CMO No. 74 s. 2017
POLICIES, STANDARDS AND GUIDELINES FOR BACHELOR OF ELEMENTARY
EDUCATION (BEED)
Education is beset with multiplicity of changes and demands in its socio-political, economic,
technological and academic spheres, such as globalisation (Abulencia, 2015; Misra, 2012),
technological advances (Laal, 2013; Wikramanayake, 2015), a push for egalitarian principles in
the teaching profession (Bongco & Abenes, 2019; Coulter & Greig, 2008), and transformative
education (Bivens, Moriarty & Taylor, 2009; Bourn, 2016). These demands have pressed basic
education to design itself in such a way that it would be able to educate holistically developed,
lifelong learners (Abisaki, 2015; Laal, 2013), who are equipped to thrive in the 21st century
world (Rotherham & Willingham, 2009).
Philippine basic education (kindergarten, elementary, junior and senior high school) responded
to challenges in education with reforms (Barlongo, 2015), one of the largest scale being the K to
12 Education Program, which started in 2012 (Orale & Uy, 2018) and legitimised through
Republic Act No. 10533 (Enhanced Basic Education Act of 2013) and Republic Act No. 10157
(Kindergarten Act of 2012). These initiatives were described by the then secretary of the
Department of Education, Armin Luistro as “the most comprehensive basic education reform
initiative ever done in the country since the establishment of the public education system more
than a century ago” (SEAMEOINNOTECH, 2012, p. iii). The reforms intended to reverse the
decades of decline in Philippine education and create a system that is both high-performing and
inclusive (Sarvi, Munger & Pillay, 2015).
The CMO No. 74 s. 2017 has 10 sections for its guidelines and what needs to be implemented. It
specifies the 'core competencies' expected of Bachelor of Secondary Education (BSEd)
graduates "regardless of the type of HEl they graduate from." However, in "recognition of the
spirit of outcomes-based education and of the typology of HEls," this PSG also provides "ample
space for HEls to innovate in the
Section 1 is the rationale. Based on the guidelines for implementation of CMO No. 46 s 2012,
this PSG implements the “shift to learning competency – based standards/ outcomes – based
education” in response to the 21st 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 € 83,s. 2012), the National Competency-based
teacher standards (NCBTS) now the Philippine Professional standards for teacher (PPST).
Section 2 ins all about government recognition, all private higher education institutions (PHEIs)
intending to offer BEED programs must first secure proper authority from the Commission in
accordance with this PSG. All PHIEs with an existing BEEd program are required to shift to an
outcome based approach based on this PSG.
Section 3 and 4 talk about the general provisions of the BEEd guidelines. Per Section 13 of RA
7722, the higher education institution shall exercise academic freedom in its curricular offerings
but must comply with the minimum requirements for specific academic programs, the general
education distribution requirement and the specific professional courses.
Article IV is the program specification. Section 5 is the program Description, the degree program
described herein shall be called Bachelor of Elementary education (BEEd)
Section 8 curriculum description – The BEEd program is composed of New General Education
Courses, Specialization/Major courses, elective/ cognate Courses, special topics, and mandated
courses (PE and NSTP).
Section 9 is the sample curriculum. Higher education Institutions offering the BEEd program
may exercise flexibility in their curricular offering. However, the following courses are
prescribed as minimum requirements to be implemented.
References:
ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-74-s.-2017.pdf