Written Report in Curriculum Development

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THE LADDERIZED CURRICULUM FOR

BACHELOR OF TECHNICAL TEACHER
EDUCATION (BTTE)
A
WRITTEN REPORT
Presented to
JHIMSON V. CABRAL, PhD (Cand.)

Visiting Lecturer, HAGGAI School of Development
Center for Professional Development
In Partial Fulfilment
of the Requirements for the Course
PROFED03 – CURRICULUM DEVELOPMENT
Submitted by
ELENA S. BUTIU
Certificate of Professional Course in Education
September 2019
Academic Year 2019-2020
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Curriculum Development | WRITTEN REPORT
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STRUCTURE AND SYSTEM IN ORGANIZATIONS
A. Introduction
According to the Commission on Higher Education Memorandum Order
No. 56Series of 2007 , the main concern of ladderized Bachelor Of Technical
Teaching EducationProgram is to prepare teachers of technical
vocational education and Trainings (TVET) andHigher Education
Institution not only with the strong theoretical understanding of teaching , butalso
with the practical exposure in industry. This aims to produce graduates who are
competentand ready to assume careers as technology teachers and trainers in
industry-Based trainingcenter. The implementation of BTTE program serves as
the innovation in ever changingeducational environment. The implementation of
K-12 program which was approved byPresident Aquino demands more technical
teachers since its goal is to develop skilled andglobally competitive students. All
schools, colleges and universities intending to offer theBTTE must first secure
proper authority from the commission in accordance with existing rulesand
regulations.Section II of the CMO No. 56 (2007) says members of the faculty
should have academic preparation and experience appropriate to the teaching
technology courses. He or she must be a
holder of appropriate master’s degree of his major field, and a very
satisfactory teaching
experience in any technical
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vocational institution. The facilities and laboratories must bespecialized
and shall be maintained for the major field. Thus also means that there must
beavailable and adequate tools/equipment and laboratories for the fields in civil
technologicalworks such as welding and fabrication technology, refrigeration and
air conditioning technology,electrical and electronics technology and laboratory
for the food and services management.
LEVEL OF READINESS OF PSAU IN IMPLEMENTING THE BTTE 4
The condition of CHED in offering the program is that all colleges and
universities intending tooperate BTTE must have first secure proper authority
from commission in accordance withexisting rules and regulations. The
government supported institution, local colleges anduniversities are encouraged
to adhere to the provision of the policies and standards (Article no.2CMO 56
Series of 2007)The CHED ordained the implementation of this program along
with therequirements, but the problem was there were no existing evaluations
about the readiness of theschool to implement the same program
Ladderized Education is a new system of education in the Philippines that
allows learners to progress between Technical Vocational Education and
Training (TVET) and College, and vice-versa. Ladderized Education opens
opportunities for career and educational advancement to students and workers
Senator Pia S. Cayetano hailed the passage of the 'Ladderized Education
Act of 2014' which seeks to 'empower workers' by making tertiary education more
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accessible to them. Cayetano said that under the new law (Republic Act 10647),
"going back to school to earn a college degree could soon be within reach of
graduates of technical and vocational or 'tech-voc' courses."
This law is part of a series of education measures that she as chairperson
of the Senate Committee on Education Arts and Culture, have heard and
sponsored to introduce innovations in the education sector.
The law institutionalizes a Ladderized Education Program (LEP) which
would formalize a system of accreditation and interface between and among the
country's tech-voc centers and higher educational institutions.
As its name implies, RA 10647 offers a ladder that would allow tech-voc
graduates to 'step up' to college to pursue a degree without having to take the
course program all over. Units shall be credited from a technical or vocational
course to a college degree program.
Without a ladderized program, tech-voc graduates are unable to earn
credits in college for the units they have already taken up and the expertise they
have acquired. The ladderized program recognizes one's skills and allows one to
go back to school to further his or her studies, without having to start from square
one.
The program will be jointly administered and implemented by the
Commission on Higher Education (CHEd), Technical Education and Skills
Development Authority (TESDA) and the Department of Education (DepEd).
She said the new law would particularly benefit workers forced by poverty
or other circumstances to take up tech-voc training, where courses are shorter
and fees are cheaper, instead of heading to college from high school.
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On the other hand, college degree holders who wish to acquire technical
skills, including those which are in demand in the labor market, may also avail of
the same program under the new law, she added.
This law would reach out to those who fell through the cracks of our
educational system. We seek to expand the options available for them to improve
their education and qualifications.
B. Objectives
At the end of this report, the participants are expected to:
1. Understand the ladderized curriculum for Bachelor of Technical
Teacher Education (BTTE);
2. Describe the two (2) models of BTTE.; and
3. Appreciate the importance ladderized curriculum for Bachelor of
Technical Teacher Education (BTTE).
C. Discussion
Bachelor of Technical Teacher Education (BTTE) prepares teachers in
technical-vocational education (TVET) and higher education institutions who are
equipped not only with strong theoretical understanding of teaching and
technology but also with exposure to industry.
The curricular program of BTTE shall impart knowledge, skills, attitudes,
values and experience that will provide prospective teachers with the necessary
competencies essential in effective teaching.
The specific body of knowledge, skills, attitudes, values and experiences
include general education component, specialization component and instructional
technology component.
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1. General Education component is consistent of the CHED Memo 59
composed of sixty (60) units of courses in humanities, natural and
behavioral sciences, computer proficiency, mathematics, logic and
ethics which are all aimed to make a person broadly educated, creative,
cultured, morally upright and productive.
2. Professional studies component includes philosophy and aims
technology education, curriculum development and teaching-learning
processes. It also include clinical experiences in teaching and the
mastery of the Philippine Trainers Qualification Framework (PTTQF)
3. Specialization component that includes the in depth knowledge of
content and specified skills in the major fields including the industry
exposure.
4. Instructional technology component that include competencies in the
use of technology in teaching and training.
It is a four year ladderized degree program that provides students with the
knowledge and skills to teach technical – vocational courses like Automotive,
Electrical, Civil and Drafting technology, Food and Service Management and
many more. It aims to equip students with strong theoretical understanding of
teaching and technology.
The Bachelor of Technical Teacher Education program inculcates in
students a deep understanding of the teaching and learning principles and
theories needed in teaching technical – vocational courses. It also discusses how
the educational processes relate to larger historical, social, cultural and political
processes.
Generally, the program’s curriculum is filled with education subjects thus
graduates of this program are allowed to take the Licensure Examination for
Teachers (LET). Once graduates of the BTTE program pass the LET, they can
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teach in academic institutions specifically in elementary, secondary and
collegiate levels. Home Economics and Livelihood Education (HELE),
Technology and Livelihood Education (TLE), Agricultural Technology (AgriTech),
Practical Arts (PracArts) and Computer Technology (ComTech) are just some of
the subjects that graduates can teach.
Graduates of the BTTE program may also teach in the Technical
Education and Skills Development Authority (TESDA) as well as in vocational
schools, private and livelihood training centers and charitable institutions who
aim to train the oppressed sectors of society to develop specific skills that they
can use to earn money and become financially independent. The subjects that
they will teach will mainly depend on the field of specialization that they chose.
Areas of Specialization
o Automotive Technology – the design, construction and operation of motor,
engines and automobiles.
o Electronics Technology – concerned with the development, behavior, and
applications of electronic devices and circuits.
o Electrical Technology – the design and development of high-voltage
systems and components such as motors, generators, heaters, electrical
power transmission and distribution systems, radio wave and optical
systems, converters, and control systems for operating light and heavy
machinery.
o Food and Service Management – the application of food science to the
selection, preservation, processing, packaging, distribution, and use of safe
food.
o Drafting Technology – the systematic representation and dimensional
specification of mechanical and architectural structures.
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o Heating, Ventilating and Air-conditioning Technology – develop the skills
and knowledge of students in many aspects of the HVAC industry, which
include the installation and servicing of heating, ventilation, air conditioning
and refrigeration systems for residential and commercial applications.
o Mechanical Technology – introduces the student to the principles,
materials, and equipment of mechanical technology. Emphasis is placed on
drafting, design, and an understanding of basic machine components.
o Welding and Fabrication Technology – teaches students the fabrication or
sculptural process that joins materials, usually metals or thermoplastics
o Civil Technology – teaches students skills in the development of designs
and drawings from preliminary concepts and sketches, prepare construction
specifications, cost and material estimates, project schedules and reports.
o Garments, Fashion and Design – involves lessons that provide students
with the knowledge in the inspection and analysis of fabrics, materials and
methods used in the production of clothing.
Two Models of the BTTE Program
1. Model A is offered for high school graduates who would meet the
admission requirement of the College. The characteristics of the model
are as follows:
o The program of study for the general and professional education
subjects is based on CHED Memo 30 S. 2004.
o The technology major subjects are based on the competency
standards indicated in the Training Regulations of the Technical
Education and Skills Development Authority (TESDA). The
interfacing of CHED and TESDA provides the students to exit after
one, two or three years with specific job opportunities and/ or allows
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them to continue their studies for the four years of BTTE giving full
credits to all subjects taken in the previous years.
o If the students prefer to work after one year of study, he/she could
exit the ladderized program with certificate of achievement. He/she
is also qualified to take the assessment for National Certificate (NC)
administered by TESDA.
o Students who choose to finish the four years BTTE degree should
meet the criteria for admission to the degree. After finishing the four
years BTTE program, he/she be issued the Diploma which qualifies
them to take the Licensure Examination for Teachers.
2. Model B is offered to the graduates of the two year Trade Technical
Curriculum and the Three-year Diploma of Technology Program in different
areas of specialization, who have at least one year industry experience aside
from the industry immersion/OJT. The characteristics of the model are as
follows:
o Students will have at least One-year industry experience aside from
the industry immersion of the On the Job Training (OJT).
o On the Job Training (OJT) or industry experience is requirement
leading to a Four-Year Baccalaureate Degree (Ladderized Bachelor
of Technical Teacher Education.
o Students in this model intend to become prospective teachers in
their respective area of specialization.
Ladderized Curriculum
Being a ladderized course, students who successfully complete each year
level and pass the TESDA Competency Assessment shall be issued the National
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Certificate (NC) on that particular level. These certificates will depend on the area
of specialization that a student will choose to study.
o Automotive Technology:
o 1st to 3rd year: Certificate as Auto Service Technician
o Electronics Technology:
o 1st to 3rd year: Certificate in Electronics Technology
o Electrical Technology:
o 1st year: Certificate in Building Wiring Installation
o 2nd year: Certificate in Automation and Mechatronics
o 3rd year: Certificate in Graphics/Commercial Arts with computer
application
o Food and Service Management:
o 1st year: Certificate in Food Selection and Preparation, Food Processing,
packaging and labelling and meal management
o 2nd year: Certificate in Advanced Baking and International Cuisine,
Bartending and bar set-up
o Drafting Technology:
o 1st year: Certificate in Machine Drafting, Basic Auto-CAD 2-D
o 2nd year: Certificate in Architectural Drafting and Design
o 3rd year: Certificate in Air Duct Servicing
o Heating, Ventilating and Air-conditioning Technology:
o 1st year: Certificate in Refrigeration and Air-conditioning (RAC) Servicing
o 2nd year: Certificate in Transport Refrigeration and Air-conditioning
(RAC) Servicing
o 3rd year: Certificate in Graphics/Commercial Arts with computer
application
o Mechanical Technology:
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o 1st to 3rd year: Certificate in Machining
o Welding and Fabrication Technology:
o 1st year: Certificate in Shielded Metal Arc Wedding (SMAW)
o 2nd year: Certificate in Gas Metal Arc Welding (GMAW)
o Civil Technology:
o 1st year: Certificate in Carpentry, Scaffold Erection and Masonry
o 2nd year: Certificate in Plumbing, Tile Setting, Finishing Carpentry and
Construction Painting
o 3rd year: Certificate in Construction Management
o Garments, Fashion and Design:
o 1st to 3rd year: Certificate in Dressmaking
Subjects and Curriculum
The subjects and requirements in the BTTE curriculum are divided into the
following categories:
o General Education courses: Language and Humanities Cluster,
Mathematics, Computer and Natural Science Cluster, Social Sciences
Cluster, Mandated Subjects
o Professional Courses:
o Theory and Concepts: Adolescent Psychology, Facilitating Learning,
Social Dimensions of Education, The Teaching Profession including the
Code of Ethics, Curriculum Development (Project Planning and
Development)
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o Methods and Strategies of Teaching Technology: Principles of
Teaching, Strategies of Teaching, Educational Technology, Assessment
of Student Learning, Career Guidance and Counselling
o Specialization Courses:
o Automotive Technology: Internal Combustion Engine Servicing, Repair
and Maintenance, Preventive Maintenance and Gas/Diesel Engine Tune-
up, Automotive Body Electrical System Service, Repair and
Maintenance, Underchassis Components, Automotive Air-conditioning
System, Motorcycle and Small Engine Servicing, Engine Overhauling
o Electronics Technology: Basic Electronics, Digital Electronics, Audio
System Repair and Maintenance, Cellular Phone Repair, Video System
Repair, Instrumentation Troubleshoot
o Electrical Technology: Fundamentals of Electricity, Electrical and
Electronics Circuits and Devices, Electrical Wiring System and Design,
Signal and Communication System, DC Machine, AC Machine, Logic
Circuit Controller, Pneumatic and Hydraulic application
o Food and Service Management: Occupation Health and Safety
Practices, Food Selection and Preparation, Meal Management, Food
Processing, Packaging and Labelling, Basic Baking, Advance Baking,
International Cuisine, Cafeteria and Catering Management, Quantity
Cookery, Bartending and Bar set-up
o Drafting Technology: Drafting Fundamentals and theory of design,
Basic Auto-CAD 2-D application, Machine Drafting using Auto-CAD,
Architectural drafting and design, Building technology and Utilities,
Construction Estimates and Scale Modelling,
o Heating, Ventilating and Air-conditioning Technology:
Instrumentation and Control Devices, Domestic Refrigeration and Air-
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conditioning Electrical Circuits, Soldering, Welding and Joining
Operations, Commercial Refrigeration, Mobile Refrigeration,
Refrigeration Plant Designing, Heat Pump Operation
o Mechanical Technology: Basic Machine Tools, Bench Work, Lathe
Machine Operations, Heat Treatment, Milling Machine Operations,
Grinding Machine Operations, Tool and Die Making, Blueprint Reading,
o Welding and Fabrication Technology: Metal Testing and Heat
Treatment Process, Basic Shielding Metal Arc Welding Process, Oxy
Acetylene Welding, Cutting and Brazing, Gas Metal Arc Welding, Pipe
Fitting,
o Civil Technology: Occupational Health and Safety, National Building
Code, Rough Carpentry, Rebar Works, Rough Masonry, Elementary
Surveying, Plumbing, Finishing Masonry, Finishing Carpentry,
Construction Surveying, Construction Estimating, Analysis of Building
Structure, Construction Painting, Construction Management
o Garments, Fashion and Design: Fabric and Garment Designing
Techniques, Basic Sewing Processes, Men’s Garments Construction,
Pattern Grading and Marker Making
o Industry Immersion (OJT)
o Practice Teaching
o Special Research Topic/Project
The lessons in the BTTE program are taught to students in a variety of
teaching methods. They will spend most of their time inside the classroom
listening to lectures, doing hands-on exercises and visiting different vocational
and livelihood agencies where they will be able to observe firsthand different
tasks related to their chosen industry. From time to time seminars and
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educational talks will be scheduled for students to attend. These kinds of
activities will give keep the students up-to-date with current trends and practices.
Technical Teaching a Profession
If a graduate takes the Licensure Examination for Teachers (LET) and
passes he/she becomes a Licensed Teacher. He/she may be employed as
Trainer of Industry-based training centers, Instructor for Technical Schools,
Teacher of Technological Livelihood and vocational courses and many more.
Being a Licensed Teacher is considered a profession because it requires a
specific set of knowledge and skills as well as a licensure examination.
BTTE graduates who do not go on to become teachers, can be employed
in a variety of technical jobs that relate to their field of specialization. Technician
jobs are considered professions, however there are also less specialized jobs
like machinist and operators which are not considered to be professions.
Admission Requirements for the BTTE Program
Aside from the general admission requirements, the two types of models
for the BTTE program have specific admission requirements. Requirements at
each school may differ, but these are the mandated requirements according to
CHED.
o Admission requirements for High School students:
o Must be a high school graduate.
Those who did not complete high school education may opt to first attend
Alternative Learning System (ALS) and pass the Philippine Educational
Placement Test (PEPT) to qualify for college. However, some universities
only offer selected courses for PEPT passers
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o College entrance exam: must pass the college entrance examination
with a specified rating set by the school.
o General Weighted Average (GWA): the high school graduate must
have a specified grade point average as reflected in his/her form 138.
o Interview: must pass the interview conducted by the college.
o Admission requirements for Technology Diploma holders:
o Full-fledged Technician: to be admitted to the BTTE program model B,
an applicant must be a graduate of a two year Trade Technical
Curriculum or a three-year Diploma of Technology Program in different
areas of specialization, or any other Technical – Vocational course.
o One year work/industry experience: must have at least one year
industry experience, aside from the industry immersion/OJT.
o Grade average in technical subjects: the technician candidate must
have obtained the specified grade average in his technical subjects.
o National Certification (NC): for an applicant to be admitted, he/she must
have been awarded as third class (NCIII) certified technician by TESDA.
o Completed the general education requirements: the applicant must
have satisfied the minimum general education requirements. In case the
applicant lacks units in general education, bridging subjects should be
taken by the applicant to fulfill the general education requirements.
Skills, Traits and Attitude that will Help to Succeed in BTTE
o Strong Technical Skills – the knowledge and ability to learn, operate and
control properly and safely an extensive range of equipment, tools and
systems used in the field.
o Basic Mathematical skills – knowledge of arithmetic, algebra, geometry,
calculus, statistics, and their applications; during practicum exercises you
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may be asked to calculate certain things so that you can accurately create or
fix something so basic knowledge of math is important
o Analytical skills – the ability to determine how a system should work and
how changes in conditions, operations, and the environment will affect
outcomes
o Problem solving skills – the ability to identify complex problems and review
related information to develop and evaluate options and implement solutions;
fixing different equipment, machines and other electronic objects can be very
tricky, you need to know the order on how to fix things, how to diagnose and
identify mechanical problems and return parts to where they should be.
o Detail Oriented – the ability to notice and identify even the most minute
problems in a system, process or equipment
o Quick Thinker – picks up and understands instructions easily; able to
execute tasks in a fast and efficient way
o Comfortable in public speaking – this is an advantage for those who wish
to become teachers or instructors.
o Able to establish authority – this is an advantage for those who wish to
become teachers or instructors.
o Good communicator – the ability to proficiently speak and write English and
convey information to students that is easy to understand.
o Reading Comprehension – understanding written sentences and
paragraphs in work related documents; since you will Practice Teach, you
must be able to understand English very well to interpret correctly what
you’ve read in books and other sources.
o Computer Literacy – basic knowledge of computer use and being able to
understand application software used in creating models of designs and
systems
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o Planning skills – the ability to organize and prioritize activities/tasks
effectively; must be able to think of ways on how to do a job efficiently
o Patience – during practicum exercises, you will not always be able to identify
and fix the problem in a machine or equipment right away so you have to
extend your patience and continue working; understands student behavior,
avoids temper flares and finds possible solutions to unpleasant situations.
Also during the during the Field Practice you will be assigned in different
agencies where the work involved is time consuming and will involve manual
labor thus patience is very essential
Difficulties in taking-up the Bachelor of Technical Teacher Education
Program
Bachelor of Technical Teacher Education is not considered a difficult
course. The program is a combination of Technology and Education thus
students have to study a variety of subjects. Aside from an interest in fixing and
repairing things, you also need to have a flare in teaching. During the entire span
of the course, you will have alternating classroom discussions and hands on or
practicum exercises. During your hands on exercises, you will be asked to repair
machines, engines and many more; you will get dirty and smeared so you have
to be able to accept this kind of work.
It does not contain a lot of Mathematics or Science subjects; however,
there are many education subjects that you must read and understand
thoroughly so that you can apply it in your practice teaching. You have to
remember different techniques and methods where your memory will greatly be
tested.
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One of the most challenging parts of the program is accomplishing two
sets of Practicum, one is an Industry Immersion and the other is Practice
Teaching. To add up to this, you also need to make a special research project.
Duration to complete the BTTE Program in the Philippines
The BTTE program takes four years to complete. The program may also
be completed in less than 4 years for schools who follow a trimestral curriculum.
Field Practicum
A student of the BTTE program needs to complete two sets of Field Practicum.
o Industry Immersion
Under the Industry Immersion, students will be assigned in different agencies
and companies related to their specific field of study. During the Industry
Immersion, students are given the opportunity to apply their knowledge and
practice their skills in actual settings. The immersion program is done under
the supervision of a designated authority in the establishment/office which
will evaluate the student periodically and submit the evaluation form to the
assigned faculty member. The Industry Immersion is offered in the fourth
year of the BTTE program.
o Practice Teaching
Practice Teaching is the culmination of the teacher preparation process.
Students may be assigned in Elementary and Secondary Schools,
Colleges/Universities or in Vocational Institutions where they are given the
opportunity to apply their knowledge and practice their skills in actual
classes.
The practice teaching program is done under the supervision of a faculty
member as well as the advisory teacher. Formal and informal classroom
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observations are conducted regularly. Among the requirements of practice
teaching are the creation of plans for classroom management and instruction.
The number of hours required for both Practicums varies from one school to
another.
Licensure Examination for Teachers (LET)
Graduates of the BTTE program can still be employed even if they do not
take the LET, however, for those who would like to teach in secondary schools,
colleges/universities and vocational institutions; they need to pass the Licensure
Examination for Teachers (LET).
The examination is conducted by the Board of Professional
Teachers under the supervision of the Professional Regulations
Commission (PRC). There are three categories of subjects included in the exam:
General Education (20%), Professional Education (40%) and the Field of
Specialization (40%).
To pass the examination an examinee must obtain an average rating of not
less than 75% and must have no rating lower than 50% in any of the tests. The
results of the board examination are usually released 1 to 2 months after the
exam.
Career Opportunities for Bachelor of Technical Teacher Education
graduates
o Teaching jobs
Graduates of the BTTE program who are LET passers can teach different
fields in technical education. These are the most common positions they can
be employed in.
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o High School Teacher – teaching Technology and Livelihood Education
(TLE), Agricultural Technology (AgriTech), Practical Arts (PracArts) and
Computer Technology (ComTech)
o Elementary School Teacher – teaching Home Economics and
Livelihood Education (HELE) and Computer Education
o Vocational Teacher
o Technical Instructor
o College/University Professor – teaching Technical Education or
Industrial Education. This may require a Master’s degree.
o Technical jobs related to the BTTE program:
o Mechanic – repair and maintain almost any machinery or device by
using their advanced knowledge about functioning of many systems.
o Machinist – set up and operate a variety of machine tools to produce
precision parts and instruments; includes precision instrument makers
who fabricate, modify, or repair mechanical instruments.
o Technician – help create, maintain and repair the electronic components
and equipment used in any equipment or device that involves electricity.
o Operator – work with heavy machinery from setup to operation. Machine
operators might work with computer-controlled equipment or more
mechanically based machines to make sure they are set up properly,
working well, and producing quality product.
o Fabricator – responsible for assembling finished products using tools,
machines, and their own hands. Fabricates various types of products.
o Industrial Technician – plans and coordinates production activities to
ensure that production runs smoothly and stays within budget.
o Mechatronics Technician – apply their knowledge of engineering to
solve technical problems and maintain automated mechanical

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equipment. This may entail inspecting, troubleshooting and repairing
electrical and electronic components.
o Pneumatic and Hydraulic Technician – also known as hydraulic
mechanics, work in industrial settings where they install, repair and
maintain hydraulic equipment and machinery, such as lifts, cranes and
forklifts.
o Instrumentation Technician – install, maintain and repair the measuring
and control devices used in industrial and commercial processing.
o Food Technician – check production processes and product quality, and
undertake maintenance and basic repair of equipment.
o Safety Food Controller – monitors compliance with quality standards on
production floor to ensure product conforms to specification and food
safety practices and assist in documentation involving Food Safety and
Good Manufacturing Practices.
o Heat Pump Installer/Technician – install and maintain systems that
control the temperature, humidity, air flow and air filtering in all types of
buildings.
o Drafter – use software to convert the designs of engineers and architects
into technical drawings and plans.
o Robotics Technician – build, install, test, or maintain robotic equipment
or related automated production systems.
o Land Survey technologists – adjust and operate land surveying
instruments, such as the theodolite and electronic distance-measuring
equipment, and compile notes, make sketches and enter data into
computers.
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o Highway Technician – inspect project site and evaluate contractor work
to detect design malfunctions and ensure conformance to design
specifications and applicable codes.
o Welding Inspector – performs visual inspections and tests on welded
steel pieces to be used in the construction of buildings, bridges and other
structures.
o Safety coordinator – plan and execute the site safety function
requirements; implement preventive measure and recommend
improvement on the unsafe conditions/material/equipment
o Site supervisor – oversees and manages all aspects of a construction
site. This can include preparing budgets, hiring team members, and
handling all logistical and operations duties.
o Project Manager, Construction – responsible for the planning,
management, co-ordination and financial control of a construction
project.
o Quality assurance technician – tests and inspects products and parts
in a manufacturing environment to ensure the quality of the product.
o Production manager – responsible for the technical management,
supervision and control of industrial production processes.
o Operations manager – ensures the day to day operations of a
construction project.
o Career Opportunities Abroad
Graduates of technical college programs are in demand abroad. The skilled
workers sector is highly in demand in foreign countries such as the Middle
East, Canada, Australia and Singapore. Filipinos are usually employed in
foreign countries as welders, iron worker, machinist, machine operators and
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similar low level jobs, however these jobs usually pay higher than midlevel
and advanced positions in the Philippines.
Salary Levels
A degree in Technical Education can lead to a variety of jobs; examples of
these jobs include working as a Technician, Machinist and Teacher. The
monthly salaries for these types of jobs are as follows:
o Technician
o Fresh Grad / < 1 Year Experienced Employee: P 8,000 to P 12,000
o 1-4 Years Experienced Employee: P 10,000 to P 15,000
o Supervisor / 5 Years & Up Experienced Employee: P 15,000 to P
23,000
o Assistant Manager / Manager: P 15,000 to P 30,000
o Machinist
o Teacher
o Fresh Grad / < 1 Year Experienced Employee: P 8,000 to P 12,000
o Supervisor / 5 Years & Up Experienced Employee: P 16,000 to P
22,000
Assistant Manager / Manager: P 20,000 to P 30,000
D. Reflection
With the current trend of offering ladderized courses among colleges
worldwide, these ladderized programs should have to transcend to the standards
of regulating institutions like Technical Education and Skills Development
Authority (TESDA) in the case of the Philippines. Technical educators considered

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ladderized scheme as a response to the present mandate of higher education
institutions to provide students with many alternatives and competencies as
technically equipped thus employable (Paroy, 2007).
Bachelor of Technical Teacher Education is a ladderized formal education
program in the Philippines is a part of the educational system of the Philippines in
a regular classroom where Filipino students are required to attend daily.
Ladderrized curriculum for BTTE help the people to become more
educated and accessible to knowledge through this program many dropouts and
out of school youth continue to follow their dreams and hoping for a better future
where mostly they continue their education and trying to get a degree in college
in order to have a good and decent job.
Moreover, it may be true that the ladderizzed curriculum for BTTE of the
Philippines have been a great help to anybody, but for my insights the education
that they offer to the learners can suffice the educational needs for them to
qualify for higher education and even to land in good and decent jobs. The
students may have acquired the literacy and skills enough for them to qualify for
pursuing higher education especially if they go back to formal schools.
E. Conclusion
Congress also passed recently the Ladderized Education Act (RA 10647),
which streamlines and harmonizes the interface between technical-vocational
training programs with tertiary education. That is, a TESDA graduate’s training
certificate can now be credited towards getting a full bachelor’s degree—thereby
making the educational system more accessible and flexible and seamless.
This means a nursing aide can now study to become a registered nurse,
without having to go through the full four to five academic years. In time, the
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same can be true for our welders who want to become metallurgical engineers;
or plumbers working to become hydrologists.
Specifically, the law institutionalizes the Philippine Qualifications
Framework— which acts as a nationwide system of educational standards, under
which the Department of Education (DepEd), the Technical Education and Skills
Development Authority (TESDA), and the Commission on Higher Education
(CHEd) are tasked to match levels of qualification (or educational attainment)
with the specific skills, competencies, and knowledge (“learning outcomes”) that
graduates and course finishers should have.
I guess the model here would be something alongside the UK system
where the guilds had developed or even the German apprenticeship system. o
The PQF then becomes the jump-off point for a true nationwide, ladderized
education program (LEP). As skills and qualifications will be clearly matched,
students can now seamlessly jump between education or training sectors—
where hopefully they also earn while they learn.
F. References
Bilbao, P., 2008, CurrBogaard, L. (2006). “Developing a stakeholder listening

process.” Strategic Commun. Manage., 10(2), 18–21.
Crossan, M. M., Fry, J. N., and Killing, J. P. (2005). Strategic analysis and action,
6th Ed., Pearson Prentice Hall, Toronto, Ontario.
Griffith, A. (2000). “Integrated management systems: A single management

system solution for project control?” Eng. Construct. Architect. Manage.,
7(3), 232–240.
Lepineux, F. (2005). “Stakeholder theory, society, and social cohesion.” Corp.

Govern., 5(2), 99–110.
Lorca, P., and García-Diez, J. (2004). “The relation between firm survival and the
achievement of balance among its stakeholders: An analysis.” Int. J.
Manage., 21(1), 93–99.
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Mike, B. (2004). “Building a new culture at Pizza Hut and Yum! Brands.” Strategic
Commun. Manage., 8(4), 22–25.
Mintzberg, H. (2003). “The diversified organization.” The strategy process:

Concepts, contexts, cases, 4th Ed., H. Mintzberg, J. B. Lampel, J. B.
Quinn, and S. Ghoshal, eds., Prentice Hall, Upper Saddle River, NJ, 434–
445.
Morin, R. A., and Jarrell, S. L. (2001). Driving shareholder value: Value-building

techniques for creating shareholder wealth, McGraw-Hill, New York.
Oktem, U., Lewis, P., Donovan, D., Hagan, J. R., and Pace, T. (2004). “EMS and
sustainable development: A model and comparative studies of integration.”
Greener Manage. Int., 46(2), 11–28.
Stuart, H. (2002). “Employee identification with the corporate identity: Issues and
implications.” Int. Stud. Manage. Organ., 32(3), 28–44.
Tuomi, I. (1999). “Data is more than knowledge: Implications of the reversed

knowledge hierarchy for knowledge management and organizational
memory.” J. Manage. Inf. Syst., 16(3), 103–117.
mmission on Higher Education Section II of the CMO no. 56
(2007) www.ched.gov.ph
The Ladderized Curriculum for BTTE
, https//prezi.com/v14bcGuiner D. (2013)
Competencies of Technology and Livelihood Education (TLE) Instructors: Input
to a Training Module in Industrial Arts
http://www.eisrjc.com/documents/Competencies_of_Technology_and_Livelihood
_Education_28TLE%29_Instructors_Input_to_a_Training_Module_in_Indu
strial_Arts_1372056125.pdfAlbarico S., Tagura M., Visitacion R., Zabala V.
Magnetico j., Ramayan A.J,
Adequacy of Instructional Materials Used by Teachers in Teaching Technology
and Livelihood Education
http://icehm.org/siteadmin/upload/6031ED0114516.pdf Gulsen C. (2014)
International Journal on New Trends in Education and Their Implications
,5(2) the readiness levels of secondary school administrators to the
innovationmanagement,http://www.ijonte.org/FileUpload/ks63207/File/07.g
ulsen-.pdf Technical vocational education and trainings (TVET),
www.tesda.gov.ph Lumauag (2012) the commission on higher education
(CHED),www.sipc.edu.ph/autor/page/Crandall
’s University official page,
www.crandallu.ca/academic/bachelor-of-technical/education Fajarillo V. Southern
Polytechnic College, www.sipc.edu.ph/list-of-faculty/ Accrediting Agency
Centered Colleges and Universities in the Philippines
(AACCUP),Resolution no. 3816 series
2008,http:/www.usep.edu.ph/campuses/obreso/colleges/CT/index.php/aca
demic-programs./24-courses/95-bacheor-of-technical-teacher-
education.btte
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Haggai School of Development

Maharlika Highway, Barangay Isabang, Tayabas City, Quezon Page 1 of 26

“Partners for Improving Outcomes”

Operated by: ASTRA Academy of Southern Luzon, Inc.

THE LADDERIZED CURRICULUM FOR

JHIMSON V. CABRAL, PhD (Cand.)

STRUCTURE AND SYSTEM IN ORGANIZATIONS

According to the Commission on Higher Education Memorandum Order

No. 56Series of 2007 , the main concern of ladderized Bachelor Of Technical

Teaching EducationProgram is to prepare teachers of technical

vocational education and Trainings (TVET) andHigher Education

competentand ready to assume careers as technology teachers and trainers in

industry-Based trainingcenter. The implementation of BTTE program serves as

the innovation in ever changingeducational environment. The implementation of

proper authority from the commission in accordance with existing rulesand

regulations.Section II of the CMO No. 56 (2007) says members of the faculty

should have academic preparation and experience appropriate to the teaching

technology courses. He or she must be a

holder of appropriate master’s degree of his major field, and a very

experience in any technical

vocational institution. The facilities and laboratories must bespecialized

technologicalworks such as welding and fabrication technology, refrigeration and

air conditioning technology,electrical and electronics technology and laboratory

for the food and services management.

LEVEL OF READINESS OF PSAU IN IMPLEMENTING THE BTTE 4

from commission in accordance withexisting rules and regulations. The

government supported institution, local colleges anduniversities are encouraged

to adhere to the provision of the policies and standards (Article no.2CMO 56

Series of 2007)The CHED ordained the implementation of this program along

about the readiness of theschool to implement the same program

Ladderized Education is a new system of education in the Philippines that

allows learners to progress between Technical Vocational Education and

Training (TVET) and College, and vice-versa. Ladderized Education opens

opportunities for career and educational advancement to students and workers

Senator Pia S. Cayetano hailed the passage of the 'Ladderized Education

graduates of technical and vocational or 'tech-voc' courses."

This law is part of a series of education measures that she as chairperson

sponsored to introduce innovations in the education sector.

The law institutionalizes a Ladderized Education Program (LEP) which

country's tech-voc centers and higher educational institutions.

course to a college degree program.

Without a ladderized program, tech-voc graduates are unable to earn

The program will be jointly administered and implemented by the

Commission on Higher Education (CHEd), Technical Education and Skills

Development Authority (TESDA) and the Department of Education (DepEd).

or other circumstances to take up tech-voc training, where courses are shorter

the same program under the new law, she added.

their education and qualifications.

At the end of this report, the participants are expected to:

1. Understand the ladderized curriculum for Bachelor of Technical

Teacher Education (BTTE);

2. Describe the two (2) models of BTTE.; and

3. Appreciate the importance ladderized curriculum for Bachelor of

Technical Teacher Education (BTTE).

Bachelor of Technical Teacher Education (BTTE) prepares teachers in

technical-vocational education (TVET) and higher education institutions who are

equipped not only with strong theoretical understanding of teaching and

technology but also with exposure to industry.

The curricular program of BTTE shall impart knowledge, skills, attitudes,

competencies essential in effective teaching.

The specific body of knowledge, skills, attitudes, values and experiences

include general education component, specialization component and instructional

1. General Education component is consistent of the CHED Memo 59

composed of sixty (60) units of courses in humanities, natural and