This program provides students with fundamental understanding and application of the principles of early childhood care and education, as well as experience in the application of these principles. This program also aims to educate individuals to be competent early childhood practitioners working with children from 0-8 years old in various early childhood settings (home, community, school, and workplace). It is aligned with the National Early Learning Framework (NELF), the National Competency-Based Teacher Standards (NCBTS 2017) and the first key stage which is K to 3. A graduate of BECEd should be able to:

• Demonstrate high level of content and pedagogical knowledge;
• Demonstrate appreciation for diversity;
• Manifest collaborative skills; 4. Demonstrate innovative thinking;
• Possess critical and problem solving skills;
• Advocate for children’s rights, equity, community, nationalism, and democratic ideas;
• Pursue lifelong learning;
• Manifest a selfless and dedicated love and concern for the learners that is inspired and guided by the spirituality of the Most Sacred Heart of Jesus; and
• Demonstrate the value of excellence, compassion, and apostleship in a multicultural learning environment.

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This program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for elementary education.

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This program outfits future graduates in building and cultivating relationships with colleagues, stakeholders, other professionals and learning communities, advocating for Physical Education (PEd), being role models of integrity and professional excellence, as well as leaders in the service of education. A graduate of BPEd should be able to:

• Apply scientific and evidence-based practices critical to the educational and learning processes;
• Demonstrate skillful performance in a variety of physical activities;
• Adapt performance to variety of physical activity settings;
• Critically examine the curriculum and program, and enhance them necessarily;
• Plan and implement safe and effective physical activity programs to address the needs of individual and groups in school and/or non-school settings;
• Monitor and evaluate physical activity programs in school and/or non-school settings;
• Use appropriate assessments in, and for student or client learning;
• Use information, media and technology in pedagogy and for lifelong learning;
• Demonstrate firm work/professional ethics;
• Cultivate solidarity by working and dealing with/relating to others harmoniously;
• Promote the advancement of the profession by making sense of and getting involved in current discourse that impact on the profession;
• Pursue lifelong learning for personal and professional development;
• Communicate effectively with PE practitioners, other professional and stakeholders;
• Use oral, written, and technology formats deftly;
• Demonstrate service orientation in their respective professions;
• Possess qualifications for various types of employment and participate in development activities and public discourse, particularly in response to the needs of the communities they serve; and
• Contribute to the generation of new knowledge by participating in various research and developmental projects.

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This program prepares teachers to become effective synthesizers of knowledge and efficient promoters and facilitators of learning in the light of the English language and literature and abreast with pedagogical principles that would enable the learners to develop to the fullest their potentials concomitant to a continuing pursuit of lifelong learning. A graduate of BSEd (English) should be able to:

• Possess broad knowledge of language and literature for effective learning;
• Use English as a global language in a multilingual context as it applies to the teaching of language and literature;
• Acquire extensive reading background in language, literature, and allied fields;
• Demonstrate proficiency in oral and written communication;
• Shows competence in employing innovative language and literature teaching approaches, methodologies, and strategies;
• Use technology in facilitating language learning and teaching;
• Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature; and
• Display skills and abilities to be reflective and research-oriented language and literature teacher.

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This program prepares teachers to become effective synthesizers of knowledge and efficient promoters and facilitators of learning in the light of the Filipino language and literature and abreast with pedagogical principles that would enable the learners to develop to the fullest their potentials concomitant to a continuing pursuit of lifelong learning. A graduate of BSEd (Filipino) should be able to:

• Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at panitikang Filipino;
• Nagpapakita ng malawak at malalim na pag-unawa at kaalaman sa ugnayan ng wika, kultura, at lipunan;
• Nakagagamit ng iba-t ibang kasanayan at kaalaman sa proseso ng patuturopagkatuto;
• Nagtataglay ng kaalaman hinggil sa usapin ng cultural at linggwistikang dibersidad ng bansa;
• Nakapagdidisenyo ng malikhain, inobatibo at integratibong mga alternatibong dulog sa patututo at pagkatuto; at
• Nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino bilang wikang panturo.

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This program prepares teachers to become effective synthesizers of knowledge and efficient promoters and facilitators of learning in the light of Mathematics and abreast with pedagogical principles that would enable the learners to develop to the fullest their potentials concomitant to a continuing pursuit of lifelong learning. A graduate of BSEd (Mathematics) should be able to:

• Exhibit competence in mathematical concepts and procedures;
• Exhibit proficiency in relating mathematics to other curricular areas;
• Manifest meaningful and comprehensive pedagogical content knowledge of mathematics;
• Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics;
• Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity; and
• Use effectively appropriate approaches as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world.

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This program prepares teachers to become effective synthesizers of knowledge and efficient promoters and facilitators of learning in the light of the Sciences and abreast with pedagogical principles that would enable the learners to develop to the fullest their potentials concomitant to a continuing pursuit of lifelong learning. A graduate of BSEd (Sciences) should be able to:

• Demonstrate deep understanding of scientific concepts and principles;
• Apply scientific inquiry in teaching and learning; and
• Utilize effective teaching and assessment methods.

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• Articulate the rootedness of education in philosophical, socio – cultural, historical, psychological, and political contexts;
• Articulate mastery on Training Regulations and Competency-Based Curriculum with focus Automotive Technology;
• Demonstrate mastery of on skills in Automotive Technology;
• Facilitate learning using a wide range of teaching methodologies appropriate to specific learners and their environments with focus on the skills recommended in Technical
• Vocational Education Trainer’s Methodology;
• Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners with focus on the development of Competency-Based Curriculum and
• CompetencyBased Learning Materials in Technical-Vocational Education;
• 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 responding to community, national, and global needs and realities; and
• Pursue lifelong learning for personal and professional growth through varied experiential and field–based opportunities.

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• Articulate the rootedness of education in philosophical, socio – cultural, historical, psychological, and political contexts;
• Articulate mastery on Training Regulations and Competency-Based Curriculum with focus Food Service Management;
• Demonstrate mastery of on skills in Food Service Management;
• Facilitate learning using a wide range of teaching methodologies appropriate to specific learners and their environments with focus on the skills recommended in Technical Vocational Education Trainer’s Methodology;
• Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners with focus on the development of Competency-Based Curriculum and CompetencyBased Learning Materials in Technical-Vocational Education;
• 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 responding to community, national, and global needs and realities; and
• Pursue lifelong learning for personal and professional growth through varied experiential and field–based opportunities.

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