instruction

“Section 3. In instruction, the University shall pursue the following specific objectives: to produce competent, highly skilled, and globally competitive engineers and computer technologists, agricultural and vocational technicians, agriculturists, foresters, entrepreneurs, and managers; to produce teachers for Science, Mathematics, and Home Management Technology; to equip and empower individuals with the knowledge and skills in the sciences and the arts; to establish regional educational centers providing access to quality education and training opportunities to those in the service area, especially the poor but deserving students; and, to provide updated curricular programs for graduate and post-graduate studies.”

Therefore, with the abovementioned premise, the instructional objectives of the BTVTED program are to produce:

• Competent facilitators of the different learning processes for the different types of learners;

• Creative, innovative, and principled professionals in the field of education and industry;

• Research-oriented promoters of education;

• Committed advocates of educational or technological diversity; and

• Concerned partners in the promotion of an eco-friendly and healthy environment.

Adequate and Relevant Projects

Instructional projects and activities that develop the skills of the students are the primary concern of the program. The curricula were designed in such a way that they would be congruent with the vision and mission of the institution. For instance, the university makes sure that most of the educational practices and activities of the program are primarily based on and in line with the present VMGO of the university as well as the Academic Goals. Teaching Internship Program, Technology Olympics, and Fashion Runway during the CITTE Culmination Program are a sample of activities that align with the Teacher Education Program objectives where the graduates should be competent facilitators of the different learning processes for the different types of learners and creative, innovative and principled professionals in the field of education and industry. The purpose of the abovementioned activities is to showcase the skills and competencies developed by each student in their respective fields of specialization. Contests such as Demonstration Teaching, Chef wars, Painting, International Parking, Project runway, Electrical Wiring, Amplifier Assembly, etc. are good evaluation tools of how far each student has developed their skills and competencies. We also monitor and evaluate the progress of their skills and competencies development by participating in contests outside the school like for example the Culinary Show contest sponsored by the Cagayan de Oro City Hotel and Restaurant Association (COHARA) and we are very proud to say that almost every year we come out as the overall champion.

The development of desirable values and attitudes is also emphasized and recognized by the university. For instance, during recognition day before graduation, the university handed special awards as a result of the evaluation conducted by the Registrar, the Colleges, and the Office of Student Affairs. The following awards were given to students who have shown desirable values and attitudes:

• Leadership Award

• Loyalty Award

• Excellence in Sports Award

• Excellence in Culture and Arts

• Academic Excellence Award

Aside from those aforementioned awards, the Office of Student Affairs gives due recognition to students who have shown the virtue of honesty by posting in the university bulletin boards the names of the students who returned lost valuable things to the office or the owner if identified without asking something in return. This is an effective evaluation tool for assessing the development of the students’ desired values and attitudes. This is besides the fact that faculty members always give additional points to students who have shown desirable traits and attitudes.

The conduct of research and the student's participation in the research congress and also their active participation in the extension programs of the university are absolute manifestations that the College of Industrial Technology and Teacher Education wants to adhere to one of the Teacher Education objectives which is that the graduates of this program should be research-oriented promoters of education. The conduct of the Teaching Internship, the In-house National Competency Assessment Review by the CITTE Faculty, and their encouragement for the students to take the NC II assessment from TESDA are also clear pieces of evidence of the commitment of the college to achieve its goal of producing skilled, innovative, competitive and upright teachers and technologists in this part of the country.

The conduct of Intramural meets and other sporting activities, the college culmination activities, and other extra-curricular activities especially those activities that promote an eco-friendly environment is a clear adherence of the program to one of its objectives that the graduates are concerned partners in the promotion of an eco-friendly and healthy environment.

The inclusion of numerous technology-related laboratory activities in every major subject syllabus of the faculty is prime evidence of the congruency of the program to the university’s mission of producing globally competitive and socially responsible human capital towards the sustainable and inclusive development of the Caraga Region and beyond.

Systematic and Effective Procedures

Due to its commitment to continually innovate and improve its systems and services, the Caraga State University Cabadbaran Campus is recently ISO 9001:2015 recertified by the SOCOTEC ISO certification body. This is the 4th straight time CSU Cabadbaran was given recognition by the British-based certifying body which also operates here in the Philippines.

The ISO certificate is only given to universities that passed the organization’s standards when it comes to the design, development, and delivery of higher education and non-academic services. This certification is a big help to the university as it strives to give quality and excellent services to the entire CSUCC community. Through this certification, the university can check the efficiency and effectiveness of its existing processes. This is one way of knowing that because the university does internal audits and also, of course, the external audit and through these activities, it can see the lapses, the things it needs to improve on, so it’s really for continual improvement.” Quality management has become increasingly present in the life of Caraga State University and its survival is mainly linked to the quality of its activities. This is the primary reason why CSUCC has coherent, systematic, and effective procedures or process flows for the delivery of education that ensures consistent teaching and learning expectations and a clear reference for monitoring learning across year levels. The procedures, within which evidence-based teaching practices are embedded, and to which assessment and reporting procedures are aligned, have been developed with reference to the approved curriculum and refined collaboratively to provide a shared vision for instructional practice. The following are the different process flow from the Procedures Manual on the Delivery of Education which is composed of PR-EDU-001 – Preparation for the Semester, PR-EDU-002 – Preparation, Review, and Approval of the Syllabi, PR-EDU-003 – Student Internship Abroad, PR-EDU-004 – Delivery of College Activities and Tours, PR-EDU-005 – Implementation of NSTP, PR-EDU-006 – Evaluation of the Delivery of Education, PR-EDU-007 – Submission of Grades. We also have PR-CID-002 – Reporting and Updating of Teacher-Student Engagement for the new normal of instruction. This is to provide a mechanism for the reporting and updating of the conduct of teacher-student engagement such as class consultation, online meetings, and oral participation/discussion. etc. This process covers the different teaching-learning flexible modalities such as online, offline, and blended approaches. Submission will be incorporated in the faculty accomplishment report submitted every 15 days to facilitate the monitoring. (Refer to Supporting Documents for Evidences)

Reasonable Budget

The long tradition of excellence at Caraga State University (CSU) is built on three basic values: competence, service, and uprightness. President Rodrigo Duterte signed Republic Act 10931, also known as the Universal Access to Quality Tertiary Education Act, into law in August 2017, allowing underprivileged Filipino students to pursue college degrees through free tuition and waivers of other fees at State Universities and Colleges. In turn, Caraga State University Cabadbaran City strives to allocate a reasonable budget to each college to respond to its mandate and the government’s efforts in providing quality education and to address the needed continuity of the K12 TVL program, provide Mindanao its required human capital to attain its goal for inclusive growth, and to meet the challenges posed by ASEAN integration and globalization demands.

With the University’s vision and mission, the Bachelor of Technical Vocational Teacher Education program of the College of Industrial Technology and Teacher Education is also committed to producing competent facilitators of the different learning processes for the different types of learners; creative, innovative and principled professionals in the field of education and industry; research-oriented promoters of education; committed advocates of educational or technological diversity; and concerned partners in the promotion of an eco-friendly and healthy environment.

It is in this context that the College of Industrial Technology and Teacher Education (CITTE) has given priority to the enhancement of the Technology and Teacher laboratory facilities and equipment. As one of the best practices of the university, the college is given a share of the yearly income from the tuition fees and laboratory fees and is also given the freedom to budget the said money to improve the instructional facilities. We also received external funding from our partner agencies like DTI and CHED which was also used to improve the facilities.

In 2018, the College received a total of P1,841,375.85 as a share from the Internally Generated Fund (tuition) of the University. P1,020,238.79 of this total amount was allocated by the college for the improvement of laboratory rooms and the procurement of additional tools and equipment. In the same year, CHED granted an additional fund of P10M which was used to purchase Education 4.0 laboratory equipment for the Technology Training and Innovation Laboratory of the Technology Teacher program. This laboratory benefited the Automotive, Electronics, Welding and Fabrication, and Electrical Technology students and faculty.

In 2019, a total of P901, 415.23 was allocated to the College of Industrial Technology and Teacher Education. From that amount, P672,309.00 was allocated to the Technology and Teacher Laboratory to purchase additional laboratory equipment. The College also received laboratory equipment from the Department of Trade and Industry Caraga for the Food Innovation Center which benefited our Food Service Management students and faculty.

In 2020, the College received a total of P2,602,696.88 of which, P2,375,059.76 was allocated to purchase laboratory equipment and improvement of other laboratory facilities. Part of the budget was also allocated for retrofitting the laboratory rooms in preparation for the limited face-to-face classes in compliance with CHED and IATF guidelines due to the pandemic.

In 2021, the College received a total amount of P2,592,389.15 from the Internal Generated fund (tuition). P2,265,123.20 of the total amount was allocated to the laboratory improvement and purchasing of additional laboratory equipment as well as retrofitting of instructional facilities in preparation for the limited face-to-face implementation. In the same year, the university received P16.8 M in funds from CHED for the Improvement of Instructional Facilities through Smart Campus Project. It paved the way for the establishment of the ELECTUDE Learning Management System.

In 2022, the budget shared with CITTE is P2,621,732.80. Once again, the Technology and Teacher programs were prioritized by allocating P2,057,187.90 of the total amount for the improvement of its laboratory facility and equipment.

Provision of Materials and Other Resources

Education as an investment can be considered the largest enterprise in the Philippines. It is the principal instrument for academic progress, social mobilization, political survival, and effective national development of any country. Investment in education is a necessary condition for the promotion of economic growth and national development. Educational institutions including schools are established and managed essentially to achieve certain stated goals and objectives. There is no way the goal and objectives of an educational institution can be achieved without putting in place certain mechanisms towards ensuring the success of such institutions. In the school system, part of the integral pre-requisites to be put in place towards the actualization of the educational goal and objectives requires the adequate provision of resources, maximum utilization, and appropriate management of educational resources to avoid wastages and improve the quality of the teaching-learning process in the academic environment.

Psychologists, designers, educationalists, and many professors around the world work on improving the quality of education because a lot depends on the education of a whole generation. The resources a teacher uses while teaching play a role in how students learn. Motivation, stimulation, retention, interest, actionable learning, etc. can vary based on how the act of teaching occurs. In this context, the College of Industrial Technology and Teacher Education (CITTE) of the Caraga State University Cabadbaran Campus (CSUCC) endeavors to provide updated instructional materials and other learning resources to facilitate learning. This is to ensure that our graduates in the college are well equipped with the necessary knowledge and skills needed in the world of work. These materials and resources are in response to the 21st century, post-pandemic point of view, that teaching aids, and instructional materials provided are “learning and teaching resources” for a hybrid online-offline educational setting. They are mostly screens and computers connected via the internet (teaching aids) and educational media (instructional materials) that will be managed by a Learning Management System (LMS). Technological changes have merged the concepts of teaching aids & instructional materials in ways that old definitions did not foresee. The following enhancement of our existing instructional tools/facilities are provided by the college to all our students:

Sample Evidences

Participation of Faculty/Staff/Students/Communities in Major Projects/Activities

Faculty

One of the most vital commitments of the faculty promised in their Individual Performance Commitment Review (IPCR) is their participation in all major projects and activities of the college/university. It is one of the performance key indicators being evaluated every rating period. This is to ensure that all of them are committed to participating and being involved in all major activities and projects that we undertake. As a result, almost all of the faculty actively participate in all activities or projects be it major or minor that the program, the college, and the university implement.

Staff

Non-teaching personnel is considered the support group in attaining the mission and vision of the university in providing quality education for its clients. Knowing the level of their organizational satisfaction is an important component of success in maintaining excellence in providing quality services. Schools rely on the professional input and expertise of a range of staff, and “support staff” is a generic title for all non-teaching staff. Some work alongside teachers and some work behind the scenes to ensure that there is an efficient infrastructure within which effective teaching and learning can take place.

Students

Encouraging participation in school activities starts with making connections with students. Making connections is about building relationships. When we build a relationship with a student, we find something they are passionate about in their lives. We take this passion and build upon it, knowing that this will strengthen the relationship between the student and mentor or coach. This is the baseline for actively engaging a student in an activity. Joining an activity is just the first part. Once the student is engaged in the activity, it’s vital to keep them active and involved. This is where the mentor or coach will evaluate their skill set and how it matches up with the activity to determine how best to provide support. Once the student believes in their skills and feels confident, the activity becomes more attainable and other involvement can take place. As educators and leaders within our community, it is vital to make building relationships and encouraging involvement within our schools a priority. By building relationships with students and encouraging their involvement in school activities, we build more well-rounded students. This, in turn, builds future leaders who can assist in the growth of others.

Community

Oftentimes, the onus for providing a well-rounded educational experience for every student falls directly on the shoulders of the school administrators, teachers, faculty, and staff. However, this limited perspective overlooks the fact that much of a child’s life and education occurs outside the classroom. What happens before the school day starts and after it ends can be just as important and impactful in the lives of our students as what happens during the traditional school day. This is why community engagement and involvement in school activities are such an important facet of the educational process. Although there is less research on the effects of community involvement, it also suggests benefits for schools, families, and students, including improved achievement and behavior. This is the very reason why the college always sees to it that there is maximum community participation in any major activities or projects of the college. For instance, during the implementation of the program’s extension projects such as Light vehicle driving, Dressmaking and tailoring, and other skills training projects that we undertake, we always seek the involvement of the Local Barangay Officials, and the people in the adopted barangay to actively participate by conducting orientation explaining all the benefits that they can get from the projects. Tools, equipment, and other needed materials for the training are also provided by the college in partnership with the Local Government Units and other stakeholders who want to provide financial assistance. The College also organizes the Parents Teachers Association (PTA) for the tertiary level to ensure the involvement of the parents in all school activities as part of the academic community.

Best Practices of the College of Industrial Technology and Teacher Education

• The program is unique since they are trained both teaching and industrial training.

1. Provision of monetary incentives to students who can bring medals in any sports competitions or socio-cultural activities.

2. Provision of monetary incentives for students who will rank in the top 10 of the licensure examinations.

3. Provision of monetary incentives for faculty who can publish in highly reputable or CHED-recognized peer-reviewed journals or produce patents/utility models.

4. Continually subjecting the program to various accreditation bodies such as AACCUP, ISO, PQA, QS and CHED evaluation.

5. Securing a trademark for the logo of the college.

6. Securing the Certificate of Program Compliance for the Programs offered in the college.

7. The college is given an annual share of the income from the tuition fees and laboratory fees to be budgeted for the improvement of the college’s laboratories, facilities, and for the faculty and student development.

8. Provide students with an online Performance Evaluation System (PES) so they can rate the performance of their teacher, the front office services through client survey forms, and can also view their grades in the online student portal.

9. Provide an online registration system for new entrants’ students.

10. The curricular program exceeded the minimum unit requirements set by CHED based on applicable CMOs which increases the quality of graduates.

11. The College organizes the tertiary level Parents Teachers Association (PTA) to assist in the different activities geared toward the attainment of the VMGO of the university.

12. Conducting the Fashion Project Runway Annually to Showcase the Fashion Designs and Products of the Garments and Fashion Design Students.

13. Submit for Publication Student Research Articles.

14. Submit Patent Applications to Students' Research Outputs.

15. Developed an Online Review Site for Licensure Examinations for Teachers.

16. Students have the opportunities to work and travel abroad while doing their on-the-job training.

17. The Teacher Education Program is an Accredited CPD Provider by the Council for Professional Teachers of the Professional Regulation Commission (PRC)