ABOUT US

What is PISADA Site Made For?

As the Covid-19 pandemic continues to affect the delivery of academic services of educational institutions, PNU SL created this site as one of its platforms to reach its students.

PISADA is accessible for PNU SL's faculty and students to have the information they need in the flexible learning. The PISADA site contains the Course Toolkits of each section, Facebook Group links, PISADA E-Reserve Section of PDF books as other learning materials, calendar of activities and updates.


Our History

Philippine Normal University, formerly Philippine Normal College, was created by the Philippine Commission through Act No. 74 to train Filipinos in the science of teaching. Formally opened in September 1, 1901, it is the first institution of higher learning in the country under the American Regime.

After decades in educational leadership, then the Philippine Normal College was mandated to establish its regional campuses through R.A. 4242. Then on December 26, 1991, Philippine Normal College was converted to Philippine Normal University by virtue of R.A. No. 7168 and was designated as National Center for Teacher Education in 2009 through R.A. 9647.

PNU South Luzon is the fourth regional campus of Philippine Normal University. It is situated on the flourishing town of Lopez, Quezon in Region IV-A and caters to students and educators from Southern Tagalog and the Bicol Region.

The campus started as a consortium program in Teacher Education with another emerging campus of Polytechnic University of the Philippines (PUP) in 1980. After almost 13 years of partnership, the consortium agreement expired in 1993. This caused the University President Gloria G. Salandanan to pen a memorandum agreement with the provincial and local government of Quezon and the Department of Education, Culture and Sports (DECS) to continue the PNU Teacher Education Program in Lopez, Quezon.

By virtue of BOR Resolution No. U-1865, s. 2012, PNU South Luzon was designated as the Technology and Livelihood Education Hub of the PNU System. To augment the inadequate number of teachers who can teah TLE in the K to 12 Curriculum, Bachelor of Technology and Livelihood Education was offered. Also, in response to the challenge of ASEAN 2015 and the World, Philippine synchronize basic education in the country with the rest of ASEAN and the world, Philippine Normal Unversity transitioned to Outcome-Based Teacher Education Institution in the region. In fact, in less than 25 years the campus was able to produce fourteen (14) topnotchers in the Board Licensure Examination for Professional Teachers (BLEPT).

As TLE Hub

As Technology and Livelihood Education Hub, Philippine Normal University South Luzon offers Bachelor of Technology and Livelihood Education (BTLE) with majorship in Home Economics (HE) and Agri-Fishery Arts (AFA). A Practice House and a Compact Demo Farm are currently being conceptualized to augment student learning.

Apart from facilities, PNU South Luzon also intends to enrich student experiences through exposure and trainings. Last year, four (4) senior students participated in a Training on Urban Agriculture for Metropolitan Youth and 4-H Club Orientation organized by the Agricultural Training Institute in Quezon City. In the same year, officers of Youth ALTA, a national student organization, attended the Entrepreneurship Summit organized by GoNegosyo in partnership with the Department of Trade and Industry.

At present, PNU South Luzon had initial dialogues with the Bureau of Fisheries and Aquatic Reaources (BFAR) and Quezon National Agricultural School (QNAS) for a possible partnership in the provision of trainings and technical assistance, as well as in sharing of facilities and services for students.

The Technology and Livelihood Education Hub also hosts a number of activities for students, stakeholders and TLE advocates.

Last December 2017, although still in its infancy, PNU South Luzon successfully conducted the first International Conference on Technology and Livelihood Education (ICTLE). This was attended by more than 150educators, researchers, education leaders and Tech-Voc practitioners from all over the country and some parts of Asia. This coming together of TLE advocates gave rise to the Association of Life Skills and Technology Advocates (ALTA) International, Inc. and its counterpart-Youth ALTA.

Also, in its 25th Founding Anniversary last July 2018. PNU South Luzon conducted Technolympics and launched TLE Bazaar. The former is an avenue where which students showcase their skills in the four major strands of TLE: Home Economics, Agri-Fishery Arts, Industrial Arts and Information Communication Technology. The latter, on the other hand, is a monthly fair at the campus, joined by several concessionaires, community partners and students entrepreneurs. This activity intends to promote entrepreneurship among the locals.

Despite these developments and initiatives, PNU South Luzon is still wanting as a TLE Hub. To respond to this gap, the campus' faculty and staff visited Central Luzon State University last April 2018 to see facilities and practices which may be adopted in the South Luzon campus. The group also visited a number of farming communities and enterprise such as HEAL (Haven for Ecological and Alternative Living) in Villasis, Pangasinan, GK Enchanted Farm in Angat, Bulacan and the Costales Farm in Majayjay, Laguna.

The four-storey TLE Innovation Building is the first of its kind in the province of Quezon because of its unique architectural design as center of TLE programs and activities. As of this writing, it is on its fourth and final phase and it will be operational soon.

VISION

PNU South Luzon is an internationally recognized and nationally responsive teacher education university specializing in technology and livelihood education.

GOALS

To develop technologically-skilled, pedagogically competent, and content-based teachers and specialists that are responsive to the changing context and needs of the society.

OBJECTIVES

A. General:

To develop teacher education graduates who are specialists in Technology and Livelihood Education.

B. Specific:

1. To develop BTLE students who reflect the institutional outcome as:

a. Innovative Teachers

b. Education Leaders

c. Research Scholars

2. To produce TLE graduates who manifest the following attributes:

a. Discipline grounded, professionally competent, and

b. Innovative practitioner;

c. Reflective specialist;

d. A humane, ethical, and moral person

e. Transformative Educator; and

f. Critical, creative, and responsible educational technology expert.

3. To develop graduates who are endowed with the general competencies:

a. Demonstrate competence in using the TLE theories, principles, and concepts;

b. Exhibit technical skills and competence in Home Management & Entrepreneurship, Industrial Arts, Agri-Fisheries, and Information & Communications Technology;

c. Conduct researches on TLE showing reflective and critical thinking in response to societal needs;

d. Show knowledge, capability, and skills in teaching, and assessing TLE courses; and

e. Share knowledge and expertise of the discipline with the community.

STRATEGIC DIRECTIONS

1. Shared Vision of Excellence

2. Quality Assurance

3. Systems-Based Solutions

4. Branding

5. Internalization

6. Collaboration and Partnership

7. Product and Service Development

8. Responsiveness to Stakeholders

9. Sustainability

9. Human Capital Management