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USC hosts zonal public hearing on reframed Teacher Education curriculum

Posted on October 17, 2025 by universityofsancarlos
a group standing together

The University of San Carlos (USC), through its School of Education, served as the host institution for the Zonal Public Hearing on the Development of Models of Pre-Service Teacher Education Curricula and Programs–Phase 2 on October 7, 2025 at the SAFAD Theater in Talamban Campus.

Front row, starting third from left: Dr. Brando C. Palomar (Director, RITQ), Dr. Runvi V. Manguerra (Executive Director II, TECS), Dr. Filomena T. Dayagbil (CHED TPTE), Dr. Rita May P. Tagalog (Resource Person, Bachelor of Special Needs Education), and Dr. Rolando V. Obiedo (Dean, USC School of Education).

Held in collaboration with the Research Institute for Teacher Quality (RITQ), the Teacher Education Council Secretariat (TECS), and the Commission on Higher Education–Technical Panel for Teacher Education (CHED-TPTE), the event brought together more than 110 representatives from public and private Teacher Education Institutions (TEIs) across the Visayas and parts of Mindanao. 

The zonal consultation aimed to refine the proposed pre-service teacher education curriculum by gathering critical insights from educators, administrators, and academic leaders through focused breakout discussions based on their respective areas of specialization.

USC President Fr. Francisco Antonio T. Estepa, SVD, Ph.D., and Dr. Rolando V. Obiedo, Dean of the USC School of Education, welcomed participants with opening messages emphasizing USC’s enduring commitment to advancing teacher education and nation-building. The setting of purpose was given by Dr. Runvi V. Manguerra (TECS), Dr. Edizon A. Fermin (CHED-TPTE), and Dr. Brando C. Palomar (RITQ), who underscored the national significance of the reframed curriculum in strengthening teacher preparation across the country.

Representing USC, Dr. Rita May P. Tagalog contributed as one of the invited experts, lending her expertise to the development of the Bachelor of Special Needs Education (BSNED) program under the revised curriculum framework.

This Visayas leg formed part of the nationwide series of consultations aimed at ensuring that voices from diverse regions, particularly from Teacher Education Institutions (TEIs) in the Visayas and some from Mindanao, are actively represented in shaping a more responsive and transformative teacher education curriculum for the Philippines.

reported by the USC Department of Teacher Education

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