NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

College of Education

History

(lifted from COED Manual s. 2026)

The University started as a vocational school at Wright Institute in San Isidro, Nueva Ecija. In 1929, it metamorphosed to Nueva Ecija Trade School (NETS) and was converted to Central Luzon School of Arts and Trades (CLSAT) in 1953. For 34 years, it carried the name Central Luzon Polytechnic College (CLPC) which started in 1964. On March 27, 1998, by virtue of Republic Act No. 8612, CLPC reached the university status to banner the name Nueva Ecija University of Science and Technology (NEUST).

On June 9, 1963, the College of Education (COED) was established and offered its maiden course, Bachelor of Science in Industrial Education (BSIE) major in Industrial Arts. From an initial enrolment of 72 students, 66 BSIE graduates would finish the course on March 31, 1966. From then on, the College has constantly offered the course with the addition of several other programs as COED continues to expand through the years.

Here are the academic leaders of the University designated as Director/Dean of the College of Education:

  • Prof. Eusebio J. Valenton, Jr. (1963-1984)
  • Dr. Edgardo E. Agno (1984-1985)
  • Prof. Eusebio J. Valenton, Jr. (1985-1989)
  • Prof. George V. Ducay (1989-1992)
  • Dr. Emelita F. Gonzales (1992)
  • Prof. Gloria R. Cajucom (1992-1994)
  • Dr. Levita F. Esteves (1994)
  • Prof. Nenita L. Pongco (1994-2000)
  • Prof. Numeriano S. Sanqui (2000-2002)
  • Dr. Juanaria M. Aquino (2003-2008)
  • Dr. Cirilo S. Bulandan, Jr. (December 2008-August 2010)
  • Dr. Rhodora R. Jugo (September 2010-September 2011)
  • Prof. Lolita F. Joson (2011-2014)
  • Dr. Jocelyn B. Cruz (December 2014-June 2016)
  • Dr. Rhodora R. Jugo (2016-2018)
  • Dr. Angelica O. Cortez (August 2018-2024)
  • Dr. Jo Neil T. Peria (2024-present)

Timeline

  • 1963–1984: The College of Education was established as a foundational academic unit within the institution’s vocational framework, focusing on initial teacher training to support regional manpower development in Nueva Ecija and neighboring provinces.
  • 1984–1985: A transitional period maintained operational stability and continuity of services amid the institution’s broadening from trades toward more diverse academic offerings.
  • 1985–1989: Major fields in Industrial Arts, Homemaking Arts, Mathematics, and Chemistry were introduced under the Bachelor of Science in Industrial Education (BSIE), expanding technical–vocational education to meet regional needs.
  • 1989–1992: The Bachelor of Secondary Education (BSE) major in Home Economics was opened, further diversifying secondary-level programs with practical life-skills integration.
  • 1992: A brief administrative transition ensured uninterrupted program oversight and routine academic operations.
  • 1992–1994: The BSE curriculum was expanded to include majors in Mathematics, Chemistry, Physics, and Physical Education, and Computer Education was added as a new field under the BSIE, strengthening science, technology, and physical education in teacher preparation.
  • 1994: Interim leadership provided continuity following a leadership retirement and supported ongoing academic and administrative functions.
  • 1994–2000: Comprehensive revisions to the BSE and BSIE curricula improved program quality and led to AACCUP Level I and Level II accreditation in 1998, setting early benchmarks for academic standards and quality assurance.
  • 2000–2002: Further curriculum revisions for BSE and BSIE were implemented in alignment with CHED guidelines, reinforcing compliance with national higher education policies.
  • 2003–2008: The Bachelor of Elementary Education (BEEd) program was launched; English and Physical Science were added as BSE specializations; and the College achieved its first Re-Survey for Third Level Accredited Status for the BSE and BSIE programs, expanding elementary education access and elevating accreditation standing.
  • December 2008–August 2010: The College completed a 3rd Level Accreditation Survey Revisit for BSE and BSIE and re-offered the Certificate in Professional Teacher Education (CPTE) aligned with the adopted new teacher education curriculum, reinforcing professional certification pathways.
  • September 2010–September 2011: Full 3rd Level Re-Accredited Status was secured for the BSE and BSIE programs, consolidating advancements in quality and compliance.
  • 2011–2014: The AACCUP Pre-Survey Visit for BEEd accreditation was completed, laying groundwork for subsequent accreditation gains in elementary education.
  • December 2014–June 2016: BEEd earned AACCUP Level II accreditation, and both BEEd and BSE complied with the CHED Regional Quality Assurance Team (Region III), underscoring strengthened regulatory alignment.
  • 2016–2018: BSE and BSIE attained Level IV Phase I Accreditation Status, marking a significant milestone in institutional quality recognition.
  • August 2018–2024: Major quality and internationalization gains were achieved, including Level IV Phase II Accreditation for BSEd and BSIE, Level III Re-Accredited Status for BEEd, and the one-year re-offering of the revised CPTE. The College secured membership in SEAMEO and participated in the SEA-Teacher student exchange with Indonesian universities, facilitating faculty and student exchanges with institutions such as UNIPMA, UMKudus, UMKendari, Universitas Pembangunan Nasional “Veteran”, UMP-Pontianak, Institut Teknologi Dan Busnis Asia Malang, Bali-State, Universitas Muhammadiyah Pare Pare, and Sekolah Tinggi Informatika & Komputer. New programs—Bachelor of Technology and Livelihood Education (BTLEd) and Bachelor of Physical Education (BPEd)—obtained CHED Certificates of Program Compliance (COPC) in January 2019; Social Studies was added as a BSEd specialization; curricula for BSIE Industrial Arts and BSEd Physics were revised and re-offered in August 2019; and additional programs—Bachelor of Special Needs Education (BSNEd) and Bachelor of Early Childhood Education (BECEd)—received COPC in 2020, collectively advancing program diversity and global collaboration.
  • 2024–present: Operational efficiency and learning environments were strengthened through administrative reorganization, enhanced cleanliness and maintenance protocols, installation of Smart TVs for interactive instruction, an electrical transformer for reliable audio-visual and air-conditioning support, and laboratory recalibrations with updated tools for science education and industrial training. The student and experiential learning manuals were revised to align with CHED standards and global benchmarks (e.g., UNESCO), embedding best practices in curriculum design, assessment, and ethics. The BECEd program launched in AY 2025–2026 with a focus on holistic child development and PISA-aligned strategies, and the College is pursuing Level IV accreditation approval for BSIE to recognize excellence in technical–vocational education. Efforts to sustain internationalization include ongoing faculty and student exchanges under SEAMEO partnerships, building long-term collaborations with Indonesian institutions for recurring programs, cross-cultural research, and capacity-building initiatives to ensure enduring global engagement and educational enrichment.

Vision

A globally renowned university as champion of sustainable societal development through ethical and empowered human resources.

Mission

Advance knowledge generation and innovation, produce globally outstanding graduates, and transform communities towards inclusive progress.

College Goals

  1. Garner a deep understanding of the philosophical, socio-cultural, historical, psychological, and political foundations of education to foster globally responsive teaching practices.
  2. Leverage subject matter expertise and pedagogical innovations to ensure excellence in local and international educational landscapes.
  3. Optimize learner-centered, inclusive, and technology-driven teaching methodologies suited for diverse and global learning environments.
  4. Build transformative, globally adaptive curricula and instructional strategies that address the evolving demands of education in the 21st century.
  5. Advance the use of information and communication technology (ICT) in teaching, research, and collaboration to promote global connectivity and sustainable education.
  6. Lead in critical, creative, and reflective thinking for planning, monitoring, assessing, and enhancing learning outcomes within local and global contexts.
  7. Commit to ethical, professional, and culturally sensitive teaching standards, addressing the needs of learners in an interconnected world.
  8. Orchestrate lifelong learning, research, and global partnerships to continuously elevate the teaching profession.
  9. Engage in community transformation and education-driven initiatives, fostering inclusivity, equity, and sustainable development.
  10. Drive excellence in education through global networking, cross-cultural exchanges, and continuous professional growth for a more inclusive and progressive society.

Program Education Objectives (Common to BSEd)

  1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
  2. Demonstrate mastery of subject matter/discipline.
  3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
  4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
  5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
  6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
  7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
  8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

Program Offerings

  • Bachelor of Secondary Education
    • Science
    • Math
    • Social Studies
    • English
    • Filipino
  • Bachelor of Elementary Education
  • Bachelor of Early Childhood Education
  • Bachelor of Special Needs Education
  • Bachelor of Technology and Livelihood Education
  • Bachelor of Physical Education
  • Bachelor of Science in Industrial Education

Per Specialization / Program Details

Promotional Video

Program Description (BSEd)

The BSEd is an undergraduate teacher education program designed to equip learners with adequate and relevant competencies to teach in their chosen area of specialization/major in the secondary level. The BSEd degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for secondary education in the field of Science.

Accreditation Level

Level IV Re-Accredited Status – AACCUP

Curriculum (Prospectus)

Download / View Curriculum Prospectus

Course Description (per subject)

View Course Descriptions

Program Learning Outcomes (Specific to Program)

The minimum standards for the BSEd – Science degree program are expressed in the following set of learning outcomes specific to the field:

  1. Demonstrate deep understanding of scientific concepts and principles
  2. Apply scientific inquiry in teaching and learning
  3. Utilize effective science teaching and assessment methods

Curriculum Flowchart and Map

BSED- Science Curriculum Map

Admission Policy

(Lifted from Rule VII of COED Manual s. 2026)

The College of Education is committed to regularly reviewing and updating its registration policies and procedures to ensure alignment with university, national, and international standards. The College prioritizes a student-centered approach, leveraging digital systems and support services to facilitate a seamless, transparent, and efficient registration experience for all students. Stakeholder feedback and best practices are integral to the continuous improvement of the registration process.

The College enhances the registration process through digitalization and expanded student support services, ensuring a seamless and student-friendly experience.

Section 1

All students at the College of Education (COED) are subject to the General Policies on Registration as prescribed by NEUST. These policies are designed to ensure fairness, transparency, and efficiency in the registration process.

A. Academic Load

Section 2. Students must enroll in courses within the maximum allowable number of units as specified in the approved curriculum for each semester. Overloading is not permitted.

B. Cross Registration

Section 5. Cross-enrollment in courses at other campuses, colleges, or universities is strictly prohibited except for justifiable reasons, as determined by the Office of Admission and Registration and the Office of the Dean.

C. Changing, Adding, or Dropping of Courses

Section 6. The policies and procedures for adding, changing, or dropping courses shall be governed by the NEUST Student Handbook. All changes must be filed within the designated period and approved by the appropriate university offices.

D. Discontinuance of Studies

Section 7. Students who wish to discontinue their studies must secure a Certificate of Transfer Credential (Honorable Dismissal) from the Office of Admission and Registration.

Section 8. No academic records shall be released to any student who has not been cleared of all financial and other accountabilities to the University.

Section 9. A notice period of at least three (3) working days must be observed by students requesting copies of their records.

Retention Policy

(Lifted from Rule X of COED Manual s. 2026)

The College of Education is committed to regularly reviewing and updating its retention policies to ensure fairness, transparency, and alignment with university, national, and international standards. Evidence-based strategies, early intervention, and student support services are prioritized to maximize student success and completion rates. Stakeholder feedback and best practices inform continuous improvement, ensuring that retention policies are responsive to the evolving needs of the academic community.

Retention policies are regularly enhanced through academic support programs, mentoring, and early intervention strategies to maximize student success and minimize attrition.

A. Warning Status

Section 1. Any student who obtains a final grade below “3.0” in courses totaling three (3) academic units or two (2) Unofficially Dropped (UD), and/or dropped at the end of a semester shall receive a formal warning from the Dean, advising the student to improve academic performance.

Section 2. Warning status will be lifted if the student passes all courses enrolled during the subsequent term while on warning status.

Section 3. A student on a warning status shall be deducted from an equivalent of three (3) academic units and/or Unofficially Dropped subject/course in the succeeding enrollment.

B. Probation

Section 3. A student who receives two consecutive warnings shall be placed on academic probation.

Section 4. Probationary status may be lifted if the student passes all courses enrolled during the term of probation.

Section 5. A student on probation who fails in one subject equivalent to three or more academic units (including PathFit) will have the same number of units deducted from their allowable enrollment in the succeeding semester. Automatic deductions will apply if the failed subjects are prerequisites for courses to be enrolled in the next semester; otherwise, the total number of failed units from the previous semester will be deducted, regardless of whether they are prerequisites or not.

A student on probation who fails in one subject equivalent to 3 academic units and/or 4 units totaling seven (7) or more academic units in the succeeding semester shall be dismissed from the College of Education and will not be eligible for admission to any of its programs across all campuses.

Section 6. A student on a warning status shall be deducted two subjects from an equivalent of six (6) academic units and/or Unofficially Dropped subject/course in the succeeding enrollment, and thereafter.

Section 7. A student on a warning status shall report to the Guidance Office at least once a month for academic counseling. Failure to visit shall be dealt with accordingly.

C. Permanent Disqualification

Section 6. Any student who, at the end of a semester or term, earns a final grade below “3.0” in courses totaling nine (9) academic units shall be permanently disqualified from the College of Education and is ineligible for admission to any of its programs in any campuses offering College of Education.

Section 7. Permanent disqualification does not apply if a faculty member certifies that a grade of “5.0” resulted from unauthorized dropping of the course rather than poor academic performance. The Dean will review such cases individually, with recommendations from the Office of Student Affairs. However, in no case shall readmission to the same or another academic unit result in a lighter action than probation.

Section 8. Required courses in which a student has failed must take precedence over other courses in subsequent enrollments.

Section 9. For academic units expressed in non-unit terms, equivalent computations shall be used for determining academic standing.

Appeal

Faculty

Specialization / Professional Education and General Education

Career Opportunities

  • Science Teachers
  • Tutor
  • Curriculum Developer
  • Education Program Specialist
  • Research Assistant
  • Science Writer / Content Creator

Local and International Partners

  • Department of Education, Schools Division Office – Nueva Ecija
  • Department of Education, Schools Division Office – Cabanatuan City
  • Department of Education, Schools Division Office – Aurora
  • Department of Education, Schools Division Office – San Jose City
  • Universitas Sebelas Maret, Indonesia
  • Universitas Muria Kudus, Indonesia
  • Universitas Muhammadiyah Kendari, Indonesia
  • Universitas Muhammadiyah Purwokerto, Indonesia
  • Walailak University, Thailand
  • Dong Nai Technology University, Vietnam
  • Sunchon National University, South Korea
  • Universiti Kebangsaan Malaysia, Malaysia
  • Universitas PGRI Madiun, Indonesia

Contact Details

DR. JO NEIL T. PERIA, RMicro, LPT
Dean, College of Education
Email: joneiltolentinoperia@gmail.com

DR. ANDREA P. ADIGUE
Chairperson, Bachelor of Secondary Education Program
Email: andreaa@ineust.ph.education