CHED MEMO 27 2017 Revised Policies, Standards, Guidelines for BSA PDF

# Commission on Higher Education Memorandum Order No. 27 Series of 2017 ## Subject: Revised Policies, Standards and Guidelines for Bachelor of Science in Accountancy (BSA) - This document outlines revised policies, standards and guidelines (PSGs) for the Bachelor of Science in Accountancy (BSA) pr...

# Commission on Higher Education Memorandum Order No. 27 Series of 2017 ## Subject: Revised Policies, Standards and Guidelines for Bachelor of Science in Accountancy (BSA) - This document outlines revised policies, standards and guidelines (PSGs) for the Bachelor of Science in Accountancy (BSA) program. - It is based on the "shift to learning competency-based standards/outcomes-based education” as advocated under CMO No. 46 of 2012. - It details the “core competencies” that are expected of BS Accountancy graduates. - This PSG provides "ample space for HEls to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions..." ## Article I – Introduction ### 1. Rationale The PSG implements the "shift to learning competency-based standards/outcomes-based education", It outlines the core competencies that are expected of BS Accountancy graduates regardless of the type of HEI they graduate from. The PSG also provides "ample space for HEls to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions...". ## Article II– Authority to Operate ### 2. Government Recognition - All private higher education institutions (PHEIs) intending to offer BS Accountancy must first secure proper authority from the Commission. - All PHEI's with an existing BS Accountancy program need to shift to an outcome based approach based on this PSG. - State universities and colleges (SUCs) and local universities and colleges (LUCs) should also strictly adhere to the provisions in these policies and standards. ## Article III – General Provisions - Per Section 13 of RA No. 7722 higher education institutions shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses. ### 3. The Articles The articles provide the following minimum standards for the Bachelor of Science in Accountancy program: - Minimum standards are expressed as a minimum set of desired program outcomes - Sample curriculum is provided in Article V Section 8 - Sample curriculum map is provided in Article V Section 9 - Learner-centered/outcomes-based approach is used - Sample course syllabi given in Article V Section 11 ### 4. HEls are allowed to design curricula suited to their own contexts and missions HEls are allowed to design curricula suited to their own contexts and missions, provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. They have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose. ## Article IV - Program Specifications ### 5. Program Description - The program provides general accounting education to students wanting to pursue a professional career in Accountancy. - It complies with the latest competency framework for professional accountants issued by the International Federation of Accountants (IFAC) through their International Education Standards. - This program qualifies graduates to take assessments leading to certifications in Accountancy given by the Professional Regulatory Commission-Board of Accountancy (PRC-BOA) and other global professional Accountancy organizations. #### 5.1. Degree Name The degree program is called Bachelor of Science in Accountancy (BSA). #### 5.2. Nature of the Field of Study Accountancy is a profession that involves providing assurance and audit services for statutory financial reporting, tax-related services, management advisory services partnering in management decision-making, devising planning and performance and control systems, and providing expertise in financial reporting and control to assist various stakeholders in making decisions. Accountants should pursue lifelong learning, and continuous professional development. They must be objective, ethical and consider the public interest. They should help colleagues to overcome bias by rooting organizational decision-making and implementation in an evidence base, and by providing empirically tested, objective solutions wherever possible. Accountancy professionals must pay due regard to the primacy of the organization's customers and the range of relationships that enable a business to operate. They must also understand the global macro-economic environment to assess information based on its relevance to their organization. A combination of accounting and financial expertise, business understanding and analytical skills and appropriate business experience means that accountants are practical and grounded in operational reality. #### 5.3. Program Goals - The primary goal of accounting education is to produce competent and ethical professional accountants capable of making a positive contribution over their lifetimes to the profession and society in which they work. - The program should provide a foundation of professional knowledge, professional skills, and professional values, ethics and attitudes that enable them to continue to learn and adapt to change throughout their professional lives. #### 5.4. Specific Professions/Careers/Occupations for Graduates Examples of potential careers: - **Entry level Jobs:** Junior Analyst, Consulting staff, Cost Analyst, Investment Analyst, Accountancy Staff, Tax Accounting Staff, Financial Analyst, Budget Analyst, Credit Analyst, Cost Accountant, State Accounting Examiner, NBIagent, Treasury Agent, State Accountant, LGU Accountant, Revenue Officer, Audit Examiner, Budget Officer, Financial Services Specialist, Junior Accounting Instructor. - **Middle-level positions:** Senior Consulting Manager/Financial Advisory Manager, Controller/Comptroller, Senior Information Systems Auditor, Senior Loan Officer, Senior Budget Officer, State Accountant V, Director III and Director IV, Government Accountancy and Audit, Financial Services Manager, Audit Services Manager, Senior Auditor, and Senior Faculty, Accounting Department Chair. - **Advanced positions:** Partner, Senior Partner, Senior Consultant/Financial Advisor, Finance Director/Chief Financial Officer, Chief Information Officer, National Treasurer, Vice President for Finance/CFO (for GOCCs), Commissioner, Associate Commissioner, Assistant Commissioner, (COA, BIR, BOC), Vice President for Academic Affairs, Dean. #### 5.5 Allied Fields in Business and Economics Accountancy is functionally most closely related to the fields of business administration and management, advertising, agri-business, banking and finance, business entrepreneurship, commercial and mercantile law, customs administration, economics, educational administration/management, entrepreneurial management, hotel and restaurant management, legal management, marketing management, office administration/management, public administration/management, real estate management, tourism, and travel management. ## Article VI - Program Outcomes ### 6. Common to all programs in all types of schools - Graduates are able to articulate and discuss the latest developments in the specific field of practice. - Graduates are able to effectively communicate orally and in writing using both English and Filipino. - Graduates are capable of working effectively and independently in multi-disciplinary and multi-cultural teams. - Graduates act in recognition of professional, social, and ethical responsibility. - Graduates are able to preserve and promote "Filipino historical and cultural heritage” (based on RA 7722). - Graduates are able to articulate and discuss the latest developments in the specific field of practice. ### 6.2. Common to the Business and Management discipline - Graduates should be able to describe the basic functions of management such as planning, organizing, leading and controlling. - Graduates are able to identify and describe the basic concepts that underlie each of the functional areas of business. - Graduates are able to select the proper decision making tools to critically, analytically and creatively solve problems and drive results. - Graduates are able to express clearly and communicate effectively with stakeholders both in oral and written forms. - Graduates are able to apply information and communication technology (ICT) skills as required by the business environment. - Graduates are able to work effectively with other stakeholders and manage conflict in the workplace. - Graduates are able to organize and lead groups to plan and implement business related activities. - Graduates are able to demonstrate corporate citizenship and social responsibility. - Graduates exercise high personal moral and ethical standards. ### 6.3. Specific to a sub-discipline and major - Graduates should be able to resolve business issues and problems with a global and strategic perspective using knowledge and technical proficiency in the areas of financial accounting and reporting, cost accounting and management, accounting and control, taxation, and accounting information systems. - Graduates should be able to conduct accountancy research through independent studies of relevant literature and appropriate use of accounting theory and methodologies. - Graduates should be able to employ technology as a business tool in capturing financial and non-financial information, generating reports and making decisions. - Graduates are able to apply knowledge and skills to successfully respond to various types of assessments including professional licensure and certifications. - Graduates confidently maintain a commitment to good corporate citizenship, social responsibility and ethical practice in performing functions as an accountant. ### 6.4. Common to a horizontal type as defined in CMO No. 46, s. 2012 - Graduates of professional institutions demonstrate a service orientation in one's profession. - Graduates of colleges participate in various types of employment, development activities, and public discourses, particularly in response to the needs of the communities one serves. - Graduates of universities participate in the generation of new knowledge or in research and development projects. - Graduates of State Universities and Colleges must, in addition, have the competencies to support "national, regional and local development plans." (RA 7722). - A PHEI, at its option, may adopt mission-related program outcomes that are not included in the minimum set. ## Article V – Curriculum ### 7. Sample Performance Indicators Performance Indicators are specific, measurable statements identifying the performance(s) required to meet the outcome, confirmable through evidence. ### 8. Curriculum Description The curriculum for BS in Accountancy Program is designed to support aspiring professional accountants to develop the appropriate entry-level technical competence, professional skills, values, ethics and attitudes to successfully complete their studies, pass their professional certification assessment/examination and the practical experience period. It is composed of a minimum of 173 units, including the required General Education (GE) curriculum, and covers all major areas required by the profession such as: - Accounting, finance and related knowledge - Organizational and business knowledge - Information technology, knowledge and competencies. The 173 units are broken down into the following components: | Courses | Minimum Units Prescribed | |---|---| | General Education (GE) Courses | 36 | | National service Training Program (NSTP) | 6 | | Physical Education (PE) courses | 8 | | **Sub-total** | **50 units** | | Common Business and Management Education Courses | 6 | | Core Accounting Education Courses | 81 | | Cognates/Major/Professional Courses | 36 | | **Sub-total** | **123 units** | | **Total** | **173 units** | ### 9. Sample Curriculum #### 9.1. General Education, NSTP and Physical Education Courses These core courses can significantly prepare the students as they transition from high school to tertiary education and pursue professional level of education. They strengthen the following learning outcomes: - **Communication skills:** Ability to write and speak clearly and persuasively, gather evidence and construct a coherent argument; shape speech and writing to the nature of one’s audience. - **Logical and critical thinking:** Ability to analyze, synthesize and evaluate information and ideas from multiple perspectives; differentiate between objective information and subjective points of view and identify ways of making provisional judgments. - **Quantitative reasoning and computer literacy:** Development of quantitative reasoning in mathematics or statistics combined with a basic computer literacy which is essential in contemporary technological society. #### 9.2. Common Business and Management Education Courses These courses cover all the major functional areas of business, and provide the foundational knowledge of the environment and the context in which professional accountants work. | Course | Code | No. of Units | |---|---|---| | Operations Management and TQM | CBME1 | 3 | | Strategic Management | CBME2 | 3 | | **Total** | | **6** | #### 9.3. Core Accounting Education Courses This component of the curriculum provides the students with core technical foundation essential to a successful career as professional accountants It further develops and integrates the knowledge, skills and professional values, ethics and attitudes which they obtained from the other components of the curriculum. It gives students the necessary theoretical and technical accounting knowledge and intellectual skills, including an understanding of professional values and ethics. | Course | Code | No. of Units | |---|---|---| | Law on Obligations and Contracts | AE1 | 3 | | Business Laws and Regulations | AE2 | 3 | | Regulatory Framework and Legal Issues In Business | AE3 | 3 | | Management Science | AE4 | 3 | | International Business and Trade | AE5 | 3 | | Accounting Research Methods | AE6 | 3 | | Accounting Internship* | AE7* | 6 | | Accountancy Research | AE8* | 3 | | Statistical Analysis with Software Application | AE9 | 3 | | Governance, Business Ethics, Risk Management, and Internal Control | AE10 | 3 | | Managerial Economics | AE11 | 3 | | Economic Development | AE12 | 3 | | Financial Accounting and Reporting | AE13* | 3 | | Conceptual Framework and Accounting Standards | AE14* | 3 | | Intermediate Accounting 1 | AE15* | 3 | | Intermediate Accounting 2 | AE16* | 3 | | Intermediate Accounting 3 | AE17* | 3 | | Financial Markets | AE18 | 3 | | Financial Management | AE19 | 3 | | Accounting Information System | AE20* | 3 | | IT Application Tools in Business | AE21 | 3 | | Cost Accounting and Control | AE22* | 3 | | Strategic Cost Management | AE23* | 3 | | Strategic Business Analysis | AE24 | 3 | | Business Tax | AE25 | 3 | | Income Taxation | AE26 | 3 | | **Total** | | **81** | *These are accounting courses that must be taught by qualified faculty as specified in Section 15.1.a. #### 9.4. Cognate/Major/Professional Courses The professional courses complements the technical competencies of the business and management education, and accounting education courses, and the intellectual, interpersonal, communication, and organizational and management skills developed in general education. Together with the business and management education and the accounting education courses, the professional courses complete the technical, competencies, skills, professional attitude, ethics and values required under IFAC’s latest International Education Standards that qualifies the graduate to take any global certification assessment in Accountancy. | Course | Code | No. of Units | |---|---|---| | Auditing and Assurance Principles | PrE1* | 3 | | Auditing and Assurance: Concepts and Applications 1 | PrE2* | 3 | | Auditing and Assurance: Concepts and Applications 2 | PrE3* | 3 | | Auditing and Assurance: Specialized Industries | PrE4* | 3 | | Auditing in a CIS Environment | PrE5* | 3 | | Accounting for Special Transactions | PrE6* | 3 | | Accounting for Business Combinations | PrE7* | 3 | | Accounting for Government and Non-profit Organizations | PrE8* | 3 | | Professional Electives | Elec# | 12 | | Updates in Financial Reporting Standards | | | | Human Behavior in Organizations (HBO) | | | | Operations Auditing | | | | Valuation Concepts and Methods | | | | Principles and Methods of Teaching Accounting | | | | **Total** | | **36** | *These are accounting courses that must be taught by qualified faculty as specified in Section 15.1.a. #### 9.5. Sample Program of Study **FIRST YEAR** **First Semester** | Course | Code | Lec | Lab | Units | |---|---|---|---|---| | Understanding the Self | GE1 | 3 | 3 | 3 | | Readings in Philippine History | GE2 | 3 | 3 | 3 | | The Contemporary World | GE3 | 3 | 3 | 3 | | Financial Accounting and Reporting | AE13 | 3 | 3 | 3 | | Managerial Economics | AE11 | 3 | 3 | 3 | | Operations Management and TQM | CBME1 | 3 | 3 | 3 | | Cost Accounting and Control | AE22 | 3 | 3 | 3 | | NSTP | NSTP | 3 | 3 | 3 | | PE 1 | GE | 2 | 2 | 2 | | **Total** | | **26** | **26** | **26** | **Second Semester** | Course | Code | Lec | Lab | Units | |---|---|---|---|---| | Mathematics in the Modern World | GE4 | 3 | 3 | 3 | | Purposive Communication | GE5 | 3 | 3 | 3 | | Economic Development | AE12 | 3 | 3 | 3 | | Law on Obligations and Contracts | AE1 | 3 | 3 | 3 | | Conceptual Framework and Accounting Standards | AE14 | 3 | 3 | 3 | | Management Science | AE4 | 3 | 3 | 3 | | Intermediate Accounting 1 | AE15 | 3 | 3 | 3 | | NSTP | NSTP | 3 | 3 | 3 | | PE 2 | PE | 2 | 2 | 2 | | **Total** | | **26** | **26** | **26** | **SECOND YEAR** **First Semester** | Course | Code | Lec | Lab | Units | |---|---|---|---|---| | Art Appreciation | GE6 | 3 | 3 | 3 | | Science, Technology, and Society | GE7 | 3 | 3 | 3 | | Income Taxation | AE26 | 3 | 3 | 3 | | Intermediate Accounting 2 | AE16 | 3 | 3 | 3 | | Strategic Cost Management | AE23 | 3 | 3 | 3 | | Business Laws and Regulations | AE2 | 3 | 3 | 3 | | Financial Management | AE19 | 3 | 3 | 3 | | IT Application Tools in Business | AE21 | 3 | 3 | 3 | | PE 3 | PE | 2 | 2 | 2 | | **Total** | | **26** | **26** | **26** | **Second Semester** | Course | Code | Lec | Lab | Units | |---|---|---|---|---| | Ethics | GE8 | 3 | 3 | 3 | | GE Elective (Business Logic) | GE 10 | 3 | 3 | 3 | | Business Taxation | AE25 | 3 | 3 | 3 | | Regulatory Framework and legal issues in business | AE3 | 3 | 3 | 3 | | Intermediate Accounting 3 | AE17 | 3 | 3 | 3 | | Governance, Business Ethics, Risk Management, and Internal Control | AE10 | 3 | 3 | 3 | | Financial Markets | AE18 | 3 | 3 | 3 | | Accounting Information System | AE20 | 3 | 3 | 3 | | PE 3 | PE | 2 | 2 | 2 | | **Total** | | **26** | **26** | **26** | **THIRD YEAR** **First Semester** | Course | Code | Lec | Lab | Units | |---|---|---|---|---| | Rizal's Life and Works | GE 9 | 3 | 3 | 3 | | Statistical Analysis with Software Application | AE9 | 3 | 3 | 3 | | Auditing and Assurance Principles | PrE1 | 3 | 3 | 3 | | Auditing and Assurance: Concepts and Applications 1 | PrE2 | 3 | 3 | 3 | | Accounting for Special Transactions | PrE6 | 3 | 3 | 3 | | Accounting for Business Combinations | PrE7 | 3 | 3 | 3 | | Professional Electives 1  | Elec1 | 3 | 3 | 3 | | **Total** | | **21** | **21** | **21** | **Second Semester** | Course | Code | Lec | Lab | Units | |---|---|---|---|---| | Accounting Research Methods | AE6 | 3 | 3 | 3 | | International Business and Trade | AE5 | 3 | 3 | 3 | | Accounting for Government and Non-profit Organizations | PrE8 | 3 | 3 | 3 | | Auditing and Assurance: Concepts and Applications 2 | PrE3 | 3 | 3 | 3 | | Auditing and Assurance: Specialized Industries | PrE4 | 3 | 3 | 3 | | Auditing in a CIS Environment | PrE5 | 3 | 3 | 3 | | Professional Electives 2 | Elec2 | 3 | 3 | 3 | | **Total** | | **21** | **21** | **21** | **FOURTH YEAR** **First Semester** | Course | Code | Lec | Lab | Units | |---|---|---|---|---| | Accounting Internship | AE7 | 6 | 6 | 6 | | Accountancy Research | AE8 | 3 | 3 | 3 | | **Total** | | **9** | **9** | **9** | **Second Semester** | Course | Code | Lec | Lab | Units | |---|---|---|---|---| | Social Science and Philosophy | GE | 3 | 3 | 3 | | Arts & Humanities | GE | 3 | 3 | 3 | | Strategic Management | CBME2 | 3 | 3 | 3 | | Strategic Business Analysis | AE24 | 3 | 3 | 3 | | Professional Electives 3 | Elec3 | 3 | 3 | 3 | | Professional Electives 4 | Elec4 | 3 | 3 | 3 | | **Total** | | **18** | **18** | **18** | ## Article VI - Required Resources ### 10. Sample Curriculum Map The curriculum map is used to validate if a match exists between core program outcomes (competencies) and the content of a curricular program on a per course or subject basis. | Core Accounting Education Courses | Program Outcomes Specific to Sub-Discipline (BSA) | |---|---| | Law on Obligations and Contracts | L Ο Ο P P | | Business Laws and Regulations | L Ο Ο P P | | Legal Issues in Business | L Ο Ο P P | | Management Science | L Ο Ο P Ο | | International Business and Trade | L Ο Ο L L | | Accounting Research Methods | L Ο Ο P P | | Internal Auditing Internship* | P P L Ο P | | Internal Auditing Research* | L Ο P Ο P | | Statistical Analysis with Software, Application | L L P L Ο | | Governance, Risk Management, and Internal Control | L Ο Ο P P | | Managerial Economics | L Ο L Ο Ο | | Economic Development | L Ο Ο L Ο | | Financial Accounting and Reporting | L Ο Ο P L | | Conceptual Framework and Accounting Standards | L Ο Ο L L | | Intermediate Accounting 1 | L Ο Ο P L | | Intermediate Accounting 2 | L Ο Ο P L | | Intermediate Accounting 3 | L Ο Ο P L | | Financial Markets | L Ο Ο L L | | Financial Management | P Ο Ο P L | | Accounting Information System | P Ο P P Ο | | IT Application Tools in Business | L Ο P L Ο | | Cost Accounting and Control | L Ο Ο P Ο | | Strategic Cost Management | L Ο Ο P L | | Business Tax | P Ο Ο P P | | Income Taxation | L Ο Ο P P | ### 11. Sample Means of Curriculum Delivery Educators delivering professional accounting education programs need to respond to the changing needs of the international accountancy profession as well as individual accountants. They should focus on providing students with the tools for self-directed learning after they become accountants. Educators are free to adopt the methods that work best in their particular cultures. They may need to be trained and encouraged to use a broad range of learner-centered teaching methods that include: - Case studies, projects and other means to simulate work situations. - Collaborative projects/working in groups. - Adapting instructional methods and materials to the ever-changing environment in which the accountant 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 accountants. - Using technology and e-learning. - Encouraging students to be active participants in the learning process. - Using measurement and evaluation methods that reflect the changing knowledge, skills, and values, ethics, and attitudes required of accountants. - Integrating knowledge, skills, 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. - 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. 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. 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. - Reflection and post-implementation work reviews as a means of learning. ### 12. Sample Syllabi for Selected Accounting Education Course (Please refer to Annex A) ### 13. Curriculum Standards In implementing the minimum curricular standards, certain important implications should be kept in mind. - **13.1 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. - **13.2 The standards are the minimum required of schools authorized by CHED to offer the B.S. Accountancy 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 Accountancy Education. - **13.3 Curriculum development is a dynamic and continuing process.** Accounting education should not only keep pace with current realities but should anticipate changes that may take place in business and the accounting profession. The school should make provision for periodic re-examination and research to avoid curriculum obsolescence, preferably once every two to three years. - **13.4 Curriculum content should be carefully selected so that the available time and resources are effectively utilized and only the appropriate and pertinent subject areas are included** - **13.5 Correlation and integration of the different courses of study are essential to an effective educational program as well as to optimal student achievement.** - **13.6 The qualitative rather than the quantitative factors of education should be emphasized.** The excellence of teaching, quality of students, broadening effect of the total curriculum, along with the development of integrity, professional attitudes, and a continuing desire to learn are more important than course labels, unit requirements, or subject groupings. - **13.7 The curriculum for BSA program should be consistent with the HEI's philosophy, mission and vision statement.** - **13.8 The curricular requirement for BSA should follow the minimum number of units prescribed herein.** - **13.9 The HEI is free to enhance and to follow different patterns and modalities based on the needs of its clientele.** - **13.10 As a general rule, subjects offered as three (3) unit courses should have an equivalent of a minimum of 14 hours per unit.** No subject offered in a semester should exceed six (6) units. - **13.11 Accounting internship should cover a minimum of 400-hours of mentored practical experience where the HEI should assign a mentor to each student.** A mentor can be assigned at most twenty (20) student-mentees. Accounting Research (3 units) should be taken together with Accounting Internship (6 units) and in no instance should the student be allowed to enroll in more than twelve (12) units during that term. The internship should be covered by a memorandum of agreement between the HEI and the industry partner and should include a detailed Terms of Reference for the expected output between the intern and the industry partner. Ideally, students should take accounting internship in their fourth (4th) year or last academic year. - **13.12 The HEI is required to formulate and implement an appropriate admission policy for all students applying for BSA.** Likewise, the HEI should formulate and implement a retention policy to maintain the quality of the BSA program. - **13.13 Access to computers and multi-media materials as well as the Internet should be provided both to faculty members and students** - **13.14 The qualitative rather than the quantitative factors of education should be emphasized.** The excellence of teaching, quality of students, broadening effect of the total curriculum, along with the development of integrity, professional attitudes, and a continuing desire to learn are more important than course labels, unit requirements, or subject groupings. - **13.15 The curriculum for BSA program should be consistent with the HEI's philosophy, mission and vision statement.** - **13.16 The curricular requirement for BSA should follow the minimum number of units prescribed herein. ** - **13.17 The HEI is free to enhance and to follow different patterns and modalities based on the needs of its clientele.** - **13.18 As a general rule, subjects offered as three (3) unit courses should have an equivalent of a minimum of 14 hours per unit.** No subject offered in a semester should exceed six (6) units. - **13.19 Accounting internship should cover a minimum of 400-hours of mentored practical experience where the HEI should assign a mentor to each student.** A mentor can be assigned at most twenty (20) student-mentees. Accounting Research (3 units) should be taken together with Accounting Internship (6 units) and in no instance should the student be allowed to enroll in more than twelve (12) units during that term. The internship should be covered by a memorandum of agreement between the HEI and the industry partner and should include a detailed Terms of Reference for the expected output between the intern and the industry partner. Ideally, students should take accounting internship in their fourth (4th) year or last academic year. The HEI is required to formulate and implement an appropriate admission policy for all students applying for BSA. Likewise, the HEI should formulate and implement a retention policy to maintain the quality of the BSA program. Access to computers and multi-media materials as well as the Internet should be provided both to faculty members and students ### 14. Administration #### 14.1. Qualification The BSA program shall be administered by a full-time Dean/Chair/Director, as the case may be, with the following appropriate qualifications: - Filipino citizen with good moral character - Registered Professional Accountant in the Philippines with valid PRC Identification Cards and valid Certificate of Accreditation as Accounting Teacher. - Teaching experience of at least five (5) years in the tertiary level and preferably, two (2) years of administrative experience. - Holder of at least a master's degree in accountancy, or other related area of studies as identified in Section 5.5 hereof. - A member in good standing of the accredited professional organization for Certified Public Accountants. ### 15. Faculty The faculty should possess the educational qualifications, professional experience, classroom teaching ability, computer literacy, scholarly research productivity, and other attributes essential for the successful conduct of the undergraduate accounting program. #### 15.1. Qualifications - All faculty teaching accounting courses should possess the following qualifications: - Registered Professional Accountants in the Philippines with current PRC Identification Cards. - Holder of a valid Certificate of Accreditation as Accounting Teacher from the BOA/PRC. - Holder of at least a master's degree in accountancy, or other related area of studies as identified in Section 5.5 hereof. - Must have earned twelve (12) units of professional education subjects or equivalent program (e.g. teaching and learning philosophies, test and measurements). - Three years of relevant practical experience (in the fields of public practice, commerce and industry, or government). - Member in good standing of the accredited professional organization for Certified Public Accountants. - Must be of good moral character. - **15.2 Any tenured/full time/full load faculty who does not meet the qualifications 3 and 4 above shall be required to comply with the same within a period not exceeding three (3) years from the date of the issuance of this CMO.** - **15.3 Qualifications 2 and 3 above do not apply to special lecturers or adjunct faculty.** #### 15.2. Teaching Load - The regular teaching load of full-time academic teaching personnel shall be determined by the higher education institution but shall in no case exceed 24 units per term. - Faculty should not be assigned to teach more than three or occasionally, four different courses in any one term. Neither should there be too much variety in the courses assigned in any one year. - De-loading from regular teaching may be allowed for administrative, research, or professional assignments without reduction in compensation. - The teaching load of part-time or special lecturers teaching in more than one educational institutions shall in no case exceed 24 units per term in the aggregate. For this purpose, the HEIs should establish a monitoring system to ensure compliance. #### 15.3. Faculty Ranking and Evaluation A system of ranking and evaluating faculty members should be instituted and implemented by the school. - The faculty should be assigned academic ranks in accordance with suitable ranking criteria. The usually recognized ranks of collegiate faculty members are: instructors, assistant professors, associate professors, and professors. - As a general rule, a new member of the faculty begins as an instructor and is subsequently promoted, if deserving. A new faculty member may immediately be appointed to any of the higher ranks if warranted by his/her qualifications. - Faculty competence and performance should be periodically evaluated using appropriate evaluation instruments to promote the professional growth of individual faculty and provide a basis for advancement and salary adjustments. - The probationary employment for full-time faculty who are academically qualified should be for a period of not more than three (3) years. Faculty members who have successfully passed this probationary period should be made permanent. - After due process, faculty members who do not meet minimum standards of competence and performance, or who are found guilty of unprofessional conduct or of violating school regulations should be separated from service. #### 15.4. Faculty/Staff Development There should be a formal development program to encourage and help faculty members keep up with new knowledge and techniques in their field, improve their teaching skills and course materials, and continue their professional growth. The faculty development program should include provisions for: - Adequate and qualified supervision of faculty. - Scholarships, sabbatical leaves, and research grants. - Financial support for active membership in professional organizations, and attendance at continuing professional development (CPD) programs such as seminars, workshops, and conferences. - In-service training courses. - Periodic faculty meeting. - Participation in faculty committees. In the end, the faculty should possess the educational qualifications, professional experience, classroom teaching ability, scholarly productivity, and other attributes essential for the successful conduct of the undergraduate accounting program. As part of their professional development, accounting faculty should take it upon themselves to comply with the Continuing Professional Development (CPD) requirements of the profession. - If the school itself offers graduate programs, it should provide its faculty members the opportunity to earn advanced degrees, with tuition fee privileges and other forms of assistance. - Attendance at in-service training programs on official time shall be encouraged and records of such attendance shall be filed at the office of the dean/chairman/director, as the case may be. #### 15.5. Faculty Requirements - At least thirty percent (30%) of the accounting education and professional subjects in the program should be handled by full-time faculty. - There should be at least 3 full-time CPA faculty for CHED recognized BSA program. ### 16. Library Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the