Technological Institute of the Philippines

College of Education - Quezon City Campus

Outcomes-Based Education
Program Certification
Secondary Education Major in English
Secondary Education Major in Mathematics
Secondary Education Major in Physical Sciences

Outcomes-Based Education

OUTCOMES-BASED EDUCATION (OBE)

The T.I.P. Implementation of outcomes-based education was driven by the following external entities: 1) Regulatory bodies such as the Commission on Higher Education (CHED), the Professional Regulation Commission (PRC), International Maritime Organization (IMO), among others, 2) Local and international accrediting bodies, specifically, the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA), the Philippine Technological Council-Accreditation and Certification Board for Engineering and Technology - Engineering Accreditation Commission (PTC - ACBET - EAC), and ABET, Inc., 3) International certifying bodies, and 4) Feedback from other external constituents.

It is also guided by existing T.I.P. internal policies and initiatives: 1) The T.I.P. Vision, Mission, Core Values, and Core Competencies, 2) T.I.P. Quality Policy, and 3) Other T.I.P. initiatives that supported the OBE implementation such as a) the T.I.P. Faculty and Staff Development Program, and b) The T.I.P. Student Development Program.

The institutional outcome statement was formulated based on the T.I.P. graduates attributes. Outcomes at the program level and course level were also formulated aligned with institutional outcomes.

The framework which T.I.P. adopted in its OBTL implementation revolves around three important elements: 1) Intended Learning Outcomes (ILOs), 2) Teaching and Learning Activities (TLAs) and 3) Assessment Tasks (ATs).

In support of T.I.P.’s outcomes-based education and as a strategy to promote academic excellence, T.I.P. has also embarked on a proactive plan to implement outcomes-based teaching and learning or OBTL in all its academic programs using the City University of Hong Kong OBTL model.

The OBE process is also supported by facilities, management processes and procedures resources and support structures sub-systems.

The results of the assessment and evaluation are used as inputs in the continual improvement of the instructional process specifically on the constructive alignment of ILOs, TLAs, and ATs.

It is expected that the implementation of OBTL as part of T.I.P.’s OBE would hasten the realization of T.I.P.’s mission "to transform students into graduates with full competence in their fields of study and who also possess Filipino values, industry-desired values, and global citizen values”.

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Program Certification

NATIONAL AND INTERNATIONAL RECOGNITIONS

International Certification

Quality Management System certified compliant to the international standard ISO 9001:2015 by Det Norske Veritas – Germanischer Lloyd (DNV-GL).

PACUCOA Accreditation Level

  • Level III Reaccredited Status in Secondary Education

In recent years, T.I.P. had the privilege to receive international and national recognitions for providing quality education to students. The said recognitions are the following:

ISO Certification. T.I.P.’s quality management system is certified to ISO 9001:2015 by Det Norske Veritas – Germanischer Lloyd (DNV-GL) in the provision of all its academic offerings.

This helps ensure that all training and education services consistently meet all customer and applicable statutory, regulatory and accreditation requirements. This also helps address customer satisfaction through the effective and efficient application of the system, continual improvement, and the prevention of nonconformity. T.I.P. is one among a select number of schools in the Philippines which went into ISO certification as early as 19 years ago. To date, it continues to maintain its ISO certification.

Some of the notable components of T.I.P.’s QMS are: a) 5S, a Japanese-inspired good housekeeping program, and b) KAIZEN, a continuous small-steps improvement program.

There can be no clearer confirmation of effective quality management than the distinction of being benchmarked by one’s peers. Through the years, the institution has hosted several benchmarking visits by presidents, officers, faculty and staff of other institutions of higher learning, and other organizations, bringing to fore its modest contribution to the sharing of effective policies and practices. To date, forty eight (48) local institutions and organizations have benchmarked with T.I.P. Schools from Indonesia, Bangladesh, and Cambodia have also benchmarked with the institution.

Autonomous Status. . In May 16, 2016, the Commission on Higher Education (CHED) awarded T.I.P. Quezon City with Autonomous Status. Autonomous status is the highest possible award given by CHED to a higher education institution in recognition of its exemplary performance shown in the provision of quality instruction, research and extension work.

Level of Accreditation. T.I.P. Quezon City has various accreditation levels for its different program offerings under the Federation of Accrediting Agencies of the Philippines-Philippine Association of Colleges and Universities Commission on Accreditation (FAAP-PACUCOA). T.I.P. Quezon City received Level III Reaccredited Status in Secondary Education.

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Secondary Education Major in English

The College of Education aspires to produce knowledgeable, caring, competent and responsible teachers who will excite the interest of every high school student towards exploration of the path to lifelong learning.

It offers Bachelor of Secondary Education with three majors, namely English, Mathematics and Physical Sciences.

The College conforms to the New Teacher Education Curriculum where students are provided with actual learning experiences and training as early as in the second year gradually immersing them to the real world of teaching.

Recognition:
From PACUCOA: Level III Reaccredited Status in Secondary Education

PROGRAM EDUCATIONAL OBJECTIVES

Three to five years after graduation, the T.I.P. Bachelor of Secondary Education alumni shall:

  • have advanced their practice or achievement in the field of Secondary Education and/or other endeavors or advocacies supported by their acquired education;
  • strive to be globally competitive through
    - living by the T.I.P. mission values, pursuing continuing education, and practicing continuous quality improvement (CQI) in their personal lives;
    - continuously scanning, adopting and building on the best practices in their field.

STUDENT OUTCOMES

By the time of graduation, Education students will be able to:

  1. demonstrate high level literacy, communication, numeracy, critical and creative thinking, learning skills, and digital fluency needed for higher learning in the field/classroom;
  2. facilitate learning among diverse learners and relate educational processes to larger historical, social, cultural, and political processes;
  3. demonstrate mastery of the subject matter for a meaningful and comprehensive teaching and learning process;
  4. apply a wide range of teaching process skills including the integration of modern technology in the identification of learning outcomes, design and implementation of appropriate teaching and learning activities, and assessment and evaluation;
  5. demonstrate and practice the professional and ethical requirements of teaching profession;
  6. relate classroom activities to the experiences and aspirations of the learners in their homes and communities;
  7. function effectively as an individual, and as a member or leader in diverse teams and in multidisciplinary settings; and
  8. recognize the need for, and prepare to engage in lifelong learning.

Secondary Education Major in Mathematics

The College of Education aspires to produce knowledgeable, caring, competent and responsible teachers who will excite the interest of every high school student towards exploration of the path to lifelong learning.

It offers Bachelor of Secondary Education with three majors, namely English, Mathematics and Physical Sciences.

The College conforms to the New Teacher Education Curriculum where students are provided with actual learning experiences and trainings as early as in the second year gradually immersing them to the real world of teaching.

Recognition:
From PACUCOA: Level III Reaccredited Status in Secondary Education

PROGRAM EDUCATIONAL OBJECTIVES

Three to five years after graduation, the T.I.P. Bachelor of Secondary Education alumni shall:

  • have advanced their practice or achievement in the field of Secondary Education and/or other endeavors or advocacies supported by their acquired education;
  • strive to be globally competitive through
    - living by the T.I.P. mission values, pursuing continuing education, and practicing continuous quality improvement (CQI) in their personal lives;
    - continuously scanning, adopting and building on the best practices in their field.

STUDENT OUTCOMES

By the time of graduation, Education students will be able to:

  1. demonstrate high level literacy, communication, numeracy, critical and creative thinking, learning skills, and digital fluency needed for higher learning in the field/classroom;
  2. facilitate learning among diverse learners and relate educational processes to larger historical, social, cultural, and political processes;
  3. demonstrate mastery of the subject matter for a meaningful and comprehensive teaching and learning process;
  4. apply a wide range of teaching process skills including the integration of modern technology in the identification of learning outcomes, design and implementation of appropriate teaching and learning activities, and assessment and evaluation;
  5. demonstrate and practice the professional and ethical requirements of teaching profession;
  6. relate classroom activities to the experiences and aspirations of the learners in their homes and communities;
  7. function effectively as an individual, and as a member or leader in diverse teams and in multidisciplinary settings; and
  8. recognize the need for, and prepare to engage in lifelong learning.

Secondary Education Major in Physical Sciences

The College of Education aspires to produce knowledgeable, caring, competent and responsible teachers who will excite the interest of every high school student towards exploration of the path to lifelong learning.

It offers Bachelor of Secondary Education with three majors, namely English, Mathematics and Physical Sciences.

The College conforms to the New Teacher Education Curriculum where students are provided with actual learning experiences and trainings as early as in the second year gradually immersing them to the real world of teaching.

Recognition:
From PACUCOA: Level III Reaccredited Status in Secondary Education

PROGRAM EDUCATIONAL OBJECTIVES

Three to five years after graduation, the T.I.P. Bachelor of Secondary Education alumni shall:

  • have advanced their practice or achievement in the field of Secondary Education and/or other endeavors or advocacies supported by their acquired education;
  • strive to be globally competitive through
    - living by the T.I.P. mission values, pursuing continuing education, and practicing continuous quality improvement (CQI) in their personal lives;
    - continuously scanning, adopting and building on the best practices in their field.

STUDENT OUTCOMES

By the time of graduation, Education students will be able to:

  1. demonstrate high level literacy, communication, numeracy, critical and creative thinking, learning skills, and digital fluency needed for higher learning in the field/classroom;
  2. facilitate learning among diverse learners and relate educational processes to larger historical, social, cultural, and political processes;
  3. demonstrate mastery of the subject matter for a meaningful and comprehensive teaching and learning process;
  4. apply a wide range of teaching process skills including the integration of modern technology in the identification of learning outcomes, design and implementation of appropriate teaching and learning activities, and assessment and evaluation;
  5. demonstrate and practice the professional and ethical requirements of teaching profession;
  6. relate classroom activities to the experiences and aspirations of the learners in their homes and communities;
  7. function effectively as an individual, and as a member or leader in diverse teams and in multidisciplinary settings; and
  8. recognize the need for, and prepare to engage in lifelong learning.