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CHED MEMORANDUM ORDER No. 75 Series of 2017.
I. INTRODUCTION.
II. KEY CONCEPT.
III. ANALYSIS AND DISCUSSION.
The CHED Memorandum Order (CMO) No. 75, series of 2017, represents a
significant transformation in the philosophy and structure of teacher education in the
Philippines. This shift from a traditional, input-based curriculum to a learner-
centered, outcomes-based education (OBE) model marks a move away from
simply focusing on what teachers teach toward emphasizing what students are able
to do after instruction.
In an input-based model, the emphasis was primarily on the completion of
prescribed courses, hours, and academic requirements. Success was often
measured by the quantity of instruction delivered rather than the quality of learning
achieved. Teachers were viewed as the central source of knowledge, and students
were passive recipients of information. This system, while structured, limited the
development of critical and creative thinking skills and often failed to prepare
graduates for the complex realities of the modern classroom.
In contrast, the outcomes-based approach promoted by CMO No. 75
focuses on the competencies, skills, and attitudes that future teachers must
demonstrate. It aligns teacher education with national and global standards, ensuring
that BSEd graduates possess not only theoretical knowledge but also the ability to
apply it effectively in diverse learning environments. The curriculum now centers on
producing teachers who can design learner-centered instruction, use evidence-
based assessment strategies, and integrate technology and inclusive practices
into teaching.
This paradigm shift also redefines the role of the teacher—from being a mere
transmitter of knowledge to an active facilitator of learning. Teachers are
expected to guide students in constructing their own understanding, adapt to various
learning styles, and respond to the cultural and contextual differences within
classrooms. By focusing on learning outcomes, the CMO ensures that graduates are
reflective practitioners, capable of continuous professional growth and responsive
to educational change.
This change reflects a broader movement toward 21st-century education,
where adaptability, innovation, and learner empowerment are prioritized. It positions
teacher education as a dynamic process—one that continuously evolves to meet the
demands of globalization, technological advancement, and inclusive education. In
essence, CMO No. 75 s. 2017 not only reforms what future teachers learn but also
reshapes how they learn and teach, ensuring that the Philippine education system
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produces educators who can meaningfully influence and transform learning
communities.
The (CMO) emphasizes a dynamic and outcome-oriented teacher education
system. Curricular flexibility allows HEIs to design responsive programs that reflect
their unique missions and local contexts. Alignment with national frameworks
such as PPST, PQF, and K–12 ensures coherence and progression within the overall
education system. Professional competence is developed through a
comprehensive curriculum that integrates ICT, research, ethics, and cultural
sensitivity, preparing teachers for diverse learning environments. Finally, quality
assurance mechanisms like the CHED OBE Handbook and ISA framework
institutionalize accountability and foster continuous improvement in teacher
education.
IV. CONCLUSION.