PROGRAM OUTCOMES

Doctor of Philosophy in Development Education (Ph.D. DevEd)

Upon Completion of the PhD Program, graduates are expected to demonstrate the following specific
indicators of competency.
1. Understand, develop and sustain arguments about, and critically evaluate the established
theories, principles and concepts at the forefront of specialized field study;
2. Extend the forefront of knowledge by conducting the research on other forms of
advanced scholarship of a level of quality that meets the standard of peer review and
eventually merit publication;
3. Interpret and critically asses new contribution to knowledge by other individuals, and
assessment to the specialist and non-specialist audiences;
4. Conceptualize, design and implement research project for the generation of new
knowledge and or of new educational programs and systems, and adjust the project
design and consideration of external exigencies; and
5. Make very informed judgment on complex issues in their field of specialization and its
application, even in the absence of complete data, in ways that are inform by ethical and
social dimensions of the field, and be able to communicate their ideas to both specialist
and non-specialist audiences.

Master of Arts and Education (MAEd)

Upon completion of the MAEd program, graduates are expected to demonstrate the following
specific indicators of competency;
1. Understand, development sustain arguments about, and critically evaluate the current
problems, principles, and concepts of the field of the study; most of which should be at
the forefront of development in the disciplines;
2. Apply this current knowledge in original ways the specific problems or context by
undertaking research, a complex project, are some other form of advance scholarship;
3. Demonstrate a comprehensive understanding of the methods of inquiry in their own
research of advance scholarship, and how this methods are used to create and interpret
knowledge in the field;
4. Critically evaluate current research, advance scholarship, and methodologies in the field;
5. Creatively and systematically deal with complex issues within field, make judgments or
decision in the absence of complete data, and clearly communicate one’s justification for
such actions to specialist and non-specialist audiences;
6. Demonstrate initiative, self-direction and originality dealing with problems in the field
(e.g develop innovative teacher approaches and resources; establish new teacher
supervisory systems, etc.) particularly in the planning and execution of task in the field;
7. Continue to advance their knowledge and skills in the field using the established sources
of advance information in field; and
8. Undertake more advanced and specialized training for developing existing skills
acquiring higher level and more specialized competencies and the formal higher
education context.
Bachelor of Elementary Education (BEEd)

The graduates are expected to:

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

Bachelor of Early Childhood Education (BECEd)

The graduates are expected to:

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

Bachelor of Secondary Education (BSEd)

The graduates are expected to:

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

Bachelor of Technology and Livelihood Education (BTLEd)

The BTLEd graduates have the ability to:

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