Republic of the Philippines . OFFICE OF THE PRESIDENT gn te COMMISSION ON HIGHER EDUCATION %& OFFICIALS © RELEASE 3 & cHED central ottics Gh cn RECORDS Section & CHED MEMORANDUM ORDER (CMO) “Oe No. 42. Are, y9. 88 Series of 2017 SUBJECT: POLICIES, STANDARDS, AND GUIDELINES FOR THE BACHELOR OF ‘SCIENCE IN STATISTICS (BS STAT) PROGRAM In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994," in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46, s. 2012, and for the purpose of rationalizing the Statistics education in the country by virtue of Commission en banc Resolution No. 231-2017 dated March 28, 2017, the following policies, standards, and guidelines (PSGs) are hereby adopted and promulgated by the Commission. ARTICLE | INTRODUCTION Section 1. Rationale Based on the Guidelines for the Implementation of CMO No. 46, s. 2012, this PSG implements the ‘shift to learning competency-based standards/ outcomes-based education.” It specifies the ‘core competencies’ expected of BS Statistics graduates “regardless of the type of HEI they graduate from." However, in “recognition of the spirit of outcomes-based education and ... of the typology of HEIs,” this PSG also provides “ample space for HEIs to innovate in the curriculum in line with their assessment of how best to achieve the leaming outcomes in their particular contexts and their respective missions ....” ARTICLE Il AUTHORITY TO OPERATE Section 2. Government Authority All private higher education institutions (PHEls) intending to offer the Bachelor of Science in Statistics (BS Stat) must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with existing BS Statistics program are required to shift to an outcomes-based approach. State universities and colleges (SUCs), and local colleges and universities Higher Education Development Center Building, C.P. Garcia Ave., UP Campus, Diliman, Quezon City, Philippines Web Site: www.ched.gov.ph Tel. Nos. 441-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1216, 392-5296, 441-1220 ‘441-1228, 988-0002, 441-0750, 441-1254, 441-1235, 441-1255, 411-8910, 441-1171, 352-1871ARTICLE Ill GENERAL PROVISIONS Per Section 13 of RA No. 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses. Section 3. Section 4. The Articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum, set of desired program outcomes which are given in Article IV Section 6. The CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as a sample curriculum. The number of units of this ourriculum is herein prescribed as the "minimum unit requirement” under Section 13 of RA 7722. In designing the curriculum, the CHED employed a curriculum map which is shown in Article V Section 10 as a sample curriculum map, Using a learner-centered/outcomes-based approach, the CHED also determined appropriate curriculum delivery methods, shown in Article V, Section 11. The sample course syllabi given in Article V, Section 12 show some of these methods. Based on the curriculum and the means of its delivery, the CHED determined the human resource requirements in terms of administration and faculty and the particular physical resource requirements for the library and computing laboratory. These are presented in Article VI The HEls are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose. ‘The HEIs can use the 2014 CHED Handbook on Typology, Outcomes- Based Education (OBE), and Institutional Sustainability Assessment (ISA) as a guide in making their submissions as indicated in Article Vil, Section 19. This handbook can be downloaded in PDF from the CHED website www. ched.gov.ph. Page 2 of 50Section 5. 54 5.2 ARTICLE IV PROGRAM SPECIFICATIONS. Program Description Degree Name The degree program describe herein shall be called Bachelor of Science in Statistics (BS Stat). There should be no other undergraduate statistics degree program name. Existing undergraduate degree programs. in statistics named "BS Applied Statistics” and others must be revised to become “BS Statistics.” ‘An undergraduate degree program in statistics should have both statistical theory and statistical methods. Nature of the Field of Study Statistics is the science and art of uncertainty. With roots from biology and mathematics, its role is to characterize and understand the random process that leads to uncertainty. With a thorough understanding and prognosis of uncertainty, statistics equips one with enough tools that will facilitate decision-making, Statistics aggregates data into meaningful information that is then used in decision-making. Hence, strategies that optimize the benefits for different stakeholders become viable even under uncertainty. There are mainly two (2) areas in statistics: descriptive statistics and statistical inference. However, in terms of the theme in which data analysis is done in statistics, one can be describing, comparing, associating/relating, pattern searching, or grouping. There are many schools of thought proposed in the last 50 years of the history of modern statistics, including: mathematical, experimental, Bayesian, nonparametric, and computational, among others. Recently, the trend is towards hybridization of these schools ‘of thought. The most prominent is the merger of nonparametric and computational statistics. There is also @ growing interest in Bayesian computational statistics While research in the statistical science is already a large area, its usefulness in doing research in other disciplines is also as_ promising Statisticians participate in various stages of the research process (design, data collection, data aggregation, analysis, interpretation, and ‘communication of results). There are growing sub-specialization areas as a result of the collaboration between statistics and other fields, e.g., mathematical statistics, chemometrics (with chemistry), statistical physics, biometry (with biology), biostatistics (with medicine), pharmacokinetics (with pharmacy), etc. Statistics continues to complement the tools in many sectors like marketing (market research), government (official statistics), manufacturing (statistical quality control), and more recently, finance (fraud modeling, risk modeling and assessment, stochastic finance) Bs, Page 3 of 50 es5.3 5.4 Other countries are already optimizing their benefits from statistics in decision-making. In the Philippines, while statistics education has been going on for about six decades now, there is still a need to fast-track the advocacy towards appreciation and proper use of statistics. This advocacy will lead to a high level of statistical literacy and professionalism in the field thereby contributing towards the progress of our society. Moreover, it is imperative that the professional training of statisticians is grounded on sound principles and along internationally recognized standards. The BS Statistics program is a unique program designed for students interested in the statistical science, data science, and the practice of its profession Program Goals The evolving role of statistics in the present times, where data have grown not only in size but also in diversity, requires professional statisticians who are ready to access and analyze data, and communicate results to a broad array of stakeholders. The goal of the program is then to produce statisticians with strong knowledge and skills in data science. The program aims to’ + Produce graduates who can postulate real-life problems into statistical problems; + Produce graduates who can collect data, aggregate data, analyze data using computing technologies, interpret results, and communicate results to different stakeholders towards the solution of reablife problems based on statistically sound methods/techniques; + Equip students with quantitative skills and methods that they can employ and build on in flexible ways; and ‘+ Prepare students for graduate work in statistics and/or allied fields Specific Professions/Careers/Occupations or Trades for BS Stat Graduates BS Statistics graduates are easily hired in various industries that are either engaged in generating data, accumulating large amounts of data, or using these data in decision-making. Graduates are absorbed in the government (Official statistics, planning, policy-making/policy evaluation, impact assessment), financial sector (risk modeling, fraud assessment), pharmaceuticals (clinical trials, biostatistics), market research, ‘manufacturing (quality control, quality engineering), and recently, in global support service centers of multinational companies (programming, modeling, interactive decision-making, pattern recognition, and general information mining activities from huge databases). Statisticians are taking the lead role in this era of “big data’ as data scientists doing business analytics. Page 4 of 50