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| Technology Education in the Graduate Level | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Technology Education in the Agriculture and Fishery sector | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Credits to: Fredeserio Camarao, Ph.D. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| The offering of technology education in the agriculture and fishery sector is more than justified by the rich natural resources of the country and the predominance of people living in the countryside who depend on farming and fishing to support life. Agriculture is needed to boost the economy and to serve as the back-bone of industrialization. This being so, technology education in agriculture and fishery is imperative and must be continuously strengthened. The present technology education and training programs in agriculture are well conceived but needs of farmers and agri-business subsector are adequately addressed. What is critical for now and the future is the need to improve the many agricultural schools throughout the country not only to produce agricultural manpower, but also serve as demonstratives centers of excellence in food production and other imperatives in countryside development. Many of these agricultural schools have substandard facilities, and faculty who needs upgrading and retraining. This is similarly true with many of the fishery schools. They need modern facilities, including training fishing boats equipped with stare-of-the-art fishing gears. In addition, there is critical need to design and offer advanced degree program in fishery to train high level manpower such as researchers, scientists and managers in this sub-sector. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Graduate Degree Programs in Agriculture | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Science (M.Sc.) The following degree in the following field of specialization in agriculture: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Agriculture f. Crop Protection | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Agronomy g. Entomology | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Animal Science h. Horticulture | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Extension Education i. Plant Pathology | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Soil Science | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Science in Agricultural Education | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Arts in Teaching Elementary Agriculture | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Doctor of Philosophy (Ph.D.) Currently, the doctorate programs in agriculture are as follows: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Ph.D. in Agricultural Economics | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Ph.D. in Agricultural Extension | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Ph.D. in Agricultural Science | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Ph.D. in Agronomy | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Ph.D. in Animal Science | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Ph.D. in Horticulture | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Ph.D. in Entomology | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Ph.D. in Plant Pathology | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Ph.D. in Social Science | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Doctor of Philosophy in Agricultural Extension | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Graduate Programs in Fisheries | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Science in Fisheries | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Science in Aquaculture | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Technology Education in the Industrial Sector | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Technology education in trades and industries plays the critical role of producing skilled workers, industrial technicians, and technologist. In an effort to match the growing needs for various types of technical manpower, this subsection of technology education has become a large and complex educational enterprise. The complexity, particularly in the type and level o0f programs offered and the expensive capital investment required in the light of fast-changing technologies, have led to some difficulties particularly in maintaining appropriate programs and quality. Hence, over the next decade, the critical path of action should focus on improving quality and offering appropriate programs. These include upgrading of facilities, the continuous review and redesigning of curricula to suit urban, rural or local needs, and retraining and upgrading of instructors. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| The abundance of indigenous raw materials and the growing interest on home industries as a strategy for local development and the growing export of quality arts and crafts, make technology education in home industries more relevant and important. Like trade and industrial education, the development of home industries education and training must focus in improving quality of instructional facilities and the upgrading of teachers. In the area of technology education and training in mining, the program initiated by the UP College in Baguio should provide a model for technical schools located in mining communities to open their doors to train skilled and technical manpower for the mining industry. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| On the whole, ties-up or linkage programs with industries and formulation of advisory councils should become an important mechanism for enhancing the development of technology education in the industrial sector. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Graduate Programs in Trades and Industries | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Arts in Industrial Education | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Arts in Teaching (MAT) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Teaching Technology | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Technician Education | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Technology Education (MTE) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Arts in Teaching Vocational Education (MATVE) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Doctor of Technology Education (DTE) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Doctor of Education (Ed.D.) in Industrial Education Management | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Technology Education in the Service Sector | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| TECHNOLOGY EDUCATION in the service sector is a complex array of different courses of study to train manpower in a variety of services. Except for business, home economics, and to a little extent, maritime service where some public technical schools and state colleges and universities are providing courses, most of it not all the other vital technology education courses are provided by private educational institutions. Clearly, it is in this sector where the private sector has taken the initiative and the responsibility to fill the need to design and implement education and training programs for various types of technical manpower. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Like the other subsector of technology education, the focus of concern in the area of service technology education is the need to improve quality of educational programs and services. This could start with the development of policies and standards, and consistent enforcement of quality controls. The formation of association among the educational institutions providing similar programs and encouraging them to set standards through accreditation or similar form which has began among stare and public technical education institutions. Above all, the concerned technology education institutions should take the initiative to raise their respective educational programs and services to a level of standard and quality that is at par if not better than the minimum requirements. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Graduate Degree Programs in Business | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Arts in Business Education (MABE) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Technology Education (MTE) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Business Technology (MBT) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Doctor of Business Technology (DBT) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Doctor of Technology Education (DTE) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Graduate Degree Program in Home Economics and Related Discipline | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Science in Home Economics | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Science in Nutrition and Food Planning | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Arts in Education, Major in Home Economics | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Arts in Teaching | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Teaching Technology | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Science in Food Service (MSFS) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Science in Nutrition and Food Planning | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master in Food Service | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Graduate Degree Programs in Medical Service | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 1. Master of Science in Medical Technology | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2. Master of Science in Occupational-Health | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Maser of Arts in Nursing | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Arts in Teaching, Nursing Education | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master of Science in Pharmacy | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Master in Public Health | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Doctor of Philosophy in Pharmacy | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Doctor of Public Health | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Technology Education and Training in Computer Technology | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Computer technology is a new aspect of technology education that has created a very strong impact on business ad industry, in education and training, and in practically all sectors of modern society. Hence, it is increasingly important that it will become a part of general education to help people become computer literate and develop understanding of its varied capabilities and potentials. In this chapter, the various educational programs and opportunities to specialize in various aspect of computer technology was highlighted and described. It shows that there are various possibilities for a person who is interested to learn the technology of computer hardware, or to become a computer professional, i.e., systems analysts, programmer or operator, or simply a computer user. Whatever it is, computer technology has become an important component of technology education. Being so, it is essential to emphasize the need for the education. Being so, it is essential to emphasize the need for the development and implementation of policies and standards for various computer technology programs, which are fast increasing. Policies and standards are needed to ensure quality assurance in the implementation of computer technology education. Likewise, there is need to offer a teacher education program for computer technology to provide a continuous supply of teachers or to trains computer professional to teach this new technology with excellence. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Graduate Programs in Computer | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 1. Master of Science in Computer Science | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2. Master of Science, Major in Computer Science | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prepared by: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Romeo N. Paras | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| MAT - THE | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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