Republic of the Philippines OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION OFFICE © RELEASE 2 Central Ottice ‘CORES SECTION CHED MEMORANDUM ORDER (CMO) No. 76, Series of 2017 SUBJECT: POLICIES, STANDARDS AND GUIDELINES (PSG) FOR THE BACHELOR OF EARLY CHILDHOOD EDUCATION (BECEd) In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known es the “Higher Education Act of 1994,” and in pursuance of an outcomes- based quality assurance system as advocated under CMO 46 s. 2012 entitled “Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher Education through Outcomes Based-Education and Typology-Based QA" and pursuant to RA 10157 entitled "An Act institutionalizing the Kindergarten Education info the Basic Education System and Appropriating Funds Therefore,” RA 10410 entitled “An Act Recognizing the Age from Zero(0) to Eight (8) Years as the First Crucial Stage of Educational Development and Strengthening the Early Childhood Care and Development System, Appropriating Funds Therefore and for Other Purposes,” and by virtue of Commission en banc (CEB) Resolution No. 724-2017 dated October 3, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission. ARTICLE! INTRODUCTION Section _ Rationale Based on the Guidelines for the Implementation of CMO No. 46s. 2072, this PSG implements the “shift to learning competency-based standards/outcomes-based education” in response to the 21% Century Philippine Teacher Education framework. Furthermore, this PSG is anchored on the salient features of K to 12 Enhanced Curriculum (RA 10533), the Philippine Qualifications Framework (EO 83, s. 2012), the National Competency-Based Teacher Standards {NCBTS) now the Philippine Professional Standards for Teachers {D.0. 42, s. 2017) and other relevant documents. It specifies the ‘core competencies’ expected of Bachelor of Early Childhood Education (BECEd) graduates “regardless of the type of 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 in the curriculum in fine with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions.” Early Childhood Education program is based on fundamental facts about human development. Children's quality of life and their contributions to society as individuals and later as adults can be traced to their first years of life. Higher Education Development Center Building, CR Garcla Ave., UP Gampus, Diliman, Quezon City, Philippines Web Site: yws.ched.gouoh Tel. Nos, 441-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1216, 392-5296, 441-1220 4441-1228, 986-0002, 441-0750, 441-1254, 441-1295, 441-1255, 441-8910, 441-1174, 952-1871Section 2 From conception to the age of eight (8), a human being undergoes tremendous changes in various aspects of development; physical, cognitive, language, social emotional, and moral. Global research studies proved that the early years are crucial. These studies show that support for growth in language, motor skilis, adaptive abilities, and social-emotional functioning develop the child's maximum potentials which in turn will lead to competence in school, success in the workplace and positive contributions to society. Students in this program will develop a solid foundation on developmentally appropriate practices in effective early childhood care and education. ARTICLE It AUTHORITY TO OPERATE Government Recognition All private higher education institutions (PHEIs) intending to offer BECEd program must first secure proper authority from the Commission in accordance with this PSG. All PHE!s with an existing Bachelor of Early Childhood Education program are required to shift to an outoomes-based approach based on this PSG. State Universities and Colleges (SUCs), and Local Universities and Colleges (LUCs) should likewise strictly adhere to the provisions in these policies and standards ARTICLE tt GENERAL PROVISIONS Per section 12 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements to specific academic programs, the general education distribution requirements and the specific professional courses. Section 3 The Articles that follow give minimum standards and other requirements and prescristions. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV Section 6. CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as a minimum curriculurn requirement. The number of units of this curriculum is here prescribed as the “minimum unit requirement” under Section 13 of RA 7722. In designing the curriculum CHED employed a curriculum map which is shown in Article V Section 10 as a sample curriculum map. Using a learner-centered/outcomes-based approach the Commission also determined appropriate curriculum delivery methods shown in Atticle V Section 14. The sample course syllabi given in Article V Section 12 show some of these methods. Page 2 of 66Section 4 Section 5 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. ‘The HEls are allowed to design curricula suited to their own contexts, and missions provided thet 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 altemative means they propose. HEls can use the CHED Implementation Handbook for Outcom Based Education (OBE) and the Institutional Sustainal lity Assessment (ISA) 2s guides in making their submissions for Article vil ARTICLE IV PROGRAM SPECIFICATION Program Description 5.1 Degree Name The program discussed herein shall be called Bachelor of Early Childhood Education (BECEd). 5.2 Nature of the Field of Study ‘The BECEd is a four-year program. Specifically, this program provides: students with fundamental understanding and application of the principles of early childhood care and education, as well as ‘experience in the application of these principles. 5.3 Program Goals This program aims to educate individuals to be competent early childhood practitioners working with children from 0-8 years old in various early childhood settings (home, community, school, and workplace). It is aligned with the National Early Learning Framework (NELF), the National Competency Based Teacher Standards (NCBTS 2017) and the first key stage which is K to 3. 5.4 Specific Professions/Careers/Occupations for graduates ‘The BECEd program is designed to prepare students for teaching and supporting young children’s development. A broad range of employment opportunities are available by fulfilling the degree requirements. Completion of the appropriate program will qualify graduates for employment in government or private institutions. Page 3 of 56