tesda-
in-high-school/
http://www.dan
ielgubalane.com
/2013/08/k-to-
12-curriculum-
guides-for-
tle.html
htt://classroom.
google.classroo
m
Internet Source
Validation
Project:
http://www.ste
mnet.nf.ca/Curri
culum/Validate/
valid.html
Checklist for an
Informational
Web Page:
http://www2.wi
dener.edu/Wolfg
ram-Memorial-
Library/webeval
uation/inform.ht
ml
Cyberguides:
http://www.cyb
erbee.com/guide
Page | 43
s.html
Kathy Schrock’s
Critical
Evaluation
Surveys:
http://school.dis
covery.com/schr
ockguide/eval.ht
ml
Thinking
Critically about
World Wide Web
Resources:
http://www.libr
ary.ucla.edu/libr
aries/college/ins
truct/web/critic
al.htm
Final Exam
Suggested Readings and References Intel Teach Program Manual
World-links module 1, 2 & 3

Educational technology by Paz Lucido, Ph.D.
Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.
Dash, B. C. (2011). A textbook of educational technology. New Delhi: Wisdom Press
Lebaron, J. F. and C. Collier (2001). Technology in its place: Successful technology infusion in schools. California: Jossey- Bass Inc.
Norton, P. and K. M. Wiburg. (2003). Teaching with technology. Canada: Wadsworth/Thomson Learning.
Palloff, R. M. and K. Pratt (2001). Building learning communities in cyberspace. California: Jossey- Bass Inc.
Page | 44
Trentin, G. and M. Repetto (2013). Using network and mobile technology to bridge formal and informal learning. Oxford: Chandos
Publishing.
Way, J. and T. Beardon. (2003). ICT and primary mathematics. USA: Open University Press.
Williams, M. D. (2000). Integrating technology into teaching and learning. Singapore. Pearson Education Asia Pte Ltd.
Course Requirements Project based Learning Plan
Grading System Midterm Finals
Classroom Policies
Page | 45
Annex B
Description of Professional Education Courses with Integrated TM
Course Title: The Child and Adolescent Learners and Learning Principles
Course This course focuses on child and adolescent development with emphasis
Description on current research and theory on biological, linguistic, cognitive, social
and emotional dimensions of development. Further, this includes factors
that affect the progress of development and shall include appropriate
pedagogical principles applicable for each developmental level.
Contact Hours
Prerequisite
Course Title: The Teaching Profession

Course This course deals with the teacher as a person and as a professional
Description within the context of national teacher standards and other global
teachers’ standards, professional and ethical values, awareness of
professional rights, privileges and responsibilities as well as their roles
in the society.
Contact Hours
Prerequisite
Course Title: The Teacher and the Community, School Culture and
Organizational Leadership with focus on the Philippine TVET
System*
Course This course focuses on the philosophical, technological and socio-
Description economic foundation of the technical vocational education and training
(TVET) in the Philippine. It also covers the principles underlying
competency-based training, competency standards, program
registration, assessment and certification. Discussions will also focus on
TVET as a component of the Philippine Qualifications Framework and
the effect of globalization.
Contact Hours
Prerequisite
Course Title: Foundation of Special and Inclusive Education

Course Philosophies, theories and legal bases of special and inclusive education,
Description typical and atypical development of children, learning characteristics of
students with special educational needs and practices in the continuum
of special inclusive education.
Contact Hours
Prerequisite
Page | 46
Course Title: The Learner-Centered Approaches with emphasis on Trainers

Methodology I
Course This course explores the fundamental principles, processes and
Description practices anchored on the educational philosophy of learner-
centeredness.
It covers the knowledge, skills and attitudes in planning a training
session which includes identifying learner’s requirements, preparing
session plan, preparing instructional materials and organizing learning
and teaching and assessment resources. It also deals with the
competencies in delivering competency-based training session which
covers preparing training session, conducting pre-assessment,
facilitating training session, conducting competency assessment and
reviewing delivery of training session
Contact Hours
Prerequisite
Course Title: Technology for Teaching and Learning 1

Course This course is designed to engage students to utilize the theories and
Description principles in designing, developing, utilizing and evaluating teaching
and learning resources. It covers the knowledge and skills in developing
training materials such as, print, mock-up/simulator and models. It will
also provide the student experiences in utilizing electronic media in
facilitating training and in developing learning materials for e-learning.
Also part of this course is the competency in maintaining training
facilities which includes developing and implementing a housekeeping
program and maintaining training systems, equipment, tools, materials
and documents. The prospective teacher/trainer will be exposed to
other methods and strategies related to different modes of training
delivery such as institution-based, community-based training specially
for livelihood, as well as, enterprise-based learning
Contact Hours
Prerequisite
Course Title: Assessment of Learning I with focus on Trainers’ Methodology I

Course This is a 3-unit course that focuses on the principles, development and
Description utilization of conventional assessment tools to improve the teaching-
learning process. It emphasizes on the use of testing for measuring
knowledge, comprehension and other thinking skills. It allows students
to go through the standard steps in test construction for quality
assessment.
Contact Hours
Prerequisite
Page | 47
Course Title: Assessment of Learning II with focus on Trainers Methodology II

Course This is a 3-unit course that focuses on the principles, development and
Description utilization of non-conventional forms of assessment in measuring
authentic learning. This course covers the two important aspects of
competency assessment: developing authentic assessment tools and
conducting an authentic assessment process. The competency in
developing authentic assessment tools details the requirements for
determining evidence requirements, selecting appropriate assessment
methods, preparing assessment tools, and validating assessment tools in
accordance with the relevant Assessment Guidelines. The competency in
conducting assessment includes the requirements for organizing
assessment activities, preparing the candidate, gathering and evaluating
evidence, making assessment decision, recording and providing
feedback on assessment outcome.
Contact Hours
Prerequisite
Course Title: Curriculum Development and Evaluation with emphasis on

Trainers Methodology II
Course This course covers the outcomes required to facilitate the development
Description of competency standards for particular work functions, work processes,
work roles and work-related vocational outcomes. It also deals with the
knowledge and skills required to undertake a training needs analysis to
identify the training needs of individuals or organization. This course
will also cover the competency in developing and evaluating the training
curriculum design which includes establishing training requirements,
identifying the learner and finalizing the training program.
Contact Hours
Prerequisite
Course Title: Building and Enhancing Literacy Skills Across the Curriculum with
emphasis on the 21st Century Skills
Course The focus of this course is on transversal skills which employers
Description identified as very important for a person to possess in order to
strengthen the individual capacity and employability. In this course, the
students will be able to identify competencies that illustrate the learning
domains of critical and innovative thinking, interpersonal skills,
intrapersonal skills, global citizenship, and media and information
literacy. Through this course, the students will be able to demonstrate
the interplay of these transversal skills learning domains in different
context.
Contact Hours
Prerequisite
Page | 48
Course Title: Technology Research I

Course The course provides with important concepts of the methods of
Description research covering the design, data collection, statistical application and
development of research instrument.
This also requires the students to prepare a research proposal which
includes the introduction, significance of the research, methodology and
the timeline of the study.
The proposal will serve as a basis for Technology Research II.

Contact Hours
Prerequisite
Course Title: Technology Research II

Course The course is a continuation of Technology Research where the students
Description are expected to complete the research proposal aligned to the areas of
specialization.
This includes the presentation, tabulation, analysis and interpretation of
the data collected. An oral presentation of the output of research is
required among the students.
Contact Hours
Prerequisite
EXPERIENTIAL LEARNING
Course Title: Field Studies
Course This course deals on the different modalities of work-based learning
Description such as, dual training, apprenticeship, on-the-job training and others. It
covers the knowledge and skills in establishing the training
requirements for trainees, supervising and monitoring work-based
training, and evaluating its effectiveness in the attainment of the
training programs objectives.
Contact Hours
Prerequisite
Course Title: Practice Teaching

Course Practice Teaching provides opportunity to the student-teacher full time
Description teaching in schools offering a TVL track of a senior high school or in a
tech-voc institution under the supervision of a cooperating
teacher/trainer and student teaching supervisor.
The seven (7) NCBTS domains shall be used as guideposts in developing

the content and implementation scheme of this course.
Page | 49
Annex C
Description of Exploratory Courses (30 units)
Course Title Entrepreneurship

Course This course dwells on basic entrepreneurial concepts and practices. It
Description includes topics such as personal entrepreneurial concepts, environment
and market.
Course Title Home Economics Literacy

Course Overview of the home economics discipline including philosophy, areas
Description of specialization, role in societal development
Content:
History, philosophy, areas of specialization and careers, family life and
society, household resource management
Contact Hours
Course Title Family and Consumer Life Skills

Course General competencies in the different sub-areas of home economics:
Description food and nutrition, arts and crafts, interior design, food service,
consumer education
Contact Hours
Course Title Introduction to Industrial Arts

Course This course deals with an introduction to the concept of industrial
Description arts. It includes discussions on technology, its evolution, utilization and
significance; with industry, its organization, materials, occupations,
processes, and products; and with problems and benefits resulting from
the technological nature of society. As an introductory subject, it is
designed to develop certain habits, attitudes, and abilities desirable for
all citizens of an industrial and technological civilization. It covers the
basic knowledge and skills in the areas of automotive, civil, electronics,
electrical, metal works, graphic arts, and refrigeration & air-
conditioning.
Contact Hours
Course Title Introduction to ICT Specializations 1

Course This course introduces BTLE students to the basic concepts, theories, and
Description principles on the different specializations they may take in their course.
Specifically, this course will give an overview on Technical Drafting,
Page | 50
Illustration and 2D Animation. It also establishes the basics of Medical
Transcription, Digital Media Production and Web Application.
Contact Hours
Course Title Introduction to ICT Specializations 2

Course The course deals with the discussion and application of the basic concepts,
Description theories, and principles on Computer Systems Servicing, Telecom (OSP) and
Subscriber Line Installation (Copper Cable/POTS and DSL), Telecom OSP
Installation (Fiber Optic Cable), Broadband Installation (Fixed Wireless
Systems) and Contact Center Services.
Contact Hours
Course Title Introduction to Agri-Fishery Arts I

Course
Description
Contact Hours
Course Title Introduction to Agri-Fishery Arts II

Course
Description
Contact Hours
Page | 51
Description of Major Courses in HE (36 units)
The specialization courses are based on the sub-disciplines of home economics that are
historically consistent and similar with the core areas of home economics in the international
community. There are study areas that are integrative in nature and are anchored on both
the science and arts. There are also study areas that are interdisciplinary in nature but the
primary focus of concern is on the family. The proposed number of units is 36 (minimum)
but HEI’s can add additional areas in home economics to make their programs competitive
The 36 minimum units were selected to cover areas of home economics that are
crucial/essential to enable families and consumers to be effective members of the local and
global communities and to effectively achieve 21st century process skills.
Course Title Household Resource Management (Lec/Lab)

Course Management principles applied to home
Description
Contact Hours
Course Title Consumer Education

Course Effective consumer participation through wise selection, use and
Description divestment of goods and services. This course includes consumer rights
and responsibilities as well as consumer-related laws.
Contact Hours
Course Title Principles of Food Preparation (Lec/Lab)

Course Basic principles in the preparation of different types of food.
Description
Contact Hours
Course Title Food and Nutrition (Lec/Lab)

Course Principles of food, nutrition, and meal management as applied to
Description nutrition and food needs of families and individuals
Contact Hours
Course Title Fundamentals of Food Technology (Lec/Lab)

Course Food preservation and techniques including food hygiene and sanitation
Description
Contact Hours
Course Title School Food Service Management (3 u lec/lab – with 150 hours of
practicum component)
Page | 52
Course Application of principles of food, preparation and services in the
Description management of school cafeteria.
Contact Hours
Course Title Child and Adolescent Development

Course Developmental stages, characteristics and milestones as basis for
Description understanding the family
Contact Hours
Course Title Marriage and Family Relationships

Course Family and marital interactions within the context of various family
Description subsystems and Filipino culture. This course subsumes topics on basic
parenting styles and child-rearing skills.
Contact Hours
Course Title Clothing Selection, Purchase & Care

Course Aesthetic, technical, economic, and psychological factors in the selection,
Description purchase & care of clothes
Contact Hours
Course Title Clothing Construction (Lec/Lab)

Course Aesthetic, technical, economic, and psychological factors in the selection,
Description purchase & care of clothes
Contact Hours
Course Title Arts in Daily Living (Lec/Lab)

Course Application of art principles and design to family and individual needs
Description
Contact Hours
Course Title Crafts Design (Handicraft) (Lec/Lab)

Course Materials, techniques and design in handicraft production
Description
Contact Hours
Page | 53
Description of Major Courses in IA (36 units)
As one of the four areas of Technology and Livelihood Education, Industrial Arts deals
with technology, its evolution, utilization and significance; with industry, its organization,
materials, occupations, processes, and products; and with problems and benefits resulting
from the technological nature of society (Maley, 1973). As an exploratory area in Grades 4, 5,
6 and Grades 7 and 8, it is designed to develop certain habits, attitudes, and abilities desirable
for all citizens of an industrial and technological civilization. The following broad industrial
sub-areas have been selected to comprise the area of industrial arts.
Course Title Fundamentals of Automotive Technology

Course This course deals with the basic concepts, theories and principles
Description related to automotive technology. It provides students with the
foundation necessary to be able to perform basic automotive,
motorcycle/small engine servicing as well as driving skills.
Contact Hours
Course Title Applied Automotive Technology

Course This course deals with the application of the basic concepts, theories
Description and principles in automotive technology. Specifically, it provides
students with the necessary knowledge and skills in automotive,
motorcycle/small engine servicing as well as driving skills.
Contact Hours
Course Title Civil Technology 1

Course This course deals with the areas of civil technology related to drafting,
Description carpentry, woodworking and construction painting.
Contact Hours
Course Title Civil Technology 2

Course This course deals with the required knowledge and skills in the areas of
Description civil technology related to masonry, plumbing, and tile setting.
Contact Hours
Course Title Fundamentals of Electronics Technology

Description related to electronics technology. Students are taught basic electronic
products assembly and servicing.
Contact Hours
Course Title Digital Electronics Technology

Page | 54
Description related to digital electronics technology. The course also deals
mechatronics- how digital electronics are integrated to mechanical
components to fulfil an industry requirement.
Contact Hours
Course Title Fundamentals of Electrical Technology

Description related to electrical technology
Contact Hours
Course Title Applied Electrical Technology

Course This course deals with the application of the basic concepts, theories
Description and principles in electrical technology. Specifically, it provides students
with the necessary knowledge and skills in Electrical Installation and
Maintenance, Electrical Power Distribution Line Construction,
Instrumentation and Control Servicing, Transmission Line Installation
and Maintenance.
Contact Hours
Course Title Metal works

Course This course deals with the various welding techniques in the industry,
Description including gas metal arc welding, gas tungsten arc welding and shielded
metal arc welding. In addition, an introduction to machining is also
provided to students.
Contact Hours
Course Title Domestic Refrigeration and Air-Conditioning

Description related to Domestic Refrigeration and Airconditioning. Students are
engaged in basic troubleshooting and servicing of domestic RAC units.
Contact Hours
Course Title Commercial Refrigeration and Air-Conditioning

Description related to Commercial Refrigeration and Airconditioning. Students are
engaged in basic troubleshooting and servicing of commercial RAC units.
Contact Hours
Course Title Graphic Arts

Course This course deals with the study of industries and technologies involved
Description in the arts of printing. The course revolves around the printing press
Page | 55
and the camera, as well as other equipment and modern tools that have
evolved from these basic reproduction tools.
Contact Hours
Description of Major Courses in ICT (36 units)
As one of the four areas of Technology and Livelihood Education, Industrial Arts deals
with technology, its evolution, utilization and significance; with industry, its organization,
materials, occupations, processes, and products; and with problems and benefits resulting
from the technological nature of society (Maley, 1973). As an exploratory area in Grades 4, 5,
6 and Grades 7 and 8, it is designed to develop certain habits, attitudes, and abilities desirable
for all citizens of an industrial and technological civilization. The following broad industrial
sub-areas have been selected to comprise the area of industrial arts.
Course Title: Illustration and 2D Animation

Course The course is designed to develop the knowledge, skills and attitudes for
Description the ILLUSTRATION NC II and Animation NC II qualification. It consists
of competencies that a person must achieve in enhancing drawings by
providing a visual representation that corresponds to the content of the
associated text and develop & enhance the knowledge, skills, & attitudes of
a digital media specialist in accordance with industry standards. The
illustration may be intended to clarify complicated concepts or objects that
are difficult to describe textually, or the illustration may be used to express
emotion, or perception of things and ideas as in greeting cards, or cover art
or interior art for books and magazines, or for advertisement, as on posters.
The illustrator may specialize in a specific type and/or medium of drawings,
e.g. realistic or cartoon drawings, using poster colors, pencil, etc. using
traditional or digital or combination of digital and traditional methods,
produce cleaned-up and in-betweened drawings (TESDA Training
Regulations).
Courses a. Illustration
i. Drafting tools and materials
ii. Drawing concepts and strategies
iii. Trouble Shooting Techniques
b. 2D Animation
i. Key Drawings
ii. 2d Digital Animation
iii. Authoring Tools
Contact Hours
Course Title: Web Site Development & Digital Media Production

Course This course is designed to develop & enhance the knowledge, skills, &
Description attitudes of a Website Developer/Digital Media Specialist, in accordance
with industry standards. It covers the basic and common competencies in
addition to the core competencies such as developing commercial web site
and design, development, and production of multimedia software which
could be used to improve the teaching-learning process.
Page | 56
Courses a. Web Site Development
i. Website Creation
ii. Internet marketing
iii. Author Wares
b. Digital Media Production
iv. Video Production
v. Audio Production
vi. Print Production
Contact Hours
Course Title: Computer Systems and Telcom Servicing

Course This course is designed to develop & enhance the knowledge, skills, &
Description attitudes of a Computer Systems and Telcom Service Technician, in
accordance with industry standards. It covers the basic and common
competencies in addition to the core competencies such as to install and
configure computers systems, set-up computer networks and servers and to
maintain and repair computer systems and networks, use Copper Cable
Splicer/Jointer and Telephone and Broadband Installer, in accordance with
industry standards. Additional competencies include installing pole
hardware, cable terminal, line wire and accessories; installing main
copper/fiber optic cable; splicing/jointing cable terminal to main
aerial/underground copper/fiber optic cable splices; performing basic
troubleshooting and repairing on cable fault and errors; installing/connecting
parallel wires; installing jacketed wire, CBK and telephone instrument; and
installing broadband and digital subscriber lines.(TESDA Training
Regulations).
Courses a. Computer Systems Servicing
b. Telecom (OSP)
c. Subscriber Line Installation (Copper Cable/POTS and DSL)
d. Telecom OSP Installation (Fiber Optic Cable)
e. Broadband Installation (Fixed Wireless Systems)
f. Customer Relations
Contact Hours
Course Title: Contact Center Services

Course This course is designed to develop the basic and common knowledge, skills,
Description and attitudes of a Contact Center Services Provider in accordance with
industry standards. It covers the basic, common and core competencies.
Specifically, it includes competencies such as - communicate effectively in
English for customer service, demonstrate ability to effectively engage
customers and perform customer service delivery processes (TESDA
Training Regulations).
Courses a. Call Center-Basics (3 units)
b. Foreign Language (3 units)
c. Computer and Internet Manipulation (3 units)
d. Sales Support (3 units)
e. Customer Support (3 units)
f. Post-support Documentation (3 units)
Page | 57
Contact Hours
Note: Descriptions of these courses shall be subject to regular changes made in the training
regulations of TESDA. Graduates of courses which do not have existing TESDA training
regulations shall undergo a skills assessment exam to be designed and administered by the
delivering school until TESDA develops its corresponding training regulations and assessment
modules.
Page | 58

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Draft as of November 16, 2016

CHED MEMORANDUM ORDER (CMO)

SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF

Quality pre-service teacher education is a key factor in the quality of Philippine

a. effective synthesizers of organized knowledge to allow analytical and

Section 2 Government Recognition

All Higher Education Institutions (HEIs) intending to offer Bachelor of

Using a learner-centered/outcomes-based approach, the Commission also

These PSGs reflect the reforms toward outcomes-based education, the K to 12

Section 5 Program Description

5.1. Degree Name

5.2. Nature of the Field of Study

5.3. Program Goals

The technology livelihood education curriculum shall impart a body of

The specified body of knowledge, skills, attitudes, values and experiences

A. A general education component, consistent with the CHED issuance per

B. A professional education component to include courses under four

C. The pedagogical content knowledge courses aim to develop in students a

D. The pedagogical content knowledge is based on the Philippine Trainers

E. The experiential learning courses are intended to provide students

The special topics courses give the students an opportunity to explore

F. A specialization component includes industry exposure to equip the

5.4. Specific Professions/Careers/Occupations for graduates

5.5. Allied Fields

Section 6 Program Outcomes

6.1 Common to all programs in all types of schools

6.2 Common to the discipline (Teacher Education)

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

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

a. BTLE graduates of professional institutions demonstrate a service

Section 7 Sample Performance Indicators

Program Outcomes Performance Indicators

Section 8 Curriculum Description

Section 9 Sample Curriculum

Bachelor of Technology and Livelihood Education Program

These courses must be aligned to the Training

a. Other additional areas of specialization may be offered by HEIs provided that

9.2 Program of Study

Section 10 Curriculum Map

BACHELOR OF TECHNOLOGY AND LIVELIHOOD EDUCATION

SAMPLE CURRICULUM MAP

Major Subjects PROGRAM OUTCOMES

Major Courses in Industrial Arts

Legend: I – Introduced (The students gets introduced to concepts/principles).

Section 11 Sample Means of Curriculum Delivery

Section 12 Sample Syllabi for Selected Core Courses

Responsibilities of a Dean /Department Chair

The Dean/Department Chair shall have the following functions and

3. Coordinates and facilitates student personnel services and practicum

B. Qualifications of the Professional Education Faculty

C. Qualifications of Technology Instructors/Professors

Section 16 Laboratory and Physical Facilities

Section 17 Admission and Retention Requirements

Section 18 Research and Productivity Scholarship

3. Scholarly works and reports of research activities shall be established and

Section 19 Residence and Unit Requirements

Section 20 Voluntary Accreditation

Section 24 Proposed performance indicators for each outcome. Proposed measurement

Section 25 Proposed outcomes-based syllabus for each course.

Section 26 Proposed system of program assessment and evaluation

Section 27 Proposed system of program Continuous Quality Improvement (CQI).

Section 28 Transitory Provision

Section 29 Repealing Clause