Program Outcomes
Common to all programs in all types of schools
The BTLEd and graduates have the ability to
- Articulate and discuss the latest developments in the specific filed of practice
- Effectively communicate orally and in writing using both English and Filipino
- Work effectively and independently in multi-disciplinary and multi-culutral teams
- Act in recognition if professional, social, and ethical responsibility
- Preserve and promote “Filipino historical and cultural heritage”
Common to the discipline (Teacher Education)
- Articulate and rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
- Demonstrate mastery of subject matter/ discipline
- Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
- Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
- Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
- Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
- Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities
- Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
Specific to a sub-discipline and a major (Technology and Livelihood Education)
- Demonstrate the competencies required of the Philippine TVET Trainers-Assessors Qualifications Framework (PTTQF);
- Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education.
- Apply with minimal supervision specialized knowledge and skills in technology and livelihood education;
- Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
- Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students;
- Show a deep and principled understanding of how educational processes relate to larger, historical, social, cultural, and political processes;
- Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches); and
- Reflect on the relationship 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.
Common to a horizontal type as defined in CMO 46, 2012
- BTLEd graduates of professional institutions demonstrate a service orientation in one’s profession,
- BTLEd graduates of colleges participate in various type of employment, development activities, and public discourses, particularly in response to the needs of the communities one serves