Annex A

DESCRIPTION OF DEVELOPMENT PROCESS

This document intends to provide guidance in the development process for programs that have
received approval from the management to move forward to the program proposal development
stage following an initial presentation. It is important for program developers to understand that
many elements of curriculum/program proposal development occur concurrently throughout the
phases of development. However, there are specific expectations for these levels of
presentations to the academic council. To obtain direction on proposal requirements that must
be completed for initial or final academic council approvals, program developers should consult
the: MDC Program Development Committee headed by the VPAA and the Diploma Program
Supervisor and the applicable checklist, either for new program approvals for diploma programs.
Establishing an MDC Program Advisory Committee
Advisory Committees are formed to assist the program chairs in establishing and maintaining
programs relevant to the needs of the community within Metro Dumaguete College. These
committees represent the pulse of the community and industry in order for the College to provide
current and relevant education and training for our students. All new program proposals must
have specific industry feedback through a forum regarding the need for the proposed program
in the community and on the proposed program of study and curriculum. A minimum of eight
and a maximum of fifteen people external to the College are required to establish an industry
forum. One can find members with relevant industry expertise by thinking of who would hire
graduates of this proposed program. An industry forum is called, a feedback and support for the
new program proposal are solicited by:
 Assessing the industry needs locally and nationally.
 Assessing community needs for the proposed program and identifying where workers
currently receive their education and training.
 Asking how many graduates committee members would be able to hire from this
program on a yearly basis.
 Asking if industry learning or SIL opportunities would be provided.
 If there is sufficient need established by the committee, ask for their input:
 What are the specific skills students will need upon graduation?
 Are there any specific provincial and national requirements, where
applicable?

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 Once available, propose and review potential vocational learning outcomes
and the program of study.
 Obtain a motion of support for the proposed program.
Attendance should be taken and detailed minutes from the meeting(s) produced. Members’
contact information and the minutes of meeting(s) are included in the proposal submission as
required within the appropriate program development template. If subsequent meetings are
required and finding a time to physically meet is troublesome, an electronic or “email” meeting
is acceptable for documenting a motion of support. In such cases, copies of pertinent email
communications must be included in the program proposal submission.
Labor Market Analyses
It is important to be able to demonstrate that there is sufficient applicant and employment
demand for a program. Without applicants, a program can never be financially viable.
Employment demand is of importance for two reasons. The first reason is in recognition of the
role of the school in preparing graduates for the workplace. If there is no employment for
graduates, then the value of the program is put in question. The second reason is related to
funding. One of the Key Performance Indicators for scholarship allocations is measured by the
school’s graduate employment. The results of this survey are relative to the vetting of Metro
Dumaguete College in the scholarship allocations on an annual basis. For these reasons, the
College asks for new programs to demonstrate sufficient applicant and employment demand to
justify launching the program. A customized report is produced for each program under
consideration covering such areas as:
 overall need for the program
 demographic/social/economic considerations
 labor market trends/projections
 remuneration of employees in the field
 educational requirements
 competitive environment
 opportunities/challenges inherent in launching the proposed program
 competitive implications
 any other relevant factors identified during the research

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Applicant Demand Analysis
Applicant demand may be assessed in numerous ways and like the labor market analysis usually
begins in the initial presentation, with data incorporation and presentation at the final level. If
sufficient information is available, this process may begin at the initial proposal of the curriculum.
Curriculum Development
When submitting a program proposal for initial approval, it is not expected that the whole
curriculum will be developed. The proposal should demonstrate a clear picture of the credential
that graduates of the program are expected to receive, a preliminary idea of the outcomes
graduates will be able to demonstrate upon graduation, represented through draft learning
outcomes, and a general sense of the courses required in the program of study to enable the
learners to achieve this learning. Upon approval to proceed to program proposal development, a
curriculum consultant will be identified to assist with program proposal development. It is
essential that program developers work closely with the curriculum consultant to facilitate
program development and completion of all necessary template components required for initial
and final approvals. Program developers should select, review, and begin to complete the
pertinent new program proposal template as required by TESDA. Templates for the curriculum
development may be provided by the Diploma Program Supervisor upon request.
Confirming the Diploma Programs
Program developers, in consultation with the curriculum consultant, should refer to the TESDA
Circular 038, series of 2017, Implementing Guidelines for the Program under PQF Level 5
(Diploma) Pilot to ensure that the correct credential for the program has been directed. The PQF
Level 5 structures specifies the breadth, depth, and complexity of learning that is expected of
graduates who receive credentials from Metro Dumaguete College. Program developers should
ensure that the expectations for graduates listed in the program development proposal match
the description of program learning outcomes for the program that is being sought. Note that
there are required program hour ranges identified for each semester within the PQF Level 5
Framework as reflected in the Training Regulations. When the program is sent to have the
curriculum validated by the MDC Program Advisory Committee, they will be checking to see that
the program’s learning outcomes reflect the level of learning that is described in the framework.
They will also be looking to see that the program of study has been designed such that it helps
learners to achieve these outcomes.

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Writing the Program Description and Packaging Rules
The curriculum developers, consultants and Advisory Committees provide readers with a positive
and accurate overview of the program. Furthermore, the Program Description provides
prospective students with comprehensive information to make informed decisions. The content
of the Program Descriptions is written by Subject Matter Experts (SME) in the program discipline.
Drafting the Program Learning Outcomes
Program Learning Outcomes must be consistent with the breadth, depth, and complexity of
knowledge articulated within the PQF Level 5 Framework for the proposed program and must
reflect the learning outcomes from the Training Regulations.
Creating the Program of Study
Once the draft program description and learning outcomes are written, program developers
begin to articulate the program of study by using the curriculum mapping. The program of study
is the group of courses that comprise the program’s learning outcomes. Once completed, this
enables students to demonstrate the learning outcomes and ultimately achieve the program
credential. Program developers consult with subject matter experts, employers, program
graduates, and accrediting and professional bodies to identify key concepts, knowledge, and
skills related to the specific field of study and essential to the performance of the occupational
roles that are expected of graduates. These key concepts, knowledge, and skills are clustered
into courses and sequenced to provide optimal learning opportunities. The program developer,
in consultation with the curriculum consultant, applies curriculum design principles including
coherence, sequence, continuity, and integration, to ensure that the developed courses are
clearly aligned to the seventeen (17) Program Learning Outcomes (PLOs) that are adherent to
the PQF Level 5 descriptors, complemented with the identified 21 st Century Skills, and aligned
to the graduate attributes of an Engineering Technologist based on the Sydney Accord, while at
the same time conscious of the presidential call for nationalism and world citizenship .
Program Curriculum Mapping
Program curriculum maps provide an overview of the program and its component courses.
Curriculum maps are developed to show the contribution and alignment of program courses to
the program vocational learning outcomes, essential employability skills, and general education
requirements. Program developers determine if a program outcome is taught and/or assessed
in each course, and where the culminating performances appear in the program of study.
Curriculum mapping is typically completed for final program development following the
development of final course descriptions and course learning requirements. The program

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curriculum mapping information is entered into Annex B – Curriculum Map in Template and
Perspective 3 were indicated in other applicable templates. Furthermore, the program content
and delivery are and will be compliant with all requirements of regulatory bodies responsible for
the field of study or other regulatory bodies related to the field of study. Please list all applicable
mandatory and those voluntary regulatory bodies considered relevant to the program.
Submission and Presentation of the Diploma Program
The curriculum consultant and developers assigned to the program development will be able to
determine the program proposal’s readiness for a presentation. Program developers must have
their proposal reviewed by their assigned curriculum consultant and incorporate feedback and
guidance, as appropriate, into the document prior to presenting the proposal to the TESDA
Provincial Office. Once consultation with the curriculum consultant confirms readiness to proceed
to a presentation, the appropriate template with the required components completed is to be
submitted to the VPAA and to the Office of the President and presented to the academic council,
a minimum of one week prior to any scheduled TESDA meeting date on which the proposal will
be presented. The Meeting Schedule should be reviewed well ahead of time to determine the
preferred date to bring the proposal forward for another review in TESDA Regional Office. The
curriculum consultant guides developers in completing the template and in preparing for a
presentation with the help of the advisory committee and the Diploma Program Supervisor.
Incorporating Feedback and Action Items
During the presentation to the TESDA Provincial Office, program developers can generally expect
to receive directions on:
 specific action items to address in order to proceed with the completion of the program
proposal for a final presentation at the Technical Working Group on Diploma programs
at TESDA Regional Office; a summary of the action items will be forwarded to the
advisory committee and program developer within one week of the presentation.
 the overall program of study, including the alignment with TESDA Exit Qualifications
and CHED Course Outcomes and other requirements relating to titling (if any),
program duration, leveling of learning outcomes, delivery, and packaging rules.
 the need for ongoing consultation with the curriculum consultant to address further
curriculum development or refinement of the proposal.
 minor editorial notations to address (provided in writing).
At the conclusion of the presentation, and following questions, the TESDA Provincial Office Level
will forward a recommendation for approval at the level deemed appropriate based on the

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presentation and status of the program proposal development. Typically, the approval sought is
at the end, unless during the presentation it is identified that required elements for the initial
presentation at the TESDA PO level approval are not sufficiently developed. Likewise, the
program delivery schedule must be well planned.
Completing Curriculum Development
 Confirm or revise components arising from action points identified by the industry
forum, TESDA PO level.
 Finalize the course learning requirements.
 Complete the curriculum mapping.
 Completion of documents packaging
 Identify any other resources needed for curriculum delivery.
Other important parts of the program development
These steps in the program development process should be initiated as soon as possible after
the TESDA PO Level. They should occur concurrently with the final program proposal
development and be reflected within the submission and where indicated, if applicable. Facilities
requirements found in the Training Regulations must be ensured and made available upon
approval of the proposed diploma programs. Consideration must be given to any instructional
or infrastructure technology requirements. If the program is intending to use other learning
strategies, these must be identified. Similarly, any specialized software requirements must be
noted. Lastly, the learning resource requirements must be made available. A discussion with a
College librarian is to take place to identify start-up and possible resource material requirements.
The Program Chair, the program developer, and the College librarian are to prepare the Book
Requisition/Inventory.
Completing Documents for submission
All sections of the program proposal template should be completed when submitting/presenting
for final approval at the TESDA Regional Office Technical Working Group on Diploma programs.
These submissions/presentations are required for all program proposals. Submissions require
the completion of the appropriate template. Program developers must have their proposal
reviewed by their assigned curriculum consultant and other key people involved and incorporate
feedback or guidance, as appropriate, into the document prior to presenting the proposal to
TESDA Office. This will now be processed at the TESDA Regional office for a final presentation
and approval from the TESDA Regional Office Technical Working Group on Diploma Programs
and ultimately an issuance of Certificate of Program Recognition.

Diploma in Cruise Services Technology (DCST)

Leading to Bachelor of Science in Travel Management (BSTrM)
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Diploma in Cruise Services Technology (DCST)

Leading to Bachelor of Science in Travel Management (BSTrM)