The BTVTEd program is an undergraduate teacher education program that equips learners with adequate and relevant competencies in teaching specific area in Industrial Arts or Home Economics or ICT or Agri-Fishery-Arts – the four areas of technical and vocational track in the K to 12 Curriculum. Its main concern is the preparation of teachers in Technology in Livelihood Education (TLE) for grades 9-10, senior high school for the Technical-Vocational Livelihood (TVL) track, Technical-Vocational Education and Training (TVET), and for higher education institutions offering BTVTEd and other allied programs.
This group of teachers is equipped not only with strong theoretical understanding of teaching and technology, but also with practical exposure in industry which can be well – tested and validated in various aspects and components of the Teaching Internship program and Supervised Industrial Training which is part of the curriculum. Consistent with the policies, standards and guidelines set by Commission on Higher Education (CHED), Isabela State University- Angadanan Campus and collaborating public schools and Host Training Establishment are at the forefront of providing quality pre- service teachers and Student Interns.
Program Profile
The Bachelor of Technical-Vocational Teacher Education program offered by Isabela State University-Angadanan Campus is designed to prepare students for a career in technical-vocational education. The program offers two specializations, namely Food and Service Management (FSM) and Automotive Technology. Currently, the program is Level I, AACUP-accredited, and ISO 9001:2015 certified. The College of Education houses the program, with Ms. Mary Grace C. Buraga serving as its chairperson, and the Dean of the College is Dr. Grace D. Ladia.
The program’s legal basis is rooted in Board Resolution No. 58, s. 2018, which changed the nomenclature from BTTE offered in 2012 with COPC # 015 S. 2014 to BTVTED. The program opened in the first semester of the 2018–2019 school year and is governed by CMO No. 79. 2017.
The program changed to an outcomes-based methodology based on the recommendations from CMO No. 46 s. 2012 in response to the Philippine Teacher Education Framework for the 21st Century, “Transition to Learning Competency-Based Education,” with the following program offering:
MAJOR: FOOD AND SERVICE MANAGEMENT
FIRST YEAR
| First Semester | |||||
| Course No. | Course Title | Units | No. of Units | Pre-requisite | |
| Lec. | Lab | ||||
| GEC 4 | Purposive Communication | 3 | 3 | None | |
| GEC 5 | Art Appreciation | 3 | 3 | None | |
| GEC 6 | Science, Technology and Society | 3 | 3 | None | |
| GEC 8 | The Contemporary World | 3 | 3 | None | |
| TVTEd Inst. 1 | Climate Change and Disaster Risk Management | 2 | 2 | None | |
| TVTEd GE Elec 1 | Math, Science and Technology (Environmental Science) | 3 | 3 | None | |
| TVTEd GE Elec 2 | Arts and Humanities (Philippine Popular Culture) | 3 | 3 | None | |
| PE 1 | Physical Activities towards Health and Fitness I (Movement Enhancement) | [2] | 2 | None | |
| NSTP 1 | CWTS/LTS/MS 1 | [3] | 3 | None | |
| TOTAL | 25 | 25 | |||
FIRST YEAR
| Second Semester | |||||
| Course No. | Course Title | Units | No. of Units | Pre-requisite | |
| Lec | Lab | ||||
| GEC 1 | Understanding the Self | 3 | 3 | None | |
| GEC 2 | Readings in Philippine History | 3 | 3 | None | |
| GEC 3 | Mathematics in the Modern World | 3 | 3 | None | |
| GEC 7 | Ethics | 3 | 3 | None | |
| GEC 9 | The Life and Works of Rizal | 3 | 3 | None | |
| TVTEd GE Elec 3 | Social Sciences and Philosophy (Religions, Religious, Experiences and Spirituality) | 3 | 3 | None | |
| TVTEd Prof 121 | The Child and Adolescent Learner and Learning Principles | 3 | 3 | None | |
| PE 2 | Physical Activities towards Health and Fitness II (Exercise-based Program) | [2] | 2 | PE 1 | |
| NSTP 2 | CWTS/LTS/MS 2 | [3] | 3 | NSTP 1 | |
| TOTAL | 26 | 26 | |||
SECOND YEAR
First Semester
| Course No. | Course Title | Units | No. of Units | Pre-requisite | |
| Lec | Lab | ||||
| TVTEd Prof 212 | Assessment in Learning 1 | 3 | 3 | None | |
| TVTEd Prof 213 | The Teaching Profession | 3 | 3 | None | |
| TVTEd Prof 214 | Facilitating Learner – Centered Teaching: The Learner – Centered Approaches with Emphasis on Trainers Methodology I | 3 | 3 | None | |
| TVTEd Prof 215 | The Andragogy of Learning Including Principles of Trainers’ Methodology I | 3 | 3 | None | |
| TVTEd FSM 211 | Occupational Health and Safety Practices | 3 | 2 | 1 | None |
| TVTEd FSM 212 | Food Selection and Preparation | 3 | 2 | 1 | None |
| TVTEd FSM 213 | Food Processing, Packaging and Labelling | 3 | 2 | 1 | None |
| TVTEd Inst. 2 | Creative and Critical Thinking | 2 | 1 | 1 | None |
| PE 3 | Physical Activities towards Health and Fitness III (Dance, Sports, Group Exercise, Outdoor Adventure Activities) | [2] | 2 | PE 1 & 2 | |
| TOTAL | 25 | 21 | 4 | ||
| SECOND YEARSecond Semester | |||||
| Course No. | Course Title | No. of Units | Lab | Pre-requisite | |
| Units | Lec | ||||
| TVTEd Prof 226 | Technology for Teaching and Learning 1 | 3 | 3 | None | |
| TVTEd Prof 227 | Assessment in Learning 2 with focus on Trainers Methodology I and II | 3 | 3 | TVTEd Prof 212 | |
| TVTEd Prof 228 | The Teacher and the Community, School Culture and Organizational Leadership with focus on the Philippine TVET System | 3 | 3 | None | |
| TVTEd Prof 229 | Foundation of Special and Inclusive Education | 3 | 3 | None | |
| TVTEd FSM 224 | Meal Management | 3 | 2 | 1 | None |
| TVTEd FSM 225 | Native Delicacies in the Philippines | 3 | 2 | 1 | None |
| TVTEd TLE-IC 221 | Introduction to Industrial Arts (IA) | 3 | 2 | 1 | None |
| TVTEd TLE IC 222 | Entrepreneurship | 3 | 3 | None | |
| PE 4 | Physical Activities towards Health and Fitness IV (Dance, Sports, Group Exercise, Outdoor Adventure Activities) | [2] | 2 | PE 1, 2 & 3 | |
| TOTAL | 26 | 23 | 3 | ||
| Midyear | |||||
| Course No. | Course Title | Units | No. of Units | Pre-requisite | |
| Lec | Lab | ||||
| TVTEd FSM 226 | Basic Baking | 3 | 2 | 1 | None |
| TVTEd FSM 227 | International Cuisine | 3 | 2 | 1 | None |
| TOTAL | 6 | 4 | 2 | ||
THIRD YEAR
| First Semester | |||||
| Course No. | Course Title | Units | No. of Units | Pre-requisite | |
| Lec | Lab | ||||
| TVTEd Prof 310 | Curriculum Development and Evaluation with Emphasis on Trainers Methodology II | 3 | 3 | None | |
| TVTEd Prof 311 | Building and Enhancing New Literacies Across the Curriculum with Emphasis on the 21st Century Skills | 3 | 3 | None | |
| TVTEd Prof 312 | Work-based Learning with Emphasis on Trainers Methodology | 3 | 3 | None | |
| TVTEd FSM 318 | Quantity Cookery | 3 | 2 | 1 | None |
| TVTEd FSM 319 | Cafeteria and Catering Management | 3 | 2 | 1 | None |
| TVTEd TLE – IC 313 | Teaching Information and Communication Technology (ICT) as an Exploratory Course | 3 | 3 | None | |
| TVTEd TLE-IC 314 | Introduction to Agri-Fishery Arts (AFA) | 3 | 3 | None | |
| TVTEd TLE-IC 315 | Home Economics (HE) Literacy | 3 | 3 | None | |
| TVTEd Inst. 3 | Data Science Analytics | 2 | 1 | 1 | None |
| TOTAL | 26 | 23 | 3 | ||
THIRD YEAR
| FOURTH YEAR | |||||
| First Semester | |||||
| Course No. | Course Title | Units | No. of Units | Pre-requisite | |
| Lec | Lab | ||||
| TVTEd Prof 4115 | Field Study 1 | 3 | 3 | All Prof Ed. | |
| TVTEd Prof 4116 | Field Study 2 | 3 | 3 | ||
| TVTEd TLE 4111 | Supervised Industrial Training | 3 | 240 hours | All Major subjects | |
| TOTAL | 9 | 9 | |||
FOURTH YEAR
| Second Semester | |||||
| Course No. | Course Title | Units | No. of Units | Pre-requisite | |
| Lec | Lab | ||||
| TVTEd Prof 4217 | Teaching Internship | 6 | All subjects | ||
| TOTAL | 6 | ||||
MAJOR IN AUTOMOTIVE TECHNOLOGY
FIRST YEAR
| First Semester | |||||
| Course No. | Course Title | Units | No. of Units | Pre-requisite | |
| Lec. | Lab | ||||
| GEC 4 | Purposive Communication | 3 | 3 | None | |
| GEC 5 | Art Appreciation | 3 | 3 | None | |
| GEC 6 | Science, Technology and Society | 3 | 3 | None | |
| GEC 8 | The Contemporary World | 3 | 3 | None | |
| TVTEd Inst. 1 | Climate Change and Disaster Risk Management | 2 | 2 | None | |
| TVTEd GE Elec 1 | Math, Science and Technology (Environmental Science) | 3 | 3 | None | |
| TVTEd GE Elec 2 | Arts and Humanities (Philippine Popular Culture) | 3 | 3 | None | |
| PE 1 | Physical Activities towards Health and Fitness I (Movement Enhancement) | [2] | 2 | None | |
| NSTP 1 | CWTS/ LTS/ MS 1 | [3] | 3 | None | |
| TOTAL | 25 | 25 | |||
| Second Semester | |||||
| Course No. | Course Title | Units | No. of Units | Pre-requisite | |
| Lec | Lab | ||||
| GEC 1 | Understanding the Self | 3 | 3 | None | |
| GEC 2 | Readings in Philippine History | 3 | 3 | None | |
| GEC 3 | Mathematics in the Modern World | 3 | 3 | None | |
| GEC 7 | Ethics | 3 | 3 | None | |
| GEC 9 | The Life and Works of Rizal | 3 | 3 | None | |
| TVTEd GE Elec 3 | Social Sciences and Philosophy (Religions, Religious, Experiences and Spirituality) | 3 | 3 | None | |
| TVTEd Prof 121 | The Child and Adolescent Learner and Learning Principles | 3 | 3 | None | |
| PE 2 | Physical Activities towards Health and Fitness II (Exercise-based Program) | [2] | 2 | PE 1 | |
| NSTP 2 | CWTS/LTS/MS 2 | [3] | 3 | NSTP 1 | |
| TOTAL | 26 | 26 | |||
SECOND YEAR
First Semester
| Course No. | Course Title | Units | No. of Units | Pre-requisite | |
| Lec | Lab | ||||
| TVTEd Prof 212 | Assessment in Learning 1 | 3 | 3 | None | |
| TVTEd Prof 213 | The Teaching Profession | 3 | 3 | None | |
| TVTEd Prof 214 | Facilitating Learner – Centered Teaching: the Learner – Centered Approaches with Emphasis on Trainers Methodology I | 3 | 3 | None | |
| TVTEd Prof 215 | The Andragogy of Learning Including Principles of Trainers’ Methodology I | 3 | 3 | None | |
| TVTEd AT 211 | Automotive Service Shop Management and Occupational Health and Safety Practices | 3 | 2 | 1 | None |
| TVTEd AT 212 | Preventive Maintenance and Internal Combustion Engine Servicing | 3 | 2 | 1 | None |
| TVTEd AT 213 | Automotive Electrical System Servicing and Repairing | 3 | 2 | 1 | None |
| TVTEd Inst. 2 | Creative and Critical Thinking | 2 | 1 | 1 | None |
| PE 3 | Physical Activities towards Health and Fitness III (Dance, Sports, Group Exercise, Outdoor Adventure Activities) | [2] | 2 | PE 1 & PE 2 | |
| TOTAL | 25 | 21 | 4 | ||
SECOND YEAR
| Second Semester | |||||
| Course No. | Course Title | No. of Units | Lab | Pre-requisite | |
| Units | Lec | ||||
| TVTEd Prof 226 | Technology for Teaching and Learning I | 3 | 3 | None | |
| TVTEd Prof 227 | Assessment in Learning 2 with focus on Trainers Methodology I and II | 3 | 3 | TVTEd Prof 212 | |
| TVTEd Prof 228 | The Teacher and the Community, School Culture and Organizational Leadership with focus on the Philippine TVET System | 3 | 3 | None | |
| TVTEd Prof 229 | Foundation of Special and Inclusive Education | 3 | 3 | None | |
| TVTEd AT 224 | Power Train and Under Chassis Components Servicing | 3 | 2 | 1 | None |
| TVTEd AT 225 | Basic Automotive Air Conditioning System Servicing | 3 | 2 | 1 | None |
| TVTEd TLE-IC 221 | Introduction to Industrial Arts (IA) | 3 | 2 | 1 | None |
| TVTEd TLE IC 222 | Entrepreneurship | 3 | 3 | None | |
| PE 4 | Physical Activities towards Health and Fitness IV (Dance, Sports, Group Exercise, Outdoor Adventure Activities) | [2] | 2 | PE 1,2&3 | |
| TOTAL | 26 | 23 | 3 | ||
| Midyear | |||||
| Course No. | Course Title | Units | No. of Units | Pre-requisite | |
| Lec | Lab | ||||
| TVTEd AT 226 | Motor Cycle and Small Engine Servicing, Repairing | 3 | 2 | 1 | None |
| TVTEd AT 227 | Metallic and Solid Color Painting Applications and Techniques | 3 | 2 | 1 | None |
| TOTAL | 6 | 4 | 2 | ||
THIRD YEAR
| First Semester | |||||
| Course No. | Course Title | Units | No. of Units | Pre-requisite | |
| Lec | Lab | ||||
| TVTEd Prof 310 | Curriculum Development and Evaluation with Emphasis on Trainers Methodology II | 3 | 3 | None | |
| TVTEd Prof 311 | Building and Enhancing New Literacies Across the Curriculum with Emphasis on the 21st Century Skills | 3 | 3 | None | |
| TVTEd Prof 312 | Work-based Learning with Emphasis on Trainers Methodology | 3 | 3 | None | |
| TVTEd AT 318 | Basic Driving | 3 | 2 | 1 | None |
| TVTEd AT 319 | Basic Power Conversion System Service Repair and Maintenance | 3 | 2 | 1 | None |
| TVTEd TLE – IC 313 | Teaching Information and Communication Technology (ICT) as an Exploratory Course | 3 | 3 | None | |
| TVTEd TLE-IC 314 | Introduction to Agri-Fishery Arts (AFA) | 3 | 3 | None | |
| TVTEd TLE-IC 315 | Home Economics (HE) Literacy | 3 | 3 | None | |
| TVTEd Inst. 3 | Data Science Analytics | 2 | 1 | 1 | None |
| TOTAL | 26 | 23 | 3 | ||
THIRD YEAR
| Second Semester | ||||||
| Course No. | Course Title | Units | No. of Units | Pre-requisite | ||
| Lec | Lab | |||||
| TVTEd AT 3210 | Basic Electronics Engine Management System Operation and Servicing | 3 | 2 | 1 | None | |
| TVTEd AT 3211 | Automotive Body Repair and Substrate Preparation | 3 | 2 | 1 | None | |
| TVTEd TLE-IC 326 | Teaching Common Competencies in Industrial Arts (IA) | 3 | 3 | None | ||
| TVTEd TLE-IC 327 | Teaching Common Competencies in Information and Communication Technology (ICT) | 3 | 3 | None | ||
| TVTEd TLE-IC 328 | Teaching Common Competencies in Agri-Fishery Arts (AFA) | 3 | 3 | None | ||
| TVTEd TLE-IC 329 | Teaching Common Competencies in Home Economics (HE) | 3 | 3 | None | ||
| TVTEd TLE 3210 | Technology for Teaching and Learning 2 | 3 | 3 | TVTEd Prof 226 | ||
| TVTEd Prof 3213 | Technology Research 1 (Methods of Research) | 3 | 3 | TVTEd Insti.3 | ||
| TOTAL | 24 | 22 | 2 | |||
| Midyear | ||||||
| Course No. | Course Title | Units | No. of Units | Pre-requisite | ||
| Lec | Lab | |||||
| TVTEd AT 3212 | Engine Overhauling and Rebuilding | 3 | 2 | 1 | None | |
| TVTEd Prof 3214 | Technology Research 2 (Undergraduate Thesis/Research Paper/Research Project) | 3 | 3 | TVTEd Prof 3213 | ||
| TOTAL | 6 | 5 | 1 | |||
FOURTH YEAR
| First Semester | |||||
| Course No. | Course Title | Units | No. of Units | Pre-requisite | |
| Lec | Lab | ||||
| TVTEd Prof 4115 | Field Study 1 | 3 | 3 | All Prof Ed. | |
| TVTEd Prof 4116 | Field Study 2 | 3 | 3 | ||
| TVTEd TLE 4111 | Supervised Industrial Training | 3 | 240 hours | All Major subjects | |
| TOTAL | 9 | 9 | |||
| Second Semester | |||||
| Course No. | Course Title | Units | No. of Units | Pre-requisite | |
| Lec | Lab | ||||
| TVTEd Prof 4217 | Teaching Internship | 6 | All subjects | ||
| TOTAL | 6 | ||||
Objectives of the Program:
The main concern of the Bachelor of Technical – Vocational Teacher Education (BTVTEd) Program is the preparation of teachers in Technology in Livelihood Education (TLE) for grades 9-10, senior high school for the Technical-Vocational Livelihood (TVL) track, Technical-Vocational Education and Training (TVET), and for higher education institutions offering BTVTEd and other allied programs. Specifically, BTVTEd Program is expected to produce teachers who can assume the following major roles:
- effective synthesizer of organized knowledge to allow analytical and critical thinking;
- efficient and effective promoters and facilitators of learning to enable the learners to develop to the fullest their potential for a continuing pursuit of lifelong learning;
- committed humanists whose clear understanding and appreciation of human ideals and values inspire learners to realize their potentials;model teachers with high regard for learning imbued with proper work attitude and values as practiced in industry;nationally certified trainers in their fields of specialization; and
- implementers of TVTE innovative approaches/insights, best practices in the context of K-12 TVL track.
Program Goals
The BTVTEd program aims to develop highly competent and motivated teachers in technical and vocational education in their area of specialization.
The technical and vocational education curriculum shall impart a body of knowledge, skills, attitudes, values and experiments that will provide prospective Grade 9 – 10 TLE Teachers, Senior High School teachers for the Tech – Voc. Livelihood track, TVET Trainers/Instructors, and faculty members in higher education institutions with the necessary competencies essential for effective teaching. Graduates of BTVTEd are considered to have satisfied the TESDA requirement for Trainers’ Methodology.
Program Outcomes
PO1. Demonstrate the competencies required of the Philippine TVET Trainers- Assessors Qualifications Framework (PTQF);
PO2. Demonstrate broad, meaningful and coherent knowledge and skills in any of the specific fields in technical and vocational teacher education;
PO3. Apply with minimal supervision specialized knowledge and skills in any of the specific fields in technical teacher education;
PO4. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
PO5. Manifest a deep principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students;
PO6. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes;
PO7. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches); and
PO8. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.
Statement of the Program Objectives
Graduates of the BTVTEd program are teachers who:
- manifest the competencies required of the Philippine Trainers Qualification Framework (PTQF);
- exhibit the basic and higher-level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
- manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students;
- show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes;
- apply a wide range of teaching processes skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches);
- acquire direct experience in the field/classroom/workshop (e.g., classroom observations, teaching assistance, practice teaching); and
- demonstrate and practice the professional and ethical requirements of the teaching professions.
General Objectives
The main concern of the Bachelor of Technical – Vocational Teacher Education (BTVTEd) Program is the preparation of teachers in Technology in Livelihood Education (TLE) for grades 9-10, senior high school for the Technical-Vocational Livelihood (TVL) track, Technical-Vocational Education and Training (TVET), and for higher education institutions offering BTVTEd and other allied programs.
This group of teachers is equipped not only with strong theoretical understanding of teaching and technology, but also with practical exposure in industry. Specifically, BTVTEd Program is expected to produce teachers who can assume the following major roles:
- effective synthesizer of organized knowledge to allow analytical and critical thinking;
- efficient and effective promoters and facilitators of learning to enable the learners to develop to the fullest their potential for a continuing pursuit of lifelong learning;
- committed humanists whose clear understanding and appreciation of human ideals and values inspire learners to realize their potentials;
- model teachers with high regard for learning imbued with proper work attitude and values as practiced in industry;
- nationally certified trainers in their fields of specialization; and
- implementers of TVTE innovative approaches/insights, best practices in the context of K-12 TVL track.
Specific Objectives
Exhibit competencies as stipulated in the National Competency Based Teacher Standards (NCBTS).
Utilize basic and higher level of literacy on communication, numeracy, critical thinking and learning skills needed for higher learning.
Apply wide range of training processes and skills with creativity and innovativeness.
Manifest higher-level skills and competencies in various technical trade areas.
Internalize the values of accountability, effectiveness, integrity and excellence coupled with the practice of professional and ethical standards of teaching profession.
LET and NC II Performance
The program’s performance is also measured through its passing rate in licensure examinations. The program has recorded varying passing rates in these exams, with notable improvements in the most recent ones. The table below shows the number of examinees, passers, and passing rates of the program:
| Date of Examination | FIRST TIME TAKERS | Institutions Passing Percentage | National Passing Percentage | ||
| Passed | Failed | Total | |||
| September 2016 | 9 | 9 | 18 | 50% | 33.78% |
| September 27, 2017 | 3 | 7 | 10 | 30% | 46.37% |
| September 30, 2018 | 6 | 5 | 11 | 54.44% | 48.03% |
| March 2019 | 1 | 0 | 1 | 100% | 25.95% |
| September 29, 2019 | 4 | 11 | 15 | 26.66% | 39.68% |
| September 2021 | 1 | 0 | 1 | 100% | 57.76% |
| October 2022 | 26 | 10 | 36 | 72.22% | 50.94% |
| March 2023 | 7 | 1 | 8 | 87.5% | 46.95% |
*Note: No LET examinees in the year 2020 and March 2021
In September 2016, eighteen (18) examinees of the 1st batch of BTTE graduates took the licensure exam, and nine (9) of them passed, resulting in a 50% passing rate. This was higher than the national passing rate of 33.78%. The following year, only three (3) out of ten (10) examinees passed, resulting in a 30% passing rate, which was lower than the national passing rate of 46.37%. However, the program’s performance improved in the succeeding exams.
In September 2018, eleven (11) examinees took the exam, and six (6) passed, resulting in a 54.44% passing rate, which was higher than the national passing rate of 48.03%. March 2019 marked the highest performance of the program so far, in which one (1) examinee took the licensure exam and passed, resulting in a 100% passing rate, which was way higher than the national passing rate of 25.95%. In September 2019, four (4) out of fifteen (15) examinees passed, resulting in a 26.66% passing rate, which was still lower than the national passing rate of 39.68%. In September 2021, one (1) examinee took the licensure exam and passed, resulting in a 100% passing rate, which was higher than the national passing rate of 57.76%, matching the March 2019 performance.
In the most recent licensure exam in October 2022, thirty-six (36) examinees took the exam, and twenty-six (26) of them passed, resulting in a 72.22% passing rate, which was higher than the national passing rate of 50.94%. And in March 2023, eight (8) examinees of the first batch of BTVTED graduates took the exam, and seven (7) of them passed, resulting in an 87.5% passing rate, which was higher than the national passing rate of 46.95%. In summary, September 2016, September 2018, March 2019, September 2021, October 2022, and March 2023 mark as remarkable date of examinations for the program that surpass the national passing rates. These results indicate that the program is continuously improving and producing competent graduates who are well-prepared for their future careers.
The Bachelor of Technical-Vocational Teacher Education (BTVTED) program is not only designed to prepare students for a career in technical and vocational education but also to help them pass the National Certification (NC). The NC II certification is a nationally recognized qualification that certifies an individual’s competency in a specific technical-vocational field.
The BTVTED program has produced graduates who passed the NC II examination in different competencies in Food and Service Management such as Bread and Pastry Production, Cookery/Commercial Cooking, Food Processing, and Food and Beverage Services while Automotive Technology also produces Automotive Servicing NCII, Automotive Body Repair NC II, Automotive Body Painting NCII, Shielded Metal Arc Welding NC II and Basic Driving NC II. The NC II passers are proof that the program has equipped its graduates with the competencies required by the Philippine TVET Trainers-Assessors Qualifications Framework (PTQF).
The program’s emphasis on teaching process skills, including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches, has helped graduates prepare for the NC II examination. Through the program’s focus on reflective practice, graduates are able to constantly improve their teaching knowledge, skills, and practices, which are essential to passing the National Certification. The BTVTED program’s success in producing NC II passers is a testament to the quality of education it provides.
