1. New General Education Curriculum (CMO 20, s. 2013)
CHERRIE MELANIE ANCHETA-DIEGO, CESO III
DIRECTOR IV
COMMISSION ON HIGHER EDUCATION - REGIONAL OFFICE I
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2. CHED Memorandum Order No. 20, s
CHED Memorandum Order No. 20, s Entitled “General Education Curriculum: Holistic Understandings, Intellectual and Civic Competencies”
Provides the framework and rationale of the revised GE as a paradigm shift and in the context of the K to 12 curriculum based on the College Readiness Standards
Sets the minimum standards for the general education component of all degree programs that applies to private and public HEIs in the country
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3. Existing General Education Courses
CMO No. 59, s (GEC-A)
CMO No. 4, s (GEC-B)
Courses
Units
Language and Literature 24
English and Filipino 12
Mathematics and Natural Sciences 15
Humanities and Social
Sciences 18
Humanities 9
Mandated Subjects 6
Elective (Math,Natsci, IT) 3
Social Sciences
Rizal’s Life and Works
Total 63 51
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4. WHY CHANGE GE? External Conditions
No longer multiple-choice world, need for “big- picture thinking”
Explosion of knowledge
New Globalized, technology-driven order
More complex, widespread problems
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Carol Geary Schneider, “In Defense of a Liberal Education,” 10 Aug 2009

5. IMPACT OF EXTERNAL FACTORS ON GE
Greater flexibility, capacity to adapt to swiftly changing conditions
Broader understanding of humanity, life and the world (diversity, complexity)
Keener ability to analyze, reflect, conceptualize, create solutions
Ability to connect developments and appreciate nuances
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6. WHY CHANGE GE? Internal Conditions
Conceptual incoherence; disciplinal orientation
Insufficient attention to higher order competencies
Remedial character
of GE
New K-12
curriculum
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7. General Education Framework
General Education, the part of the curriculum common to all undergraduate students regardless of their major, exposes them to various domains of knowledge and ways of comprehending social and natural realities
General Education lays the groundwork for the development of a professionally competent, humane and moral person, the foundation for the critical Filipino leader
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8. General Education Framework
General Education prepares the Filipino for the demands of 21st Century life and the requisite abilities to anticipate and adapt to swiftly changing situations, to think innovatively, and create solutions.
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9. Expected General Outcomes
Holistic development of the person, conscious of his/her identity as an individual, a Filipino, and a member of the global community
Understanding and appreciation of ways of knowing the self, society, world, and environment
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10. Expected Specific Outcomes
Capacity to personally interpret the human experience
Appreciation of the
human condition
Able to view the contemporary world from both Philippine and global perspective
Self-assuredness in knowing and being Filipino
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11. Expected Specific Outcomes
Capacity to reflect critically on shared concerns and think innovative, creative solutions guided by ethical standards
Aptitude to tackling problems methodically and scientifically
Ability to appreciate and contribute to artistic beauty
Ability to contribute personally and meaningfully to the country’s development
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12. Existing General Education Courses
CMO No. 59, s (GEC-A)
CMO No. 4, s (GEC-B)
Courses
Units
Language and Literature 24
English and Filipino 12
Mathematics and Natural
Sciences 15
Humanities and Social Sciences 18
Humanities 9
Mandated Subjects 6
Elective (Math, Natsci, IT) 3
Social Sciences
Rizal’s Life and Works
Total 63 51
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13. 9 units 24 units 3 units 36 TOTAL UNITS (12 COURSES)
General Education Curriculum: Holistic Understanding,
Intellectual and Civic Competencies
(CMO No. 20, series 2013)
36 TOTAL UNITS (12 COURSES)
24 units
8 Core Courses
9 units
3 Elective Courses
3 units
1 Mandated Course
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14. NEW GENERAL EDUCATION CURRICULUM
(CMO No. 20, series 2013)
Courses (English Titles)
Units
Core
Art Appreciation/Pagpapahalaga sa Sining Ethics/Etika
The Contemporary World/Ang Kasalukuyang Daigdig Readings in Philippine History/Mga Babasahin Hinggil sa
Kasaysayan ng Pilipinas
Mathematics in the Modern World/Matematika sa Makabagong Daigdig
Purposive Communication/Malayuning Komunikasyon Science, Technology, and Society/Agham, Teknolohiya, at
Lipunan
Understanding the Self/Pag-unawa sa Sarili 24
Mandatory
The Life and Works of Rizal/Ang Buhay at Mga Akda ni Rizal 3
Electives
Interdisciplinary courses created by HEIs 9
TOTAL 36
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15. How do we describe the New GEC?
General Education Outcomes that need to be developed
Intellectual
Competencies
Personal and Civic Responsibilities
Practical Skills
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Source: CHED CMO No. 20, series of 2013
Source of Graphic:

16. How do we describe the New GEC?
Exposes students to various domains of knowledge and ways of comprehending social and natural realities
Core courses are Inter-disciplinary and are stated broadly enough to accommodate a range of perspectives and approaches
Courses may be taught in English or Filipino
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17. How do we describe the New GEC?
Sample or model Course Syllabi for the Core Courses were prepared with English and Filipino translation
The new GEC will be implemented in AY
Need not be taken all in one year; can be scheduled across years for optimum effectiveness
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18. Clarification on the Status of P. E
Clarification on the Status of P.E. and other Mandated/Legislated courses in the New General Education
CHED issued a Memorandum to all HEIs on the Status of P.E. and other Mandated/Legislated Courses
Physical Education (P.E.) per RA 5708 and National Service Training Program (NSTP) per RA 9163 are required to be taken by all students
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19. Clarification on the Status of P. E
Clarification on the Status of P.E. and other Mandated/Legislated courses in the New General Education
Philippine Constitution, Agrarian/Land Reform, Population Education and Family Planning, Taxation, and Climate Change and Environmental Awareness - HEIs are enjoined to comply with the laws on mandated courses by integrating or incorporating the topics, discussions, contexts, and concepts on the mandated topics in the New GE. These topics are geared toward strengthening citizenship education and compliance with the provisions of various existing laws.

20. Filipino Courses
In compliance with the Supreme Court en banc Resolution dated April 21, which issued a Temporary Restraining Order (TRO) enjoining CHED from implementing and enforcing the provision of CMO No. 20, series of 2013, insofar as it excluded from the curriculum for college of Filipino and Panitikan as core courses: CHED issued the following :
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21. Filipino Courses
Clarificatory Memo on the implementation of the said CMO- All are enjoined to take due note of, and continue implementing the provision of CMO No. 59, series of (GEC-A for fields of study related to Humanities, Social Sciences and Communication – 9 units of Filipino) and CMO No. 4, series of (GEC-B for students majoring in fields other than Humanities, Social Sciences and Communication- 6 Units of Filipino)

22. Filipino Courses
CHED Memorandum Order No. 57, series of Status Quo on the implementation of CMO No. 4, series of 1997 and CMO No. 59, series of during the pendency of the Supreme Court TRO
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23. Filipino Courses
CHED Memorandum dated July 11, 2017-deferment of the inclusion of 9 units of GE Electives starting AY as repscribed in CMO No. 20, series of in order to provide flexibility in the GE Curriculum until further notice from the Commission, while the Supreme Court TRO is in effect and while awaiting the Supreme Court’s resolution of the case

24. Requirements of New GE
Development of new, interesting, challenging courses
Access to up- to- date learning materials and resources
Training of GE faculty

25. CHED Initiative
To assist higher education institutions (HEIs) transition to the new GEC, CHED commissioned experts to develop SAMPLE COURSE SYLLABI with up-to-date and appropriate readings, materials, and resources for each of the nine (9) new GE core courses based on the provisions of CMO 20, series of

26. CHED Initiative
Implement a GE Faculty Training to Support HEIs in the Teaching of the New General Education Core Courses
Objectives
Train an initial group of GE faculty to teach the GE core courses
Produce GE faculty who can serve as trainors of other GE faculty
Train GE faculty from HEIs nationwide to teach the new GE core courses

27. Overview of GE Faculty Training
Focused on the delivery of content using the CHED-developed sample syllabi for the nine (9) GE core courses via face-to-face mode
There are two levels in the training program:
The Training of Trainors - October 2016 and January Target to Train 1,440 Faculty Participants for 9 the courses Trained 900 Participants for 9 the courses
The Second-Generation Training – Beginning April 2017
Target to Train 17,100 Faculty Participants for 9 the courses
Trained 2,884 Participants for 9 the courses

28. IMPERATIVES FOR THE REVISION OF THE EXISTING HIGHER EDUCATION CURRICULA
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29. PSGs REVISION FOR VARIOUS HIGHER EDUCATION PROGRAMS
BASES FOR THE REVISION:
Implementation of K to 12
New General Education Curriculum
Institutionalization of PQF
Paradigm shift to outcomes-based education Global comparability and recognition
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30. Philippine Qualifications Framework
LEVELS OF EDUCATIONAL QUALIFICATIONS
STANDARDS FOR QUALIFICATION OUTCOMES
NATIONAL POLICY
COMPETENCY-
BASED
LABOR MARKET-
DRIVEN
ASSESSMENT-BASED QUALIFICATION RECOGNITION
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31. ALL INSTITUTIONS AND SYSTEMS
PQF: Coverage
Covers three levels: Basic Education, Technical & Vocational,
and Higher Education
ALL INSTITUTIONS AND SYSTEMS
TRAINING
SPECIALIZATION
SKILLS AND
COMPETENCIES
WORK
EXPERIENCE
LIFELONG
LEARNING

32. THE PHL QUALIFICATIONS FRAMEWORK
as per PQF-NCC Resolution No adopted on December 11, 2014
THE PHL QUALIFICATIONS FRAMEWORK
LEVEL
BASIC EDUCATION
TECHNICAL EDUCATION HIGHER EDUCATION AND SKILLS DEVELOPMENT
DOCTORAL AND
POST DOCTORAL
POST BACCALAUREATE L8 L7 L6
BACCALAUREATE L5
DIPLOMA L4
NC IV L3
NC III L2
NC II L1
NC I
GRADE 12

33. Philippine Qualifications Framework
Has 8 Level Qualification Descriptors
Defined in terms of 3 Domains:
Knowledge, skills, and values
Application
Degree of Independence
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34. 6 LEVEL KNOWLEDGE, SKILLS AND VALUES
(as per PQF-NCC Resolution No adopted on 22 July 2014)
KNOWLEDGE, SKILLS AND VALUES
Demonstrated broad and coherent knowledge and skills in their field of study for professional work and lifelong learning
APPLICATION
Application in professional/creative work or research in a specialized field of discipline and/or further study
DEGREE OF INDEPENDENCE
Substantial degree of independence and/or in teams of related fields with minimal supervision
QUALIFICATION
Baccalaureate Degree

35. 7 LEVEL KNOWLEDGE, SKILLS AND VALUES APPLICATION
(as per PQF-NCC Resolution No adopted on 22 July 2014)
KNOWLEDGE, SKILLS AND VALUES
Demonstrated advanced knowledge and skills in a specialized or multi- disciplinary field of study for professional practice, self- directed research and/or lifelong learning
APPLICATION
Applied in professional/creative work or research that requires self-direction and/or leadership in a specialized or multi- disciplinary professional work/research
DEGREE OF INDEPENDENCE
High substantial degree of independence that involves exercise of leadership and initiative individual work or in teams of multi-disciplinary field
QUALIFICATION
Post-Baccalaureate Program

36. 8 LEVEL KNOWLEDGE, SKILLS AND VALUES APPLICATION
(as per PQF-NCC Resolution No adopted on 22 July 2014)
KNOWLEDGE, SKILLS AND VALUES
Demonstrated highly advanced systematic knowledge and skills in highly specialized and/or complex multi-disciplinary field of learning for complex research and/or professional practice and/or for the advancement of learning
APPLICATION
Applied for professional leadership for innovation, research and/or development management in highly specialized or multi- disciplinary field
DEGREE OF INDEPENDENC E
Full independence in individual work and/or in teams of multi-disciplinary and more complex setting that demands leadership for research and creativity for strategic value added. Significant level of expertise-based autonomy and accountability
QUALIFICATION
Doctoral Degree and Post-Doctoral Programs

37. Paradigm Shift to Outcomes-based Education (OBE)
OBE - an approach that focuses and organizes the educational system around what is essential for all learners to know, value and be able to do to achieve a desired level of competencies
It is “open to incorporating discipline-based learning areas that currently structure HEI curricula”
For the HEIs, this means describing the attributes of their ideal graduates based on their visions and missions as part of their institutional goals or outcomes, and using these as bases for developing specific program outcomes
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38. Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and Freed 2000
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39. OBE as a curriculum design
Content
LEARNING OUTCOMES
Teaching & Learning Activities
Assessment

40. DELIVERY OF UNDERGRADUATE EDUCATION
Conventional and Non-conventional modes
Learner-centered/outcomes-based approach
Minimum standards are expressed as minimum set of program outcomes in terms of knowledge, skills and values which the learners are expected to demonstrate at the end of the learning experience or at the time of graduation
HEIs are allowed to design curricula suited to their own contexts and missions and determine the appropriate means of delivery, support facilities and educational resources to ensure achievement of the set program outcomes

41. CONVENTIONAL MODES OF DELIVERY
Laboratory experiments
Visualization exercise
Lectures
Problem Solving Exercise
Computer Modelling
Film showing
Class/Group
Discussions
Field Trips
HEIs have the flexibility to determine the appropriate means of delivery to employ in order to ensure achievement of the set program outcomes

42. NON-CONVENTIONAL MODES OF DELIVERY
Distance education with the philosophy of open and flexible
learning
Use of various media, use of ICT and other approaches-print, audio visual, virtual classrooms, face to face
Open and Distance Learning
Allow learners to progress between technical-vocational and higher
education using the principle of credit transfer
Provides multiple entry and exit points and ladders of learning opportunities without experiencing duplication of learning
Ladderized
Education
Expanded Tertiary Education Equivalency and Accreditation Program is a mechanism for obtaining qualification recognition through assessment of individual’s skills and competencies or through recognition of prior learning
ETEEAP
Programs and educational services in which learners are located in a country different from one where the awarding institution is based
Through inbound or outbound mode with categories such as academic franchising, articulation of programs, establishment of international branch campuses or extension programs, joint or double degrees, online blended or distance learning, offshore programs, twinning arrangement, validation, etc.
Transnational Education

43. CURRICULUM EVALUATION AND ASSESSMENT
CHED Policies, Standards and Guidelines (PSGs) for various higher education programs or disciplines allow HEIs to design curricula suited to their own context and missions that will lead to attainment of required minimum set of outcomes although through different routes or strategies
PSGs prescribe the use of curriculum map as basic means to derive the courses and credit units from the required set of program outcomes
PSGs define the competency standards or learning outcomes (knowledge, attitudes, and skills) or what students are expected to know, understand and be able to do after completing the program of studies
The gap between actual measures of program outcomes serves as basis for program evaluation and interventions for continuous quality improvement of the program
HEIs are expected to establish their quality assurance system
CHED supports HEIs through several mechanisms which serve as incentives to ensure quality in programs being offered

44. Policies, Standards and Guidelines (Issued as CMO)

45. UPDATES on PSG revisions
Since year 2014, the Technical Panels and Technical Committees have been working on the revision of the Policies, Standards and Guidelines guided by the provisions of CHED Administrative Order No. 1, series of 2014, entitled “Revised Guidelines in the formulation of CHED Polices, Standards and Guidelines (PSGs) of Baccalaureate Level Academic Programs”.
CHED has prepared a Handbook for the implementation of Outcomes-based Education and Institutional Sustainability Assessment (ISA) which serves as a guide and reference for the higher education institutions in the transition towards outcomes-based and typology-based quality assurance.

46. Major Elements of PSGs Program Specifications
Program Description – Degree Name; Nature of the Field of Study;
Program Goals; Specific Professions/ Careers/ Occupations for Graduates
Program Outcomes/Set of Learning Outcomes – Common to all programs in all types of schools; Common to the discipline; Specific to a sub-
discipline and a major; based on HEI’s mission and vision
Sample Performance Indicators

47. Major Elements of PSGs Curriculum Curriculum Description
Sample Curriculum
Sample Curriculum Map
Sample Means of Curriculum Delivery
Sample Syllabi for Selected Core Courses

48. Major Elements of PSGs Minimum Required Resources Administration
Faculty
Library
Laboratory and Physical Facilities

49. Minimum Curricular Requirement (Number of Credit Units)
A combination of minimum required general education subjects, core subjects, professional subjects or major subjects including electives
In almost all fields of study, work or experiential learning as part of the curriculum is required.
Depending on the fields of study, the ranges of the minimum required total number of credit units for undergraduate programs are as follows:

50. Minimum Curricular Requirement (Number of Credit Units)
Current Curricula
Revised Curricula
4-year program: 126 to 180 credit units
4-year program (including engineering):
credit units
5-year program (engineering to 225
credit units and architecture – 232 credit units)
5-year program (pharmacy – 201 credit
units and architecture credit units)
6-year program (dentistry – 281 credit units
and veterinary medicine credit units)
6-year program (dentistry credit units
and veterinary medicine credit units)

51. PSGs

52. References: CMO 20, S. 2013 (on new GEC)
CMO 46, S (on adoption of Outcomes-Based Education
Biglete, A. (2017). Curricular Reforms in Higher Education, Presentation during the Coordinative Meeting of Technical Staff for Northern Luzon Cluster, Vigan City, Ilocos Sur.
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53. End of Presentation Tagapagtaguyod,
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