The Proposed Tertiary-Level General Education Program

Note: Dr. Isagani Cruz, the Chair of the CHED Technical Panel on Education, has stated that the following Proposal on Tertiary General Educations has been approved by CHED Chair Dr. Patricia Licuanan for discussion and consultation. I reproduce it here as an important reference document in the discussion on educational reform in the Philippine education.

COMMISSION ON HIGHER EDUCATION
TECHNICAL PANEL ON GENERAL EDUCATION

11 October 2010

The Honorable Commissioners

THROUGH: Hon. Patricia Licuanan, Chair

Dear Commissioners:

The Technical Panel on General Education (TPGE) requests your approval of the concept of General Education described below. If this concept is acceptable to you, the TP will proceed to design the curriculum, plan an in-service training program for GE teachers in HEIs, coordinate with the Technical Panel on Teacher Education (TPTE) for the incorporation of the concept into pre-service programs, and liaise with the Department of Education (DepEd) to ensure integration into the qualifications framework of basic education.

The Revised General Education Curriculum (RGEC)

1.0 The objective of Philippine education on the tertiary level is the holistic education of Filipinos who contribute humanely and professionally to the development of a just and economically-robust society in an environmentally-sustainable world through competent and innovative leadership, as well as productive and responsible citizenship.

2.0 General Education (GE) on the tertiary level addresses the development of the human being. Some of the outcomes expected of students finishing GE are: an appreciation of the human condition, the ability to personally interpret human experience, the ability to view the contemporary world from both Philippine and global perspectives, the ability to reflectively and critically discern right and wrong in today’s world (beyond compliance to rules, laws, and expectations in traditional culture), the ability to tackle problems methodically and scientifically, the ability to appreciate and to contribute to artistic beauty, and the ability to contribute personally and meaningfully to the development of the Philippines.

3.0 The Revised General Education Curriculum (RGEC) of a Higher Education Institution (HEI) should be required of all students in that HEI, regardless of major.

4.0 The RGEC consists of a minimum of twelve (12) three (3)-unit subjects required of all tertiary-level students, equivalent to one (1) year of full-time study, taken over a baccalaureate program either all at once in one year or spread out over an entire course of studies at the discretion of the HEI.

5.0 The RGEC will include five (5) required Core Courses from the areas of Applied Mathematics, Contemporary History, Creative Communication, Environmental Science, and Ethics. These courses should be multi-disciplinary and interdisciplinary, with emphasis on developing the critical and creative capabilities of students.

6.0 The RGEC will include two (2) required Integrating Courses, which will allow students to integrate their knowledge through rigorous, multi-disciplinary reflection on contemporary issues (such as Human Wealth Creation and Poverty Reduction, Paradigm Shifts of Thought and Behavior, The Entrepreneurial Mindset, and Alienation from Humanity), within classes composed of students majoring in different disciplines or pursuing different degrees.

7.0 The remaining five (5) GE subjects should be electives that promote the core values of an HEI as articulated in its vision and mission. These electives should focus on generalized, interdisciplinary, and multidisciplinary issues. No GE subject should be limited to any specialized discipline.

8.0 The RGEC will build on knowledge and skills acquired in an expanded twelve (12)-year basic education cycle. The program assumes that high school graduates applying for admission into an HEI will have the linguistic, scientific, mathematical, and creative knowledge and skills necessary for higher-level academic work. In particular, GE courses presume higher-order thinking, speaking, listening, reading, and writing skills that students should already have before they are admitted as tertiary students. In case students do not exhibit these skills and knowledge, HEIs are authorized to require additional remedial subjects that, in no case, may substitute for GE subjects.

9.0 Autonomous and deregulated HEIs have to maintain the minimum number of GE units and do not have to offer the specified Core Courses, but are encouraged to experiment and innovate within this constraint. Such HEIs are urged to share their best practices with other HEIs, in order to ensure that GE in the country continues to grow and change with the times.

10.0 The RGEC shall be effective starting AY 2017-18 or the first year that high school graduates will have had twelve (12) years of basic education, whichever comes first.

11.0 The curriculums for all the different baccalaureate degrees, as designed by the pertinent Technical Panels, are hereby revised in accordance with the RGEC.

Thank you for your continued support for GE in our country.

Respectfully yours,

Isagani R. Cruz
Chair

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About Joel Tabora, S.J.

Jesuit. Educator
This entry was posted in Philippine Educational Reform and tagged , , , . Bookmark the permalink.

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