Programs » College » Bachelor of Technology and Livelihood Education

Program Outcomes

Common to all programs in all types of schools

The BTLEd and graduates have the ability to

    1. Articulate and discuss the latest developments in the specific filed of practice
    2. Effectively communicate orally and in writing using both English and Filipino
    3. Work effectively and independently in multi-disciplinary and multi-culutral teams
    4. Act in recognition if professional, social, and ethical responsibility
    5. Preserve and promote “Filipino historical and cultural heritage”
Common to the discipline (Teacher Education)
  1. Articulate and rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
  2. Demonstrate mastery of subject matter/ discipline
  3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
  4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
  5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
  6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
  7. Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities
  8. 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)
  1. Demonstrate the competencies required of the Philippine TVET Trainers-Assessors Qualifications Framework (PTTQF);
  2. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education.
  3. Apply with minimal supervision specialized knowledge and skills in technology and livelihood education;
  4. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
  5. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students;
  6. Show a deep and principled understanding of how educational processes relate to larger, historical, social, cultural, and political processes;
  7. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches); and
  8. 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
  1. BTLEd graduates of professional institutions demonstrate a service orientation in one’s profession,
  2. 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