Republic of the Philippines OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION CHED MEMORANDUM ORDER (CMO) No. 23, Series of __2007 SUBJECT: POLICIES AND STANDARDS FOR GRADUATE PROGRAMS IN EDUCATION FOR TEACHERS AND OTHER EDUCATION PROFESSIONALS: In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994," and CHED Memorandum Order (CMO) No. 36, s. 1998, and CMO No. 9, s. 2003 and by the virtue of the 300” Commission en bane Resolution No. 464-2007 dated July 9, 2007 and for the purpose of rationalizing the graduate degree in teacher education in the country to keep pace with the demands of global competitiveness, the following policies and standards are hereby adopted and promulgated by the Commission. ARTICLE| ‘STATEMENT OF POLICY Section 1. Goals of Graduate Education Graduate education is at the apex of the educational system. In the field of education, graduate studies is one of the more effective means of improving the capacities of education professionals who aim to contribute to the continued improvement of teaching and learning in the classtooms, delivery of student services, and management of educational programs. Graduate education is also one of the most effective means of developing capacities related to doing research that will improve educational theory:and practice in the many different aspects of the educational process, Section 2, Types and thrusts of Graduate Programs in Education Non-thesis Master's Programs for Teachers. Non-thesis programs in education aim to develop the competencies of classroom teachers in accordance with the National Competency Based Teacher Standards (NCBTS), in order to make them more effective facilitators of student learning in various subject areas. Such graduate programs shall focus on the teaching profession, and the relevant knowledge and skills needed to attain the competencies defined in the NCBTS. Non-thesis Master's Programs for Other Education Professionals. Non-thesis programs in education aim to develop the competencies of non- teaching education professionals (e.g., guidance counselors, principals, supervisors, etc.). Such graduate programs shall focus on the relevant Page 1 of 10Section 3. Section 4. Section 5. knowledge and skills needed to attain high levels of competence in professional practice. Thesis Master's Programs. Thesis programs in education aim to develop the competencies of classroom teachers and other education professionals to undertake research in specific areas within the broad field of educational science and practice. Such programs shall focus on replication, verification, validation, contextualization, and/or application of theoretical knowledge about the different aspects of the educational process. Doctoral Programs. Doctoral programs in education aim to develop the capacities of teachers and other education professionals for developing new knowledge and strategies in specific areas within the broad field of educational science and practice. Such programs shall focus on the development and validation of new theories, models, programs, and practices about the different aspects of the educational process. ARTICLE Il AUTHORITY To OPERATE Master's Program — Higher Education institutions (HEIs) having Level Ill accredited undergraduate program in Teacher Education may apply to offer the Masters Program. However, in the absence of a Level Ill accredited Teacher Education program, the altematives as provided for in paragraph 4.0 (Alternative Criteria) of CMO 9, s. 2003 shall apply. Doctoral Program ~ Higher Education Institutions (HEIs) that have a recognized Master's program in Teacher Education with at least Level | accreditation and having offered a successful Master's degree program for at least five (5) years may apply to offer the Dactoral program All HEIs shall operate the aforesaid programs only upon issuance of the corresponding authority by the Commission. ARTICLE tl PROGRAM SPECIFICATION Non-Thesis Master's Program for Teachers a. Degree Name: Master in Education (major in specific subject area) b. Objectives - The program aims to: 1) «update and enrich classroom teachers’ content knowledge in a specific subject area; 2) enhance and expand classroom teachers’ pedagogical knowledge and skills for teaching a specific subject area, and 1 age2 ort03) improve the classroom teachers’ efficacy in producing innovative and creative instructional programs or materials that will improve the teaching-learning process. Section 6. _Non-Thesis Master's Program for Other Education Professionals a. Degree Name: Master in Education (major in specific professional area) b. Objectives — The program aims to: 1) update and enrich teachers’ theoretical and technical knowledge in a specific professional area, such as guidance and counseling, academic supervision and administration, among others; 2) improve the teachers’ capacity to develop and deliver relevant programs in specific professional areas such as student services, testing, guidance and counseling, academic supervision, and others Section 7. Thesis Master's Program for Teachers a. Degree Name: Master of Arts in Education (major in specific subject area or professional area) b. Objectives — The program aims to: 1) update and enrich teachers’ content knowledge in a specific ‘subject area or professional area; 2) enhance and expand teachers’ theoretical and technical knowledge for teaching a specific subject area or professional area; and 3) develop the teachers’ research capabilities for replicating, verifying, validating, contextualizing, and/or applying theoretical and practical knowledge about the different aspects of the educational process. Section 8. Doctoral Programs @. Degree Name: Doctor of Philosophy in Education (Ph.D. in Education) ». Objectives - The program aims to develop in students,: 1) expert level of theoretical knowledge in an area of specialization in education (e.g. English Language Education, Chemistry Education, Curriculum, Leaming and Instruction, Counseling, Educational Psychology, Physical Education, Leadership, etc.); 2) competence and motivation to draw from expert level knowledge to understand and solve different problems related to their area of specialization in education; and + Pages ort0Section 9. 3) competence to undertake advanced independent research in an area of specialization in education, including the ability to pose theoretically meaningful problem and hypotheses, gather and analyze data, and communicate the results and theoretical and practical implications of the research to diverse audiences. c. Degree Name: Doctor of Education (Ed.0.) d. Objectives - The program aims to develop in students,: 1) expert level of theoretical knowledge in an area of specialization in education {e.g., English Language Education, Chemistry Education, Curriculum, Learning and Instruction, Counseling, Educational Psychology, Physical Education, Leadership, etc.); 2) competence and motivation to draw from expert level knowledge to understand and solve different problems related to their area of ‘specialization in education; and 3) competence to undertake advanced independent research in an area of specialization in education, including the ability to develop specific_complex_educational_programs and systems, to evaluate such complex programs and systems, and communicate the results and implications of the research to diverse audiences. : ARTICLE IV COMPETENCY STANDARDS. Master's Program An individual who completes a master’s degree in education is able to demonstrate: a. in-depth understanding of a complex and coherent body of knowledge and skills in an area of study in education, which may be applied in many types of school or other educational environments. a higher order level of skill in the analysis, critical assessment, and application and communication of knowledge in the field. an ability to apply knowledge and skills in the field to new situations in more creative and flexible ways, and to solve complex problems in the field in ways that involve rigorous thinking and independent work. o 9 In particular, the individual who completes a master’s degree in education should be able to demonstrate the following specific indicators of competency: * understand, develop and sustain arguments about, and critically evaluate the current problems, principles, and concepts of the field of Page dof10