Revised Bsa Curriculum Approved By Ched Technical 3y6v9

REVISED CURRICULUM FOR BACHELOR OF SCIENCE IN ANCY

COMMISSION ON HIGHER EDUCATION

Presentation Outline

Background of the Project Objectives of the Study Methodology The Highlights of New BSA Curriculum 

Summary of Changes



General Education Components



Business Education Components



IT Education Components



ancy & Finance Education Components

Q&A

2

Background of the Project (1) Legal Basis: RA 7722 otherwise known as the Higher Education Act of 1994 Presidential Commission on Educational Reform (PCER) Agenda through the implementation of the Higher Education Development Project (HEDP) Technical Working Group (TWG) and Task Forces with Technical Staff on International Benchmarking and Curriculum Revision: 

benchmark the curricula in identified priority areas against international standards; and



revise curricula in accordance with competency standards 3

Research Background (2) 

ancy is one of the priority areas identified by CHED



Need to revise minimum curricular requirements for B.S. ancy in 2001 through CHED Memo Order No. 26, series of 2001



UNCTAD’s 1999 model curriculum upon which it was based has already been revised in 2003



Need for strengthening the ing profession including training professional ants due to major corporate failures

4

Objectives 

Update the existing minimum curricular requirements for BS ancy taking into consideration: (a) UNCTAD’s Global ancy Curriculum (Revised 2003); (b) The 150-Hour ancy Curriculum in the US; (c ) Curriculum of Top ancy Schools Worldwide; (d) Core Competencies Required from ancy Graduates as communicated by Business and Industry; (d) the IFAC International Education Standards which become mandatory to all IFAC member bodies effective 2005; and (e) best Practices of Top ancy Schools Worldwide



Develop new policies and standards in ing education taking into :

5

Methodology 

Analysis of documents such as the UNCTAD Global ancy Curriculum (Revised 2003), 150-Hour ancy Curriculum in the US and curricula of Top ancy Schools Worldwide



Workshop proceedings



Dialogues and discussions with the local academe, industry and professional groups 

70% of schools in ancy participants in the public hearing held at  St. Louis University – La Union, Regions 1, 2, CAR  Miriam College – NCR, Regions 3, 4, 5  Crown Suite – Cebu  Ateneo de Davao University

6

The New BSA Curriculum Summary of Changes  Adopts the International Education Standards recently issued by the International Federation of ants

IES 1. Entry requirements to a program of professional ing education

IES 2. Content of professional education programs

IES 3. Professional skills

IES 4. Professional values, ethics and attitudes

7

The New BSA Curriculum Summary of Changes

IES 5. Practical experience requirements IES 6. Assessment of professional capabilities and competence IES 7. Continuing Professional Development (D): A Program of Lifelong Learning and Continuing Development of Professional Competence IES 8. Competence Requirements for Audit Professionals

8

The New BSA Curriculum Summary of Changes  Adopts the Core Competency Framework for Entry to the Philippine ancy Profession issued by the Board of ancy (Art. IV)  Adopts the requirements of the UNCTAD Global Curriculum  Adopts the requirements of the 150-Hour ancy Curriculum in the United States  Considers “best practices” from top ancy schools worldwide  The authorization to open an ancy program shall be based upon the recommendation of the ing Technical Education Committee of the Board of ancy (BOA), Professional Regulation Commission (PRC) and the approval of the Commission on Higher Education (CHED) (Art. II Sec. 7)  The revised minimum curricular requirements for BSA are prescribed for all schools duly recognized or authorized by the government to operate the program including state universities and colleges, and local colleges and universities (Art. II Sec. 9) 9

The New BSA Curriculum Summary of Changes (continued)  The BSA program shall be istered by a full-time Dean/Chair/ Director, with the following appropriate qualifications: 

ed Professional ant in the Philippines with current PRC Identification Cards;



Teaching experience of at least five (5) years in the tertiary level, and preferably, two (2) years of istrative experience; and



Holder of at least a master’s degree in business, ancy, business education, or educational management (Art. V, Sec. 20)

 The Dean/Chair/Director shall have the following added functions: 

Ensure adherence to established standards of instruction; and



Initiate curriculum development programs (Art. V, Sec. 21)

10

The New BSA Curriculum Summary of Changes (continued)  The All faculty teaching ing and managerial finance courses should be: 

ed Professional ants in the Philippines with current PRC Identification Cards; and



Holders of a master’s degree in business, ancy, business education, or educational management.

Provided that any full-time tenured faculty member without a master’s degree shall be provided a period not exceeding five (5) years from the date of the issuance of this CMO to earn a master’s degree (Art. VI, Sec. 22)  The curriculum for the BSA Program puts emphasis on a professional ing study that is long and intensive enough to permit students to gain the professional knowledge required for professional competence. Such professional ing education consists of: 

ing, finance and related knowledge;



organizational and business knowledge; and



information technology knowledge and competencies (Art. VII, Sec. 28) 11

The New BSA Curriculum Summary of Changes (continued)  In implementing the minimum curricular standards, certain important implications should be kept in mind. These are: 

The standards are intended to be flexible rather than restrictive. They provide a general framework within which each institution should design and develop a curriculum in the context of institutional strength, priorities, and commitment.



The standards are the minimum required of schools authorized by CHED to offer the B.S. ancy Program. Higher standards are expected to be implemented by schools with deregulated status and those designated as Centers of Excellence (COE) and Centers of Development (COD) in ancy Education.



Schools of ancy are encouraged to undergo accreditation preferably within five (5) years after recognition (Art. VII, Sec. 34)

12

The New BSA Curriculum Summary of Changes (continued)  Article VIII, Section 44 Educators delivering professional ing education programs need to respond to the changing needs of the international ancy profession as well as individual professional ants. Hence, their teaching methods should focus on providing students with the tools for self-directed learning after they become professional ants. Educators are free to adopt the methods that work best in their particular cultures. However, they may need to be trained and encouraged to use a broad range of learnercentered teaching methods that include: 

Using case studies, projects and other means to simulate work situations;



Working in groups;



Adapting instructional methods and materials to the ever-changing environment in which the professional ant works;



Pursuing a curriculum that encourages self learning so that students learn to learn on their own and carry out this skill with them after becoming professional ants;



Using technology and e-learning;



Encouraging students to be active participants in the learning process;

13

The New BSA Curriculum Summary of Changes (continued) 

Using measurement and evaluation methods that reflect the changing knowledge, skills, and professional values, ethics, and attitudes required of professional ants;



Integrating knowledge, skills, professional values, ethics and attitudes across topics and disciplines to address many-sided and complex situations typical of professional demands;



Emphasizing problem identification and problem-solving which encourages identifying relevant information, making logical assessments and communicating clear conclusions;



Exploring research findings; and



Stimulating students to develop professional skepticism and professional judgment.



Education programs need to include reflection when students are required to consider an experience, what went well, what did not work and what approach should be taken in the future in similar circumstances (Art. VIII, Sec. 36)

14

The New BSA Curriculum Summary of Changes (continued)  Section 45 Delivering all of these teaching methods in a purely academic environment is not the only solution. Integration of education and practical experience can bring benefits by drawing on work-based examples to enable students to apply knowledge. A well-designed program of on-the-job training can deliver many of the required experiences. Supervisors, mentors and others involved in practical experience may need to be trained in the most effective way of planning practical experience (Art VIII, Sec. 37)  Other learning methods include: 

Working in groups and in-office environments;



Integration of professional knowledge, professional skills, and professional values, ethics and attitudes across topics and practice in problem solving; and



Reflection and post-implementation work reviews as a means of learning (Art VIII, Sec. 38) 15

The New BSA Curriculum Summary of Changes (continued)  The Commission shall be constrained to take appropriate action regarding the operation of any school of ancy if any of the aforementioned minimum curricular requirements are not met. Further, poor performance of the graduates in ten (10) A Board Examinations within a period of five years could lead to the gradual phase-out and eventual closure of the school’s ancy program in accordance with CHED’s policies and procedures. (Art. IX, Sec. 56).

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The New BSA Curriculum Reiterated Policies:  Universities and colleges offering the BSA program should adopt a selective ission policy. Applicants for ission should be screened on the basis of their college entrance examinations, high school class standing/grade point average, interviews, and other appropriate means (Art IX, Sec. 41).  Students should be allowed to continue in the BSA program only by maintaining a satisfactory grade level as stated in the school retention policy. To ensure that grades are a fair measure of academic performance, the following measures should be taken: 

Final departmental examinations of sufficient length and complexity should be required in all ing, managerial finance, A Board-related courses, and preferably, in all business core subjects.



All examinations should be properly supervised and proctored.



Grading should be based on a definite and uniform policy specifying the weights for periodic quizzes, formal examinations, recitations, and other factors used in determining final grades.



The integrity of final grades should be protected (Art. IX, Sec. 43) 17

The New BSA Curriculum Reiterated Policies:  General education components of the curriculum are preferably taken in the first two years of the curriculum. ing and other A Board-related courses, when taken for the first time, shall be offered only during the regular term.

18

CMO 26, series of 2001 vs. proposed new curriculum CMO 26, series of 2001

Proposed new curriculum

General Education Components

51

General Education Components

Business Education Components

54

Basic Business Core -24

ancy Education

69

51

Business Education Core – 18

42

Information Technology Core

9

ing & Finance Education

94

Sub-total

174

Sub-total

196

PE/NSTP

14

PE/NSTP

14

Total

188

Total

Increase of 22 units

19

210

Breakdown of 22 additional units New courses: Calculus for Business

3

Humanities (Elective)

3

Microeconomic Theory and Practice

3

Good Governance and Corporate Responsibility

3

Internship or Thesis

3

ing Synthesis

1

Increase in units of the following courses: Fundamentals of ing, Part II

3

Assurance Principles, Professional Ethics and Good Governance (formerly Auditing Theory)

3

Total

22

20

General Education Components Goal of GE: A Liberally Educated ant

Why liberally educated ant? A liberally educated ant is someone who:  can think and write clearly, effectively and critically  has a critical appreciation of how to gain knowledge and understand the universe, society and himself  has a broad knowledge of other cultures and other times  has some understanding of and experience in thinking systematically about moral and ethical problems  has achieved depth in some field of knowledge

21

General Education Components  No change in GE components 

Follows the General Education and legislated courses prescribed by CHED Memorandum No. 04, series of 1997

 However, there are two additional courses or six (6) additional units of General Education courses for the BSA Program 

Form part of the ing & Finance Education Component of the curriculum



Calculus for Business (3 units)



Humanities Elective (3 units)

22

General Education Components (no change) Humanities Cluster: Communication Skills, Part I

3

Communication Skills, Part II

3

Sining ng Pakipagtalastasan

3

Pagbasa/Pagsulat sa Iba’t Ibang Disiplina

3

Philippine Literature

3

Introduction to Philosophy with Logic & Critical Thinking

3

Art, Man and Society

3

Math/Science Cluster: College Algebra

3

Mathematics of Investment

3

23

General Education Components (no change) Physical Science

3

Biological Science

3

Fundamentals of Computer Software with Applications

3

Social Sciences Cluster: Philippine History with Politics and Governance

3

Society and Culture with Family Planning

3

General Psychology

3

Introduction to Economics With Land Reform and Taxation

3

Life and Works of Rizal

3

Total

51

24

Business Education Components Goal of BE: The A as a Total Business Advisor Knowledge of business structure and economic concepts (now a part of the A Licensure Examination) 1. Business structure 2. Economic concepts 

Business cycles and reasons for business fluctuations



Economic measures and reasons for changes in the economy, such as inflation, deflation, and interest rate changes



Market influences on business strategies, including selling, supply chain, and customer management strategies



Implications to business of dealings in foreign currencies, hedging and exchange rate fluctuations

3.Financial management 4.Information technology (IT) implications in the business environment 5.Planning and measurement

25

Business Education Components  The Business Education (BE) in the CMO follows the BE of the New Innovative BSBA Curriculum “CHED Minimum Curricular Requirements” presented at Century Park Hotel on December 2, 2005 except for ing 

The BSBA curriculum has 6 units of ing: Financial ing 1 and Financial ing 2



New BSA curriculum has 12 units of Fundamentals in ing instead of just six (6) as proposed by the BSBA program

Additional two courses (or a total of 6 units) in Business Education: – Microeconomic Theory and Practice (3 units) – Required by the UNCTAD Global Curriculum – Good Governance and Corporate Responsibility (3 units) – Also required by the UNCTAD Global Curriculum

26

Business Education Components Basic Business Core:

Minimum Prescribed Units

Principles of Management and Organization

3

Human Behavior in Organization

3

Principles of Marketing

3

Fundamentals of ing, Part I

6

Technical Writing for Business

3

Basic Finance

3

Fundamentals of Programming and Database Theory & Applications

3

Sub-total

24

27

Business Education Components Business Education Core:

Minimum Prescribed Units

Fundamentals of ing, Part II

6

Law on Obligations and Contracts

3

Income Taxation

3

Microeconomic Theory and Practice

6

Good Governance and Social Responsibility

3

Sub-total

18

Total

42

28

Information Technology (IT) Education Components 

IES requires an IT component of the curriculum



In CMO # 26, this component “ancy Education”



IT has transformed the role of the professional ant 



was

part

of

A not only uses information systems and exercises IT controls skills but also plays an important role as part of a team in the evaluation, design and management of systems

Goal of IT Education : equip students with skills to use IS and exercise IT controls skills and play an important role in the evaluation, design and management of IS

29

Information Technology (IT) Education Components 

Includes the competences:

following

subject

areas

and



General knowledge of IT



IT control knowledge



IT control competences



IT competences



One of, or a mixture of, the competences of, the roles of manager, evaluator or designer of information systems

30

Information Technology (IT) Education Components Minimum Prescribed Units IT Concepts and Systems Analysis and Design

3

ing Information Systems

3

Auditing in a CIS Environment

3

Total

9

31

ancy & Finance Education Components 

Increase in units in two courses in ancy Education: Fundamentals of ing, Part II (from 3 to 6 units) Assurance Principles, Professional Ethics and Good Governance (formerly Auditing Theory) (from 3 to 6 units)



Additional two courses: Internship or Thesis in ing (3 units) Synthesis (1 unit)

32

ing and Finance Education Components 

Goal: provide students with core technical foundation essential to a successful career as professional ants Additional GE and BE courses:

Minimum Prescribed Units

Calculus

3

Humanities Elective (Fine Arts (Visual and Performing Arts), World Culture or Foreign Language)

3

Business Statistics

3

Financial Management II

3

Quantitative Techniques in Business

3

Macroeconomic Theory and Practice

3

Production and Operations Management

3

Business Policy and Strategy

3

Sub-total

21 33

ing and Finance Education (continued) Business Law and Taxation

Minimum Prescribed Units

Law on Business Organizations

3

Law on Negotiable Instruments

3

Sales, Agency, Labor and Other Commercial Laws

3

Business and Transfer Taxes

3

Sub-total

12

34

ing and Finance Education (continued) Minimum Prescribed Units Financial Management, Part I

3

Financial Management, Part II

3

Financial ing and Reporting, Part I

6

Financial ing and Reporting, Part II

6

Financial ing and Reporting, Part III

3

Cost ing and Management

6

Management ing, Part I

3

Management ing, Part II

3

Management Consultancy

3

Advanced Financial Acccounting & Financial Reporting, Part I

3

Advanced Financial Acccounting & Financial Reporting, Part II

3

ing for Governmental, Not-for-Profit Entities & Specialized Industries

3

35

ing and Finance Education (continued) Minimum Prescribed Units Assurance Principles, Professional Ethics and Good Governance

3

Practical Auditing

6

Internship or Thesis in ing

3

Synthesis

1

Total

94

36

Other Changes in the New BSA Curriculum 

Changed Speech and Oral Communications with Technical Writing: Business and ing Applications



Enhanced the 4th Law course to include Labor law and Overview of Omnibus Investment Code, Foreign Investments Act, Retail Trade Liberalization Law



Law on Business Organizations to include overview of Securities Act



Three additional ing Part II



Change in the nomenclature of some courses



Increased number of units in Auditing Theory



Required Internship or Thesis



Required ing Synthesis Course

units

37

for

Fundamentals

of

Important Change: Internship or Thesis Internship  An applied academic experience conducted under t faculty and employer supervision  Requires a minimum of one semester and will include a minimum of 160 hours  May be in the areas of ing, external audit, internal audit, or tax.  Each internship assignment shall meet the following requirements: 

Be substantial and practical, including analysis, evaluation, and application of business, ing, and auditing concepts;



Be subject to periodic documentation of progress and review by both the employer and the ancy Program Chair or Dean; and



Culminate in a final evaluation prepared by the employer and a final course grade awarded by the ancy Program Chair/Dean.

38

Important Change: Internship or Thesis Thesis  A capstone course where students are required to use knowledge obtained from previous ing and finance courses including research skills  Introduces students to research of current issues in ing and finance using various online databases.  Students learn applied research for solving complex ing and reporting issues including both financial and tax ing cases  Formal defense of results of research is required

39

Important Change: Synthesis  A one unit course that provides an integrating framework and experiences for understanding the roles of ants, their functions, and how they fit within the context of business and the larger environment  Students will acquire knowledge and develop the skills necessary to be effective in organizations and to learn general principles associated with their profession as ants  A paper integrating the concepts taught in all courses is required. Students exhibit knowledge of these concepts by making an informed decision on a current ing/financial issue The course is designed to cultivate students' ability to make strategic decisions logically based on multidimensional analyses of corporate structure, strategy, finance, and so forth

40

Conclusion 

New curriculum 

Retains the important changes that we introduced four years ago in CMO 26, series of 2001



Seeks to produce an ant who is liberally educated, a total business advisor (not a narrow ing specialist), ethical and technically adept with the latest ing and auditing standards



Will make our future As globally competitive





Skills comparable to As in other countries



Will enable them to take the A exams in other countries

Considered: (a) UNCTAD’s Global ancy Curriculum (Revised 2003); (b) The 150-Hour ancy Curriculum in the US; (c ) Curriculum of Top ancy Schools Worldwide; (d) Core Competencies Required from ancy Graduates as communicated by Business and Industry; (d) the IFAC International Education Standards which become mandatory to all IFAC member bodies effective 2005; and (e) best Practices of Top ancy Schools Worldwide 41

Questions?

42