Curriculum Improvement Plan

CONTENT

ABSTRACT

INTRODUCTION

CURRICULUM IMPROVEMENT PLAN

RESULTS

REFERENCES

ABSTRACT

This study is a curriculum development plan for the program offered by in the department specifically the Bachelor of Science in Information Technology program. As the first ever Center of Development in the city it is the obligation of the institution to be the pioneering in the change and to adopt to the change which is the promotion of graduates and their outcomes. The major purpose of this Curriculum Improvement Plan (CIP) is solution of the author in the three major challenges change in the educational system in Philippine context. This plan aims to enhance the curriculum of the Bachelor of Science in Information Technology to ensure community improvement by providing quality manpower. The specific purposes of this Curriculum Improvement Plan that this paper sought to provide solutions and processes are; (1) Integrate the new direction of the CHED on the Outcomes-Based Education based on the philosophy of OBE and the institutions; (2) Consider the implementation of DepEd on K to 12 graduates in the year 2018 in aligning it to the curriculum. (3) Revisit the general education subjects of the program adopting the CMO No. 20, s. 2013 on the revised guidelines in the formulation of the CHED Policies, Standards, and Guidelines of Academic Programs; and (4) Insure the integration of the philosophy of the institution and core values in each course that is reflected in the curriculum.

INTRODUCTION

The University of Mindanao was established in 1946 and is one of the oldest universities in Southern Philippines. It is a non-sectarian school offering the most number of academic programs in this part of the country. It is located in Davao City. The University of Mindanao has 9 campuses and branches in Southern Mindanao. It has a total student population of 41, 962 (SY 2014-2015). It is the largest private university in Mindanao and cited as one of the most number of PACUCOA accredited programs in the country today. UM is also the first academic institution in Mindanao with an institutional ISO 9001:2008 Certification. The Commission on Higher Education (CHED) granted an Autonomous Status to UM per CEB Res. No. 076-2009 and Category A (t) Status per CMO No. 09 s.2009 (The University of Mindanao, n.d.).

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Figure 2: Organizational Chart of the University of Mindanao

Figure above is the Organizational Chart (OC) of UM as where illustrated clearly as to its functional channeling. The color of each figures are not related with the characteristics of the figure as to the processes inside the institution. The color represents only the groups working directly together, which will be explained in the discussion in details. Though it is very simple to observe in first glance, but consider there are two classifications which are the Main campus and the other campuses which called branches. These nine branches also have different definition which can easily understand as the bigger branch and the smaller branch.

University of Mindanao Digos College, formerly MC Digos Junior College was the first branch, of University of Mindanao (formerly Mindanao Colleges, Inc.) established in Summer 1949 by the Founder Atty. Guillermo E. Torres Sr.. Its, operation formally began in school year 1949-1950 offering a complete Academic Secondary Course (high school) with Mr. Federico Alferez as the school head. The site of the old campus was beside the Digos River.

Offering of additional courses: Two-year Associate in Arts (A.A.) and Two-year Associate in Commercial Science (A.C.S.) followed in 1964. Government Recognition in the following collegiate courses leading to the degree of Four-Year Liberal Arts, Bachelor of Science in Commerce, Bachelor of Science in Education and Two-Year Collegiate Secretarial course were granted by Department of Education in 1967. Technical courses like Automotive Mechanics and Refrigeration and Air-conditioning were offered in 1978.

In 1976, the Administration has acquired a 2-hectare lot. located at Roxas Extension and decided to transfer the school campus on this site.

Recognition for the Bachelor of Elementary Education Course was granted in 1989 which paved the way to the opening of a laboratory school for elementary in 1990.

UM was not exempted from the test of times when the enrollment in elementary and high school has declined significantly due to economic crises. The administration opted to close the two departments and concentrated its operation in tertiary level in the school year 2002-2003.

Vision

“A leading institution of higher learning committed to excellence in education in response to the demands of society.”

The institution is committed to EXCELLENCE through the three pillars of education which is the instruction, research and community extension to address the demands of the society requirements on curricular and co-curricular. The institution is committed to produce excellent professionals and leaders with HONESTY AND INTEGRITY in terms of services to the society that can perform to the highest form of solutions using the cognitive, psychomotor and affective evaluation.

Mission

“Democratize access to quality education and provide a learning environment geared towards academic excellence, responsible citizenship and community service.”

The environment in the institution is supportive and a advocate to the innovation as its innate LEADERSHIP skills in all key area to address the needs of oneself, peer, organization and the community. The institution is excellent in developing human that has high sense of PROFESSIONALISM, right citizenship and with sense of community service. The institution is holistic in developing people as a person who will glow as the best creation of God. The institution promotes freedom with a sense of team work to make the community more progressive and interesting world for the changing world to be RESILIENCE.

Goals

To achieve its mission, the College aims to:

- offer relevant and competitive programs that address the needs of the communities;
- provide responsive support programs for holistic development of students;
- employ and engage human resources who are qualified, competent, highly-trained and service-oriented;
- put up adequate and modern physical facilities that foster optimum learning;
- conduct and utilize relevant researches that improve quality of life; and
- expand partnership with the community, industry and the alumni through extension, linkage and outreach activities.

Objectives

1. To promote the Information Technology discipline as an effective support to other disciplines in contributing advancements in the global arena.
2. To provide students awareness of the impact of Information Technology as the tool to national and International progress.
3. To observe and advocate ethical standards and practices in the use of computer technology.
4. To provide competency- based and relevant curriculum that enables students to develop diverse IT skills to manage a wide range of computing industries.
5. To provide students with modern laboratory facilities to ensure quality training ad harness their skills.
6. To expose students in the real Information Technology world through various symposia, on-the-job training, seminars, workshops, and actual industry experience to realize IT solutions that respond to the fast pace change of technology in the society; and
7. To establish linkages to Information Technology industries and institutions locally, nationally, and internationally.

Core Values

EXCELLENCE is our way of demonstrating skills and abilities to its optimum level. We see obstacles as opportunities for learning and commit to reach our individual aspirations in achieving excellence in our respective fields.

HONESTY AND INTEGRITY are our policies in behaving and in dealing with others. We commit to be always honest and truthful in all endeavors that we do.

LEADERSHIP is our constant goal of becoming self-reliant, trustworthy and firm in facing various issues and adversities. We intend to act proactively as leaders and as role models to others while achieving our collective goals.

PROFESSIONALISM is our way of life. We uphold the standards and morals of our profession at all times and exhibit dedication and responsibility in all circumstances.

RESILIENCE is our innate ability to bounce back in the midst of difficulties and challenges. We endeavor to reach our dreams by enacting our personal values, efficacy and energy at the right fashion.

School Seal

The logo of UM Digos College is a University-Wide standard logo which varies the name on each campus to be used. The year below the place where the campus located means the year which the school started. The colors of the seal symbolize the Muslim Royalty and the favorite color of the father founder Atty. Guillermo E. Torres, Maroon and Gold respectively. The Vinta Sail at the center symbolizes the University of Mindanao and the four stars represent the Southern Cross. The Laure Leaves represent Peace, Excellence ad Crowning Glory. Finally, the motto “VINCIT OMNIA VERITAS” means “Truth Conquers All” for God, Country and Family.

Program

The UM Digos College (UMDC) Bachelor of Science in Information Technology (BSIT) Program curriculum composed of six components based on the body of knowledge of Information Technology, namely Presentation Technology, Storage Technology, Distributed and Networking Technology, Collection Technology, Security and Processing Technology. These components are clustered into three where each cluster has a composition of a specific body of knowledge. These are the Distributed, Network and Security Cluster, the Presentation Technology Cluster and the Processing and Collection Technology Cluster. The main focus of the BSIT Program is in service support and infrastructure management. The service support focused generally with the operational architecture or the back office of information technology management of an enterprise, not on the customer service management and processes. The IT infrastructure of a certain enterprise is typically comprised of different interrelated systems and platforms, often in diverse geographic locations. The operations architecture ensures that these systems perform as expected by centrally unifying the control of the entire operational procedures and automating the execution of the operational activities.

The major concern of the BSIT program is to produce graduates that have the right combination of knowledge and practical, hands-on expertise to care of both an organization’s information technology INFRASTRUCTURE and the people who use it. The program ensures to produce IT specialist that assumes the responsibility for selecting hardware and software products appropriate for an organization, integrating those products with organizational needs & infrastructure, and installing, customizing, and maintaining those applications for the organization’s computer users. The responsibilities includes the installation of networks, network administration and security, the design of web pages, the development of multimedia resources, the installation of communication components, the oversight of email systems, and the planning & management of the technology life cycle by which an organization’s technology is maintained, upgrades, & replaced (Lunt, et al., 2008).

In the first year level, the curriculum is designed to be able for the students to appreciate the fundamental knowledge of the different components of the IT body of knowledge. This will develop students to manipulate their own standalone personal computer.

In the second year level, the students will be able to conceptualize and perform in an industrialized manner. They can now set-up Local Area Network for home and small businesses. Also, the students will be able to integrate different systems and hardware components of the small-scale enterprise.

The design of the curriculum in the third year level allows the students to conceptualize and provide computing solutions to medium-scale enterprise. The students will be able to setup metropolitan area network and integrate different systems in diverse locations or branches of an enterprise.

The design of the curriculum in the fourth year level able the Information Technology students demonstrate and apply the technical expertise in the industry and in the global arena.

At the end of the program with the four-year experienced of the students, characteristics of the IT graduates is to ensure by this curriculum with deep understanding with the program outcomes. These outcomes include (1) an ability to apply knowledge of computing and mathematics appropriate to the discipline; (2) an ability to analyze a problem, and identify and define the computing requirements appropriate to its solutions; (3) an ability to design, implement, and evaluate a computer-based system, process, component or program to meet desire needs; (4) an ability to function effectively on leans to accomplish a common goal; (5) an understanding of professional, ethical, legal, security and social issues and responsibility; (6) an ability to analyze the local and global impact of computing on individuals, organizations, and society; (7) recognition of the need for and an ability to engage in continuing professional development; (8) an ability to use current techniques, skills and tools necessary for computing practices; (9) an ability to use and apply current technical concepts and practices in the core information technologies; (10) an ability to identify and analyze users’ needs and take them into account in the selection, creation, evaluation, and administration of computer-based systems; (11) an ability to effectively integrate IT-based solutions into the user environment; (12) an understanding of best practices and standards and their application; and (13) an ability to assist in the creation of an effective project plan (ACM, 2008).

CURRICULUM IMPROVEMENT PLAN

Rationale

The Commission on Higher Education (CHED) has released a memorandum to migrate the curriculum of the three programs for under the Information Technology Education (ITE). These three programs are the Bachelor of Science in Computer Science (BSCS), Bachelor of Science in Information Technology (BSIT) and Bachelor of Science in Information Science (BSIS). The direction of CHED is to change the curriculum under the new format and philosophy which is called the Outcomes-Based Education (OBE). The memorandum is the assurance system that advocates the outcomes-based education based on the promulgated memorandum of the CHED Memorandum Order (CMO) 46, series of 2012.

Based on the Guidelines for the Implementation of CMO 46, s. 2012, the Policies, Standard, and Guidelines (PGS) implements the shift to learning competency-based standards/outcomes-based education. It is expected that in the three programs of ITE regardless of the type of the Higher Education Institution (HEI) graduate form it must be recognized the spirit of the OBE. The PSG also provides ample space for HEIs to innovate in the curriculum in line with the assessment of how best learning outcomes in their particular contexts and respective mission and goals and even the objectives.

On the other hand, the implementation of the K to 12 on the basic education at the direction of the government under the Department of Education (DepEd) on the promulgated Republic Act No. 105331 on the act of enhancing the Philippine Basic Education system by strengthening the curriculum and increasing the number of years for basic education. The implementation provided a big effect in the higher institution because of the additional years for the basic education of the students which is two years. Providing a big challenge on the enrollment on the higher institution and the adoption of some general subjects in the college gives additional weight on the urgency of such evaluation and revision of the curriculum.

The direction of Department of Education which started last year as the pilot implementation of the Grade 11 and after two years exits on the program. Then a first year college enrollees on the year 2018 challenges CHED that released the CMO 20, series of 2013 as the revised guidelines in the formulation of policies, standards and guidelines of academic programs on the amendment on the CMO No. 42, series of 2003. Thus, it is the challenge of the department specially the program to adopt with the change and provide quality curriculum for the community.

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Purpose

This major purpose of this Curriculum Improvement Plan (CIP) is solution of the author in the three major challenges change in the educational system in Philippine context. This plan aims to enhance the curriculum of the Bachelor of Science in Information Technology to ensure community improvement by providing quality manpower.

The specific purposes of this Curriculum Improvement Plan that this paper sought to provide solutions and processes which are;

- Integrate the new direction of the CHED on the Outcomes-Based Education based on the philosophy of OBE and the institutions.
- Consider the implementation of DepEd on K to 12 graduates in the year 2018 in aligning it to the curriculum.
- Revisit the general education subjects of the program adopting the CMO No. 20, s. 2013 on the revised guidelines in the formulation of the CHED Policies, Standards, and Guidelines of Academic Programs.
- Insure the integration of the philosophy of the institution and core values in each course that is reflected in the curriculum.

Objectives

The major objective of this paper as improvement plan to the revisited curriculum of the BSIT than can be used in the year 2018.

The specific objectives of this plan are the following;

- To be able to follow the phases of the OBE processes based on the CMO No. 6, s. 2012 entitled Policy-Standard to Enhance Quality Assurance (QA) in the Philippine Higher Education through an Outcomes-Based and Typology-Based QA.
- Evaluate and monitor the outcomes of the K to 12 to be established the finalization of the competency to offer in the program on the school year 2018-2019 on the BSIT program.
- Prepare the program to adopt the transition of the graduates from the K to 12 outcomes graduate and the new promulgated general education from CHED.
- Develop a new course with complete syllabus and daily content guide to ensure a clear incorporation of the solution of this plan.

Procedures

This plan provides two procedures in completing the improvement plan. The first one is the institutional process using the Operational Procedure Manual (OPM) No. 6.02 entitled Curriculum Revision and Evaluation. The process on the revision of the implementation is also illustrated in this plan to ensure that the plan is being follow-up and monitored.

The OPM of the institution provides a concrete process on how to revisit and evaluate the curriculum of the program. OPM 6.02 provides the following details from the purpose to associated documents as proof of the revision and evaluation. This plan hits the purpose of the revision because it is initiated by the authorities which are stated in the previous article of this paper.

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The institutional curriculum revision and evaluation procedure of the University of Mindanao is being used in all campuses. This is being standardized so that there is a quality on the implementation of the programs that is being offered in each branch. The process is clear that the approved revised curriculum is thoroughly being monitored and run into a series review and checked not only by one but the entire member of the program. The only thing that this process provides is the general procedure on the process of revisiting. The more detailed process that the department is implementing after the approval is not included. These are the activity on the review and revisiting the enhancement on the curriculum on the bases of before, during and after this process is being done.

The revision on the curriculum signals in many ways. The common one is the provision that the curriculum of the program has run for about three years. Though, the curriculum is being evaluated and monitored every school year and it is being discussed in the monthly meeting of the faculty which it is being assessed according to the experiences of the member of the department inside and outside the institution. Therefore, documents by means of the minutes of the meeting the curriculum monitored and evaluated which the before takes place.

The formal revision is being done using different references which is directed by authorities. Urgency is being considered so that the revision may occur in the entire or in the portion of the curriculum to minimize the change that can cause conflicts to the implementation. Consideration on effects to the operation is also the major aspect in providing the revision so that it cannot cause anything to the regular process of the institution. This revision is being done during the curriculum review.

The last process that is expected to be monitored and evaluated is the after the approval of the proposed revision. Though, it is final to the institution to implement the said enhanced curriculum, it is being presented to the stakeholders for consultation. This process is being institutionalized in the university by holding an activity called the Program Advisory Council (PAC) Consultation which is being done if there is a change in the curriculum. The council is composed of members from the community. The members are three industries related to the program, parent, student leader, alumni, organization related to the program, and the faculty members of the program. The consensus of the council must be integrated in the enhancement of the curriculum then to be submitted to the Academic Planning and Services (APS) for finalization.

Evaluation

The revision process of the curriculum follows the general procedure which is the OPM 6.02 but still it is being evaluated in three different forms. This is also being evaluated before, during and after the formal revision takes place. The before evaluation is being done yearly based on the experiences of the faculty and students. During the evaluation is the thorough evaluation of the faculty and other member of the committee. Lastly is the after which a formal presentation of the approved curriculum for consultation and minor recommendation from the stakeholders.

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The figure on the evaluation process before the formal revision illustrates that there are factors that can affects the revision. Administrations’ direction based on updates and enhancement of the authority; faculty that is the front liners who are exposed to the real implementation together with the students; industry that requires the standard of the graduates; and the alumnus experiences on the field. As schedule of evaluating the curriculum every year the focus of the enhancement is on the content and how could the course be delivered to produce a quality graduates.

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The figure illustrates the evaluation and review process in enhancing the curriculum after three year of implementation. The evaluation is being deliberated according to the yearly review done in the faculty meeting. Information gathered can be based on the evaluation done by the faculty inside the classroom with quantitative data and information gathered in a qualitative format. Ensuring the factors that affect the revision is deliberated and takes into consideration. The finalization of the enhancement for implementation is to be presented to the stakeholders for consultation at the same time to inform the public the improved and enhanced program.

The last process is the after evaluation of the formal revision of the curriculum. The approved curriculum after the revision passes through various presentation. Thus any suggestion and relevant recommendation from the stakeholders provides a great impact to the proposed revision. The suggestions must be incorporated because the advices are all legitimate based on the experiences of the stakeholders in the community and industry. This process is illustrated in details in the figure below.

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Upon evaluation of the entire process of the curriculum improvement plan and answering the issues that sought to explore of this paper which the expected output can be of quality to the industry, community and to oneself. The author tries to maximize the potential of this paper to be applicable for use in the Technical Department of UM Digos College most especially to BSIT program and to other as well.

RESULTS

The following explanation and illustration provided are the answers and solution of the author based on evaluating the existing curriculum of the BSIT program in effect with the OBE implementation of CHED and the K to 12 program of Basic Education of DepEd.

Outcomes-Based Education Integration

Outcomes-Based Education as philosophy of education is being used and adopted many years ago in some countries like United States of America, United Kingdom and Australia. Though it has many controversies on the implementation of the OBE in the academe but still the concept of this philosophy creates a timely usage for it is already required by the authority to have a change in the educational delivery of every institution.

In revisiting the curriculum of the BSIT program integrating the OBE it is best to consider the description of William G. Spady that “Outcome-Based Education means clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences (Spady, 1994). Thus according to Spady, to start with OBE there is a clear picture first of what is important for students to be able to do, then organizing curriculum, instruction, and assessment to make sure this learning ultimately happens. Also it has been mentioned in the book that there are two keys to have an OBE system. These are to develop a clear set of learning outcomes around which all of the system's components can he focused and establish the conditions and opportunities within the system that enable and encourage all students to achieve those essential outcomes (Spady, 1994).

In this philosophy of Spady on OBE, it is clear that the program provides learning-outcomes and supported in every course supporting outcomes as a guide of the student to achieve the essential results. The outcomes must provide a result that is based on the philosophy of the institution and the demand in the community. Thus, the institution has Vision, Mission, Goals and Objectives that supports the philosophical purpose of the OBE, a program must develop educational outcomes that must be aligned with the VMGO of the institution. These outcomes must be aligned also with the program outcomes and with respect its courses that an outcome must also be specified.

In this part of the evaluation and revision of the curriculum must consider the following documents that are necessary to fully comply with the requirements of OBE. The VMGO which all educational institutions have this statement in producing graduates. Then program educational outcomes must be present, graduate outcomes and course outcomes. A curriculum is the output of this paper, but supporting documents are required to ensure the alignment of all the philosophical purposes. These are the outcomes alignment curriculum flowchart and curriculum story. Then an outcomes-based education curriculum is crafted with complete course description. These will be supported by curriculum mapping and the syllabus every course.

K to 12 Program Integration

The Republic Act 10533 of the DepEd known as “Enhanced Basic Education Act of 2013” is the concentration in this part of the paper. The program was piloted last 2016 with the implementation of the Grade 11 and followed this year for Grade 12. On 2018, a graduate of this program that opted to enroll in Universities and Colleges like UMDC should consider the facts that some of the General Education courses are adopted by this program. The following courses are enumerated in the table which includes the descriptions of the said courses.

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The list that offered by DepEd on the K to 12 program, UMDC must consider the revisiting of the General Education courses for it has an effect of the arrangement, availability and redundancy of courses offered. Courses that are not anymore relevant should not be included anymore in the curriculum of the program which an OBE philosophy is trying to stress.

New General Education Courses for HEI Academic Programs

The curriculum of the higher education is affected with the new reform in the Basic Education of DepEd implementation of the K to 12 program. Thus, the commission counters this challenge in the educational system by releasing the CMO No. 20, series of 2013 entitled “General Education: Holistic Understandings, Intellectual and Civic Competencies” that provides paradigm shift to the common General Education for all undergraduate students. Although the direction of the new GE courses are interdisciplinary still Higher Education Institutions (HEI) are to produce graduates with knowledge and competence in the field, but also well-rounded individuals (Aguilar, 2016).

On the presentation of Dr. Aguilar the goals of General Education in the context of CMO 20, series of 2013 are the following;

- Develop a professionally competent, humane and moral person.
- Prepare student for demands of 21st century life.
- Enable student to locate her/him- self in the community and the world and engage it meaningfully (Aguilar, 2016).

As proposed General Education Courses (GEC) based on the order of CHED is reduced to a minimum of 36 units as distributed to twenty-four (24) units of core, nine (9) units of electives and the mandated by law which is three (3) units on the life and works of Rizal courses, respectively. The core courses are being illustrated in details in the order released by CHED with specific brief explanation on each courses. The nine (9) units’ electives are courses that institution can play with based on the philosophical existence of the school as long as it conforms to the philosophy and goals of the General Education as stated in the order. Also it applies an inter-disciplinary or cross-disciplinary perspective and it draw materials, cases or examples from Philippine realities and experiences and not just from those of other countries. Electives must cover at least two domains of knowledge which can be (1) arts and humanities, (2) social sciences and philosophy, and (3) science, technology and mathematics) (CHED Memorandum Order No. 20 s. 2013, 2013).

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The figure illustrates the specific name and description of the courses in the curriculum of every program in the higher education institution reflected as the General Education (GE) subjects. Specific description is provided to have a uniform interpretation upon implementation. Institutions are provided all the freedom to incorporate subjects that promotes their philosophical advocacy to align with the international and national standard set by CHED to the expected graduates. The courses listed in the table are to be reflected in the proposed curriculum to be used and implemented in school year 2018 – 2019.

Institutional Philosophy Integration

The VMGO of UM Digos College philosophical beliefs focuses on the outcomes of the graduates. Thus, excellence is the standard core values of every educational institution, it is also being stressed that a transformative education in addressing all the challenges in producing quality teaching that reflects to the graduates. Graduates are the living proof of all the activity and initiatives of an institution. All of this are reflected in the curriculum that also been transferred to the students as the outcomes. The stronger the belief is to be lived by the institution is also the strong reflection of the vision to be transferred to the outcomes to the students.

The figure below illustrated the process of the institution to ensure that the core values and the vision of UM Digos College to have a quality graduates for the community. That after entering in the institution they can of help to the community to improve and enhance the stability in terms of economic and advancement to the field that the graduates advocates to involved with as the purpose of their existence.

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Ensuring the outcomes of the graduates the flow or process to do this is the continuing monitoring of the students’ development through their specific career after school.

Curriculum Development and Enhancement Output

The following are the documents and the process on the final integration of all the facts that have been illustrated in this paper. The existing curriculum is being presented first then illustrates the portion where does the integration of the four major factors that must be incorporated to the proposed curriculum. The author used figurative presentation so that it is more understandable in terms of incorporating it to the existing curriculum. The philosophical alignment, curriculum flowchart, curriculum story, proposed curriculum, curriculum map, syllabus and daily content guide of the specific course are being described in details so that in completing the entire changes are followed when this curriculum improvement plan is approved.

Philosophical Alignment

The alignment of the four major philosophies that is mentioned in this paper is the consideration of the improvement. As to the existing curriculum of the BSIT program of the Technical Department of UM Digos College it follows the CMO No. 53, series of 2006 which a Competency-Based curriculum are being stressed. The figure below is the existing curriculum of the program using competency-based approach in teaching as to its specific purpose.

The existing curriculum of the BSIT program directs the graduate to have knowledge and skills in terms of information technology which comes with various competencies in programming, networking, database and analysis of a system. Based on this curriculum it has no clear elaboration of core values and the most important is the preparatory for the students considering where the students came from (public or private).

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Program Educational Outcomes (PEO)

The following are the PEO formulated for the BSIT program in UM Digos College in various meeting and special curriculum training and seminar;

The UMDC Information Technology Education (BSIT) alumni after two (2-3) years will:

- Have advanced in a chosen Information Technology practice for different sector of society with excellence, innovation and professionalism.
- Serve as a catalyst for changes in different organizations (including society) through ethical leadership and influence.
- Continuously improve oneself through participation in professional development activities such as training or advance academic studies.

Program Graduate Outcomes (PGO)

The following are the PGO of the BSIT program mandated by the authority (CHED) based on the CMO No. 25, series of 2015.

The UMDC Information Technology Education (BSIT) graduate will:

- Apply knowledge of computing, science, and mathematics appropriate to the discipline (Knowledge for Solving Computing Problems).
- Understand best practices and standards and their applications (Knowledge for Solving Computing Problems).
- Analyze complex problems, and identify and define the computing requirements appropriate to its solution (Problem Analysis).
- Identify and analyze user needs and take them into account in the selection, creation, evaluation and administration of computer-based systems (Problem Analysis). - Design, implement, and evaluate computer-based systems, processes, components, or programs to meet desired needs and requirements under various constraints (Design/Development of Solutions).
- Integrate IT-based solutions into the user environment effectively (Design/Development of Solutions).
- Apply knowledge through the use of current techniques, skills, tools and practices necessary for the IT profession (Modern Tool Usage).
- Function effectively as a member or leader of a development team recognizing the different roles within a team to accomplish a common goal (Individual and Team Work).
- Assist in the creation of an effective IT project plan (Individual and Team Work).
- Communicate effectively with the computing community and with society at large about complex computing activities through logical writing, presentations, and clear instructions (Communication).
- Analyze the local and global impact of computing information technology on individuals, organizations, and society (Computing Professionalism and Social Responsibility).
- Understand professional, ethical, legal, security and social issues and responsibilities in the utilization of information technology. (Computing Professionalism and Social Responsibility).
- Participate in various types of employment, development activities, and public discourses particularly in response to the needs of the communities’ one serve (Computing Professionalism and Social Responsibility).
- Recognize the need for and engage in planning self-learning and improving performance as a foundation for continuing professional development (Life-Long Learning).
- Discuss the latest developments in the specific field of practice with strong character and excellence (Institutional).

Curriculum Flowchart

The curriculum flowchart of the BSIT program is the blue-print of the enhancement and improvement of the curriculum with the major factor of changes.

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The curriculum flowchart drafted was derived from the philosophy of an Outcomes-Based Education (OBE), Assessment of the K to 12, mandated new General Education courses of CHED and the core values that the institution instill to the graduates.

Curriculum Story

The development of the students to meet the technical skills that requires for the graduates to be prepared in the community. The illustration from the figure gives more detailed description on this development based on the expected learning experience of the students per year level.

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On the first level of learning Information Technology the student evaluates in terms of storage, distribution & network, data collection, processing and presentation on a personalized infrastructure. In the next level the student evaluates in this five concepts in an industrialized followed by nationalized infrastructure. In the final year as an exit point of the program the student evaluates in globalized infrastructure in the five major concepts of learning.

Curriculum

A curriculum define as the best thought of as that set of planned activities which are designed to implement a particular educational aim- set of such aims - in terms of the content of what is to be taught and the knowledge, skills and attitudes which are to be deliberately fostered, together with statements of criteria for selection of content, and choices in methods, materials and evaluation (National Council of Educational Research and Training, 2006).

The old curriculum of the BSIT program is being presented earlier in this paper is to be replaced with more concrete curriculum based on thorough evaluation that will be implemented in the school year 2018-2019. The curriculum is based on the four major consideration of this paper namely the core values, OBE philosophy, consideration of the graduates of the K to 12 and the new mandated General Education courses from CHED.

Thus, there are no particular format given by the authorities is being arranged according to the curriculum story that is solely being identified by the faculty to be integrated for this very important that the student when some circumstances cannot finished the program still it can provide importance to their lives. The curriculum provides competencies to the student every year to provide necessary competencies that can be used for living as part of the institutions thrust on usefulness of the per year level exits. This are competencies that made the concepts of information technology in terms of infrastructure develops a higher level of application but with the same skill sets.

The curriculum is also mapped with CMO No. 25, series of 2015 and with the CMO No. 20, series of 2013 as per units and courses based on mandates. The requirements from CHED and the institutions offering on the number of units and courses placed in a vis-à-vis are presented to clarify the use of the subject offering to the mandate of the program. Therefore, the minimum requirements of CHED and the institutional offering clear its functions and used based on a particular units and description that clears the content of every course.

The proposed curriculum is being attached in this paper for presentation in Appendix A.

Curriculum Map

The curriculum map is used to align the use of all the philosophy to have a guide in place the objectives per courses. The VMGO of the institution is being mapped to the program educational outcomes (PEO) and to the graduate (GEO) and course (CEO) educational objectives. This is a clear understanding to all the stakeholders’ awareness that the purpose of every course is being carried to the curriculum to meet the objective of this improvement plan.

The curriculum map followed the concept of alignment of the four major factors in this curriculum improvement plan. This map tries to incorporate the major objectives of this plan that must be reflected to the output for implementation. The output is expected to produce a graduate that the institution envisions with the directives of the authority and the community demands. The curriculum shows the major objectives of the plan to carry-out this clearly so that everybody is aware of the directions of the institution.

The curriculum map developed and crafted for alignment in this plan is affixed in this paper in the Appendix B.

Syllabus

To define the syllabus as stated in the study of Suter that may themselves be structural, functional or skills based function of a syllabus (Suter, 2001). The purposes of a syllabus are almost as varied as the possible contents, but can be grouped into several categories that the proposes that syllabi serve three major roles: the syllabus as a contract, the syllabus as a permanent record, and the syllabus as a learning tool. Each function has implications for what a syllabus should contain (Parkes & Harris, 2002). On the point of view of the NCERT organization that syllabus contains topics that specific objectives that must carry-out (National Council of Educational Research and Training, 2006).

A syllabus according to one organization in the article that it has a minimum requirement in which an ideal syllabus should posses. The suggested content of an ideal syllabus is the following;

- Vision, Mission, Goals and Objectives
- Program Educational Outcomes
- Graduate Educational Outcomes
- Course Educational Outcomes
- Course Descriptions (Name, No. of Units, Requisites, Prerequisites and Class Schedule)
- Course Topic
- Teaching Strategies
- References
- Consultation Schedule
- Rules and Regulations

A syllabus developed for the following reasons;

- Set the tone for your course
- Anticipate students’ questions
- Include more rather than less materials
- Define and limit course content
- Keep the syllabus flexible
- Organizing the semester with a syllabus

The proposed syllabus is being presented in the Appendix C. The old curriculum and the proposed curriculum are being attached in this plan.

Daily Content Guide (DCG)

The DCG is the document that is used by the faculty as the bases on a day-to-day lecture material. This material is available for the entire faculty to be used in case of any circumstances like a leave of absence or any substitution. All of these documents are being submitted before the semester starts. This daily content guide as lesson plan from the basic education as guide on teaching have the following content;

- Schedule (Day, Week, Date, etc.)
- Specific Topic
- Topic Objectives / Course Outcomes
- Outline Topic Lecture
- Activity/ies
- Methodology
- Values
- References
- Prepared Faculty Name

The one (1) week lecture of the course selected as an example for further and continuing implementation is presented in the Appendix D.

REFERENCES

ACM. (2008). Information Technology 2008: Curriculum Guidelines for Undergraduate Degree Programs in Information Technology. NY: Association for Computing Machinery (ACM).

Aguilar, J. F. (2016, December 7). The new GE curriculum: challenges and concerns. Retrieved April 30, 2017, from NRCP-DOST Official Website: www.nrcp.dost.gov.ph/presentations?download=168:dr-aguilar-new-ge-program

CHED Memorandum Order No. 20 s. 2013. (2013, June 28). General Education Curriculum: Holistic Understandings, Intellectual and Civic Competencies. Diliman, Quezon City, Philippines: www.ched.gov.ph.

Lunt, B. M., Ekstrom, J. J., Gorka, S., Hislop, G., Kamali, R., Lawson, E., et al. (2008). Information Technology 2008: Curriculum Guidelines for Undergraduate Degree Programs in Information Technology. NY: Association for Computing Machinery (ACM) IEEE Computer Society .

National Council of Educational Research and Training. (2006, February). NCERT Organization. Retrieved May 4, 2017, from NCERT Web Site: http://epathshala.nic.in/wp-content/doc/NCF/Pdf/cst_final.pdf

Parkes, J., & Harris, M. B. (2002). The Purposes of a Syllabus. EBSCO Publishing , 50 (2), 55-61.

Spady, W. G. (1994). Outcome-Based Education: Critical Issues and Answers. Arlington, VA, USA: American Association of School Administrators.

Suter, C. (2001, September). Describing and evaluating a syllabus in a context of compulsory secondary schooling. Retrieved May 4, 2017, from University of Birmingham Web Site: http://www.birmingham.ac.uk/Documents/college-artslaw/cels/essays/sylabusandmaterials/suter3.pdf

The University of Mindanao. (n.d.). About: History. Retrieved January 25, 2017, from The University of Mindanao Site: http://umindanao.edu.ph

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