College of Technological and Developmental Education

Dean, College of Technological and Developmental Education
(054) 288-4421 to 23

General Objective

The College of Technological and Developmental Education aimed to prepare and produce the region’s human resource in technical, vocational, and teacher education who are professionals adhering to the professional, moral and ethical standards equipped with the university core values, competencies, skills, and knowledge to meet the needs and challenges of the society.

Specifically, it aims to achieve the following:

  • Apply mastery of content knowledge along their field of specialization under technical, vocational, and teacher education.
  • Demonstrate pedagogical-content knowledge along their field of specialization through technology, research, and innovation.
  • Practice ethical, professional, technical, and vocational standards in the teaching profession by being proactive and powerful role models of the community for sustainable nation building.
  • Contribute to the development of the society through continuing professional development by engaging in research, extension activities, and graduate education.
  • Exude excellence and transformative practice in the field of education and industry as contributory to environmental sustainability and progress.

Programs Offered

  • Bachelor of Technical-Vocational Teacher EducationMajor in: (1) Food Service Management, (2) Electronics Technology, (3) Fish Processing
  • Bachelor of Special Needs Education
  • Bachelor of Physical Education
  • Bachelor of Culture and Arts Education

Be one of us!
Be a CSPCean Educator!


Major in:

  • Food Service Management
  • Electronics Technology
  • Fish Processing

BTVTEd is a program that provides and equips learners the knowledge and skills to become competent and motivated teachers that can teach in technical-vocational courses in their field of specialization.


  • Practice the teaching profession in the field of specialization
  • Serve as TVET trainers and assessors
  • Proceed to practice careers in various sectors of industry as entrepreneurs or as employees


  1. Graduates of BTVTEd are effective synthesizers of organized knowledge and providers of opportunities to develop analytical and critical thinking skills.
  2. Graduates of BTVTEd are efficient and effective promoters and facilitators of learning, developed to the fullest of their potential for a continuing pursuit of professional development.
  3. Graduates of BTVTEd are teachers exemplifying high regard for learning imbued with proper work attitude and values as practiced in the industry.


  1. Demonstrate the competencies required of the Philippine TVET Trainers—Assessors Qualifications Framework (PTTQF);
  2. Demonstrate broad and coherent, meaningful knowledge and skills in any of the specific fields in technical and vocational education
  3. Apply with minimal supervision specialized knowledge and skills in any of the specific fields in technical and vocational education;
  4. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning:
  5. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students; 
  6. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes; 
  7. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches); and
  8. Reflect on the relationships among the teaching process skills, the teaming processing in the students, the nature of the content/subject matter, and other factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.


This program prepares teachers who will instruct and manage students with additional needs in inclusive and segregated education settings. Students of this program will be taught the appropriate tools, methodologies, interventions, modifications, and individualized plans for children with special needs. It will also teach students to evaluate the progress of children within the generic range of disability categories.


  • Practice the teaching profession in the field of Special Needs Education
  • May be employed in special education centers/clinics as special education teachers, therapists, or clinicians
  • Work in regular schools that practice inclusion as learning support staff and as special education teachers
  • Practice in center/home-based/community-based educational settings as intervention specialists, job/behavior coaches and tutors


  1. Graduates   are engaged in the practice of the teaching profession such as special education teacher, itinerant teacher or shadow teacher contributing to the development of a just, humane, progressive, and inclusive society.
  2. Graduates provide equal access and opportunities and create safe, inclusive, culturally responsive community for persons with disabilities and their families.
  3. Graduates continue to develop their professional skills through formal and/or non-formal studies and research.


The graduates have the ability to demonstrate knowledge, skills and dispositions under the following domains:

  1. Basic/Foundation: Provide respectful and meaningful learning experiences and collaborative opportunities for students with additional needs and their families.
  2. Learner Development and Individual Learning Differences: Respond effectively to educational needs of students with additional needs.
  3. Learning Environments: Create safe, inclusive, culturally responsive learning environments for students with additional needs.
  4. Curricular Content Knowledge: Use knowledge of general and specialized curricula to individualize learning for students with additional needs.
  5. Instructional Planning and Strategies: Use evidence-based instructional strategies to maximize teaming opportunities for students with additional needs.
  6. Assessment Use multiple methods of assessment and multiple data-sources to make sound educational decisions for students with additional needs.
  7. Professional Learning and Practice: Demonstrate reflective thinking and professional self-direction.


Bachelor of Physical Education (BPED) is a program aimed at physical literacy, which serves as the foundation of confidence, enjoyable, and sustained participation in a wide range of physical activities. As a teaching profession, PE is a seamless activity of designing and delivering activities, providing quality instruction, managing the classroom, and assessing student learning, modeling as well as mentoring range of disability categories.


  • Physical Education Teacher in Basic Education
  • Dance and Sports Club Moderator
  • School-based Sports Program and Events Moderator/Coordinator


  1. Practice professional and ethical requirements of the teaching profession by being positive and powerful role models to their student and the community. Practice the profession as licensed physical education teachers, fitness instructors in fitness centers, clubs and gyms. 
  2. Demonstrate professionalism and qualities of good leadership in various aspects of physical education and other related programs that will contribute to the holistic development of an individual and society;
  3. Develop understanding of the scope and sequence of various movement forms as well as elements, strategies and tactics of various movements in a multitude of settings through continues academic pursuit.


PO1-Disciplinal Knowledge: Apply scientific and evidence-based practices critical to the educational and learning processes. 

PO2-Movement and Competency and Proficiency:

  1. Demonstrate skillful performance in a variety of physical activities.
  2. Adapt performance to variety of physical activity settings: (e.g. formal classes, recreational, and competitive)

PO3-Curriculum and Program Planning, Implementation, Monitoring and Evaluation: 

  1. Critically examine the curriculum (e.g. content, pedagogy and assessments) and program, and enhance (e.g. innovate) them necessarily.
  2. Plan and implement safe and effective physical activity programs to address the needs of individual and groups in school and/or non-school settings.
  3. Monitor and evaluate physical activity programs in school and/or non-school settings.
  4. Use appropriate assessments in, as and for student or client learning.
  5. Use information, media and technology in pedagogy and for lifelong learning. 

PO4-Professional Accountability and Responsibility:

  1. Demonstrate firm work/professional ethics.
  2. Cultivate solidarity by working and dealing with/relating to others harmoniously.
  3. Promote the advancement of the profession by making sense of and getting involved in current discourse that impact on the profession. 
  4. Pursue lifelong learning for personal and professional development 


  1. Communicate effectively with PE practitioners, other professionals and stakeholders.
  2. Use oral, written, and technology formats deftly.


Culture and Arts Education is a field of specialization engaged in clarifying the conceptual foundations of value-laden creative expressions such as visual arts, music, drama, and dance; in defining its relations to other disciplines of thought and action that address the fundamental question of what it means to creatively express the condition of being human in changing life-worlds; in analyzing the conditions and possibilities for crafting and asserting creative expressions of bf being human in diverse contexts; and in developing programs responsive to local and global contexts of production, circulation, and consumption of creative expressions.


  • A teaching profession in K to 12 for Music and Arts
  • A teaching profession in the Special program for the Arts (SPA)
  • A teaching profession in the Arts and Design Track for Grades 11 and 12
  • A teaching profession in the core subjects in Grades 11 and 12 related to Arts
  • As a culture and arts coordinator at the school, district, division and regional levels of the educational system
  • In positions relating to culture and arts such as in tourism offices in the LGUs, museum and arts galleries, and creative industries


As a four-year degree program, the Bachelor of Culture and Arts Education aims to provide graduates with ability to:

  1. Demonstrate professionalism and qualities of good leadership in the various aspects of culture and arts education and other related programs that will contribute to the holistic development of an individual and society.
  2. Develop highly motivated, creative and reflective culture and arts advocate equipped with necessary skills and knowledge by continuous academic pursuit.
  3. Address the needs of the community and its relation to other disciplines of thoughts and actions in analyzing the conditions and possibilities in crating and asserting creative expressions responsive to local and global contexts.


  1. Disciplinal Knowledge: Apply evidence-based practices derived from the social sciences and humanities in teaching and learning.
  2. Pedagogical Practice: Apply multidisciplinary knowledge and skills in culture, arts and design in the teaching-learning practice anchored on the meanings and values of human creativity in a changing life-worlds.
  3. Competency and Proficiency in the Creative Expressions: Demonstrate competence in the planning and development of market and non-market oriented visual arts, music, drama and dance productions in local. regional and global settings.
  4. Professional Accountability and Responsibility: Practice professional and ethical standards for teachers as well as principles and guidelines governing arts production, research and publication.
  5. Research and Extension: Conduct applied research in culture and the arts which will benefit local communities.

Program Educational Objectives and Program Outcomes


Student Organizations

  • CTDE College Student Council

Stay Connected

Connect with us by following our official social media page(s):