Healthy Flavors of Science - pcaarrd - Department of Science and ...
Healthy Flavors of Science - pcaarrd - Department of Science and ...
Healthy Flavors of Science - pcaarrd - Department of Science and ...
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entrepreneurship in various<br />
AFNR curricula. The curriculum<br />
enhancement process started with<br />
the review <strong>and</strong> evaluation <strong>of</strong> various<br />
AFNR curricula <strong>of</strong>fered by SUCs.<br />
The review aimed to determine<br />
which curricula will be revised <strong>and</strong><br />
or enriched. Curriculum revision<br />
passed through many stages, from<br />
the department level through to the<br />
board <strong>of</strong> regents for final approval.<br />
Any curriculum enrichments <strong>and</strong><br />
revisions complied with existing<br />
policies <strong>and</strong> st<strong>and</strong>ards for various<br />
AFNR degree programs set by the<br />
Commission on Higher Education<br />
(CHED). These programs included<br />
Bachelor <strong>of</strong> <strong>Science</strong> (BS) in<br />
Agriculture, BS in Agribusiness<br />
(BSAB), BS in Fisheries (BSFish), BS<br />
in Agricultural Engineering (BSAE),<br />
BS in Food Technology (BSFT),<br />
BS in Forestry (BSFor), <strong>and</strong> Doctor<br />
in Veterinary Medicine (DVM).<br />
Of the 107 curricula reviewed, 89<br />
were enriched <strong>and</strong> 49 were revised.<br />
Curricular enhancements took<br />
various forms such as the integration<br />
<strong>of</strong> entrepreneurship in technical<br />
subjects (e.g., CvSU); integration as<br />
a new subject in the curricula (e.g.,<br />
UPLB); <strong>and</strong> integration in On-the-<br />
Job Training or students’ practicum<br />
(e.g., CLSU). In UPLB, a new<br />
course on entrepreneurship is now<br />
being <strong>of</strong>fered as a general education<br />
subject – the first <strong>of</strong> its kind among<br />
public HEIs in the country.<br />
Improving the Facilities<br />
Majority <strong>of</strong> the facilities<br />
improved were on structures that<br />
house various Technopreneurial<br />
Learning Projects (TLPs) <strong>and</strong><br />
Educational-Income Generating<br />
Projects (E-IGPs) (e.g., Tissue<br />
Culture Laboratory <strong>of</strong> VSU) while<br />
some support training activities such<br />
as training centers (e.g., USEP’s<br />
Farmers Training Center) <strong>and</strong> audiovisual<br />
rooms (e.g., CvSU AV Room).<br />
Through the program, SUCs met<br />
or even surpassed the minimum<br />
st<strong>and</strong>ards for campus infrastructures<br />
<strong>and</strong> facilities set by CHED.<br />
Overall, 207 AFNR facilities<br />
in 36 SUCs were enhanced. This<br />
included 4 <strong>of</strong>fices, 7 training centers,<br />
4 audio-visual rooms, 20 laboratories,<br />
165 production- <strong>and</strong> 7 processingrelated<br />
facilities. (Jose Tomas M.<br />
Cabagay <strong>and</strong> Melvin B. Carlos)<br />
The PCARRD Monitor 13
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