May 27, 2022

Duties and Responsibilities : Registration and Records Management Staff

A.    General Description
He/she performs staff/secretarial duties as in-charge of the management of the registration and records of the ETEEAP Center

B.    Assumption into Office
The position is being applied for or appointed subject to the approval of the concerned parties.

C.    Term of Office
He/she shall hold office as Office Personnel Staff (OPS). As a staff of the department, she will be observed and evaluated every semester by the Office Head/s

D.    Organizational Relations

Upward: Director, ETEEAP Center
Downward: Student Assistants

E.    Duties and Responsibilities

a.    Makes necessary reports and/or communications as instructed by the Director

  1. Receives calls and inquiries related to ETEEAP which he/she directs to the Director for initial interview
  2. Records and relays to the person concerned in the department any message received or accepted in his/her behalf
  3. Books appointments/meetings of the Director and reminds him/her of the same
  4. Prepares communication (letters, memos and other types of correspondence) and other office-related works as directed by the Director
  5. Assists in the accuracy of all the reports
  6. Takes the minutes of the meetings of the office presided by the Director. Seeks an approval from the Director before the dissemination of the minutes of the meetings to the concerned persons (if necessary)

b.    Assists in the preparation, conduct and administration of Psychological/IQ Tests through the SDPC, Assessment examination (written and hands-on), Panel interview and Work site visits

  1. Prepares the venue and schedule
  2. Follows-up the applicants, faculty experts (checking of the exams and hands-on exam assistance) and Panel of Assessors (Panel interview)
  3. Prepares the necessary documents needed in the assessment
  4. Gathers the result of the assessment exam and processes them.

c.    Facilitates the:

1.    enrolment of candidates
2.    payment of the ETEEAP fees
3.    preparation of facilities for learning interactions

d.    Monitors the:

1.     regular conduct of modular classes
2.    attendance of the faculty experts and candidates
3.    other requirements expected from candidates

e.    Prepares the payment of the Panel of Assessors and Faculty Experts in consultation with the Director

f.    Maintains files and CONFIDENTIALITY of RECORDS

  1. Keeps records of the ETEEAP candidates
  2. Facilitates in the record of all incoming and outgoing correspondences
  3. Follows an efficient filing system. Takes charge of the record management of the office to ensure that documents can easily be retrieved whenever needed. Conducts computerization of files (if necessary)
  4. Submits in due time all the reports needed
  5. Makes the necessary follow-ups on the Director’s reports/assigned tasks
  6. Prepares the annual reports to be submitted to the School Board and CHEDRO with the recommending approval of the Director

g.    Calendars the activities and schedules (classes, assessment, etc.) of the office to avoid conflict
h.    Takes charge of the logistics and other necessary preparation in the seminars sponsored and conducted by the ETEEAP Center
i.    Accommodates and assists professionally the visitors in their different transactions
j.    Performs other functions such as:

  1. Ensures punctuality and regularity in reporting to office and other school-related activities
  2. Helps in the supervision and maintenance of the cleanliness and orderliness of the office
  3. Manages office supplies and reports for the repair and maintenance of defective facilities and equipment
  4. Supervises and evaluates the performance of the working scholars assigned in the department in consultation with the Director

k.    Performs such other functions and/or tasks related to the offices as may be required by the Director.

F.    Qualifications and Competencies Requirements

a.    Excellent eye for details, communication and interpersonal skills.
b.    Good in written and oral communication skills
c.    Proven coordinative skills with a minimum of three years of experience in the office staff handling and managing the records and registration
d.    Significant experience in the  ETEEAP process
e.    Excellent grasp of the school’s V-M-CO and programs
f.    Ability to work under pressure and on tight schedules

Duties and Responsibilities of an ETEEAP Career Guidance Counselor

I.                Job Title/Position: ETEEAP CAREER GUIDANCE COUNSELOR

II.              Key  Organizational Relationships:

The  Career Counselor is accountable to the Guidance Head since he/she is the Chief Administrator Officer of the guidance service and takes charge of the guidance activities and program.   The Career Counselor directly supervises the student.

III.             Job Description:

A.       General Objectives

Career Counselor is responsible for providing assistance to the guidance Head in the implementation of career guidance program and services to ETEEAP andidates/students. Along with providing counseling for ETEEAP candidates/students, Career Counselor/s or Vocational Counselor must help and assist individuals make various career decisions including the transition from one field to another.

 B.       Specific Objectives

  1. Provides  educational and vocational /career matters to students by holding interviews and counseling sessions.
  2. Determine what the student’s desires are with regard to what they wish to pursue once they graduate from their educational establishment through formulation of career plan.
  3. Make various items available to the student in order to help them formulate good decisions with regard to their future steps relating to education or vacation/career.
  4. Establish contact and linkages with different local and international companies who may help the student with the best career options and opportunities.
  5.  Keep detailed files on each student that they meet with and review the files during follow-up
  6. Administer aptitude tests and personality assessments to students that help identify career fields that may suit them.
  7. Prepares the Career Guidance Program and the corresponding students services offered.
  8. Assist faculties in understanding their student’s career interests, needs, strengths and weaknesses through regular conference.

Panel of Asssessors : Nature and Functions


I. Composition of the Panel of Assessors

  1. Members of the Panel
    • Faculty Expert as recommended by the Area Head and the Dean of the Department
    • Industry Representative- endorsed by the head of agency with at least five years of relevant work experience and/ or Representative from Professional Organization or Consumer Group-endorsed by head of organization or consumer group with at least five years of  work experience
    • Dean/ Area Head of the IREP (for Religious Education/ Values Education subject package)
    • Area Head of the Languages ( for the Communication Skills subject packages)
    • Dean and Area Head of the College/ Department
  1. ETEEAP Director serves as the Chairman


II. Functions of the Panel of Assessor

1. Evaluates the following:

  • Authenticity of the documents
  • Result of the psychological/ IQ Test

2. Checks written and hands-on examination
3. Conducts Panel of Interview
4. Conducts a worksite visit
5. Assesses and determines the level of competencies based on the following:

  • analysis of the documents submitted
  • written and hands-on Assessment examinations given
  • psychological /IQ Exam
  • panel of interview (actual skill observation)

 6. Recommends the Modular Learning package, additional supplemental courses and/or awarding of degree


II. Procedures in the Conduct of the Panel Interview:

  1. The Role of the Panel of Assessors commences when the applicant went  through the following procedures:
  • Submission of the complete documents
  • Initial interview by the ETEEAP Director
  • Psychological/ IQ Test
  • Assessment Examination (written and hands-on)

Note: Assessment examinations are prepared and checked by the faculty Experts. The ETEEAP office conducts and facilitates the written

examination while the hands-on examination shall be conducted by the assigned faculty experts.

  1. One week before the Panel Interview, all members of the Panel of Assessors shall be:
    •  notified in writing for the schedule of the  Panel Interview
    • provided with the following for initial assessment:
  •  Documents Submitted by the Applicants
  • Psychological /Iq Test Result
  • Assessment Examination Results
  • Assessment Forms

2. The Panel of Assessors will evaluate and assess the documents submitted and fill-out the necessary forms.

 3. During the Panel Interview,  each panel of assessors will be given 3 minutes to raise issues and concerns to the applicants (may be in the forms of comments, clarifications, questions, insights and suggestions)

 4. After the Panel Interview, the panel of assessors:

  • Will determine and declare whether the applicant passes or fails the assessment
  • Will prepare the modular learning packages if the applicant passes.

5. The application of the papers of those who failed the assessment will be forwarded to the Office of the ETEEAP director for record purposes and possible re-assessment

 6. The ETEEAP Director  informs the successful applicant of the following:

  • Result of the assessment process
  • Modular subject packages to be taken
  • Possible total number of scheduled hours and schedules of modular classes
  • Faculty experts who will handle the modular subject packages




ETEEAP Faculty: Nature and Functions


 I. Nature of the Faculty Experts

ETEEAP Faculty expert shall serve as a member of the Panel who ensures the credibility of assessment of the ETEEAP applicants. He/she shall also serve as the teacher and mentor of the individualized and customized learning modules designed according to the needs of the candidates.

II. Qualifications of a Faculty Expert

  1. Faculty experts should be recommended by the Dean through the Area Head of the Department based on his/her performance, degree of specialization and commitment. Thus, not all faculty members of the department shall automatically become a faculty expert.
  1. Faculty experts shall be given an Appointment Letter from the office of the President and shall also sign a yearly contract.
  1. The qualifications of a faculty expert:
    • Shall be a permanent full-time faculty member or at least 2 years in teaching for the Probationary full-time faculty members
    • For part-time faculty members, shall be an industry practitioner and a member of different professional organizations
    • Shall have attended series of ETEEAP orientation programs and specialized training programs
    • Shall demonstrate commitment and dedication to adjust one’s schedule in the conduct of the individualized guided learning scheme according to the Candidates’ time availability
  1. Upon the recommendation of the Dean through the Area head, a faculty expert may be assigned as a member of the Panel of Assessors


II. Duties and Responsibilities of a Faculty Expert

  1. Designs Modular Learning Packages and submits them to the ETEEAP office through the Dean and the Area Head
  1. Prepares and submits the updated list of reference materials
  1. Prepares Assessment Examination (test menus) for assessment and evaluation subject to the approval of the ETEEAP Head/ Deans/ Heads

Note: The tests shall become property of SSC-R Manila ETEEAP Center

  1. Assesses/ Proctors the hands-on (laboratory) assessment examination of the ETEEAP applicant
  1. As a Member of the Panel of Assessors:
    1. Evaluates the following:
  • Authenticity of the documents
  • Result of the psychological/ IQ Test
  • analysis of the documents submitted
  • written and hands-on Assessment examinations given
  • psychological /IQ Exam
  • panel  interview (actual skill observation)
    1. Checks written and hands-on examination
    2. Conducts panel of Interview
    3. Conducts a worksite visit
    4. Assesses and determines the level of competencies based on the following:

f. Recommends the Modular Learning package, additional supplemental courses and/or awarding of degree

Note: In the conduct of the Assessment and Panel Interview, please see the nature and functions of the Panel of Assessors.

  1. Conducts Guided learning activities
    • Monitors the attendance of the Candidate
    • Provides learning activities, hand-outs, and reference materials
    • Conducts modular assessment exam
  1. Serves as a research paper/thesis adviser of the ETEEAP candidate



III. Payment of the Faculty Expert Services


  1. The Services that shall be given payment  will be as follows:
    1. Checking of Assessment Examination
    2. As a proctor during the hands-on (laboratory) assessment examination
    3. As a member of the Panel of Assessors
    4. In the conduct of the Modular Learning Sessions
    5. Research paper/thesis adviser
    6. As a member of the Panel of Thesis/research paper defense
  1. Payment Scheme


    1. The payment scheme shall be determined according to:


  • every hour rendered in the conduct of modular learning sessions)
  • every work /assignment rendered for every examination being checked, every proctorship for the hands-on exam and every membership in the panel of assessment
    1.  The rate shall be standard to all as determined by the school authority


  1. Mode of Payment


    1.  The ETEEAP Director:
  • monitors the services extended by the Faculty experts.
  • requests the payment of such extended services from  the Accounting Department
    1. ETEEAP Director will distribute the payment to the faculty experts concerned.  The faculty expert shall acknowledge the payment.





ETEAAP Systems and Procedures


Duties and Responsibilities of a Director, ETEEAP Center

Duties and Responsibilities

Director, ETEEAP Center


I. General Description

The Director for the ETEEAP Center is responsible for all the ETEEAP related activities and programs of the school.


II. Assumption into Office

He/she is appointed  by the President upon the recommendation of the VP for Academics with the approval of the School Board.


III. Term of Office

He/she shall hold office for a definite term and subject to reappointment. His/her term also shall be dependent on the status of SSC-R Manila being deputized by CHED as an ETEEAP implementor.


IV. Organizational relations

Upward:          VP for Academics

Downward:     Staff


V. Duties and Responsibilities:

             A. Supervisory and Administrative functions:

  1. Develops and implements clear and explicit institutional process, guidelines, policies and procedures that insure the integrity and quality of the ETEEAP
    • Establishes the ETEEAP monitoring, review and evaluation mechanisms
    • Structures and monitors the guided learning activities of the students with the Faculty Experts
    • Ensures the regular conduct of specialized training for panel of assessors, faculty experts and office staff involved in accreditation and equivalency processes and procedures
  1. Anchors all activities of the  school related to ETEEAP and keeps its records and documents effectively.
  2. Designs/innovates plans to market and make the ETEEAP Program viable
  3. Conducts regular research study on efficiency and effectiveness of ETEEAP implementation
  4. Operational Functions:
    • Receives and evaluates application forms and documents
    • Conducts and administers interview, personality assessment in coordination with SDPC and preliminary evaluation on different assessment results
    • Selects Panel of Assessors and Panel of Experts and assists them in the performance of their tasks and functions
    • Reviews the recommendations of Panel of Assessors and recommends the result to the School Board


            B. Coordinative Functions

  1. Coordinates with:
    • The Deans/Area Chairs regarding the applications to the program, identification of the Faculty Experts to be assigned to the application and the schedule of guided learning activity of the accepted applicants
    • The Registrar regarding the applicants admitted to the program and regarding the Program with ETEEAP students
    • Keeps the administration informed regularly of the status of the program through the VP for Academics

             C. Community Relations Functions

  • Submits to the CHED and to the School Board and President through the VP for Academics the semestral and annual reports pertaining to the implementation of the program
  • Represents the school in off-campus ETEEAP conferences, training and seminars
  • Establishes networks and linkages for possible funds for ETEEAP scholarship programs

VI. Qualifications and Competencies Requirements:

  1. Excellent eye for details, communication and interpersonal skills.
  2. Good in written and oral communication.
  3. A doctorate degree holder is preferred.
  4. Proven administrative and coordinative skills with a minimum of three years of experience at least with in the level of an academic coordinator/ area head or above.
  5. Significant experience in the  ETEEAP process with a track record of at least sitting as a panel of assessor or faculty expert.
  6. Excellent grasp of the school’s V-M-CO and programs
  7. Ability to work under pressure and on tight schedules

ETEEAP Career Counselling Development Program


S.O.A.R. (Self, Opportunity, Aspirations, Results) to Success

I.                    INTRODUCTION

                It has been the thrust of the Student Development and Placement Center to produce more ‘rounded graduates’ equipped to work in rapidly changing, high-technology work-places, in a global knowledge economy. The demand of the global requirement challenges the SDPC to design a career development program for an increasingly diverse student population in higher education.  Career development program that will be feasible and effective particularly with students enrolled in Expanded Tertiary Education and Equivalency and Accreditation Program (ETEEAP).

Career counseling is a process of helping the client to get into a career that suited to their aptitude, personality, interests and skills. In the case of ETEEAP student, professional career counseling is likewise considered for the reason that nature and conditions of the client varies from their career needs, nature of work, and professional goals and plans.

This program will benefits the client to gain from career counseling which includes an increase satisfaction and productivity, finding meaning and purpose from their present work, and establish balance between work role and other life roles.


                To fully realize the career development program for ETEEAP students, the career counselor will employ the following career counseling frameworks:

Social Cognitive Career Counseling   

Major assumptions:

  • Some people eliminate possible occupations due to faulty self- efficacy beliefs or outcome expectations.
  • The greater the perceived barriers to an occupation, the less likely individuals are to pursue those careers.
  • Modifying faulty self- efficacy and outcome expectations can help individuals acquire new successful experiences and open their eyes to new career occupations.

Counseling Strategies:

1. Identify foreclosed occupational options

  • Career counselor will help the client to construct the broadest possible array of occupational possibilities, even those they may have eliminated as possibilities, or those that are lower interest.
  • Career counselor will administer assessments

2. Analyze Barrier Perception

  • Examine barriers, the likelihood the barriers will be encountered, and develop a plan to overcome the barriers
  • Modify self- efficacy beliefs
  • Career counselor will help the client develop new performance experiences to enhance self- efficacy related to occupations
  • Career counselor will reanalyze past experiences of the client and examine the development of faulty self efficacy and/ or outcome expectations.

3. Adult Career Counseling

  1. Objectives:
    1. 1.  To help diverse client to establish career plans and accept personal responsibility for career planning.
    2. Counseling Strategies:
      1. 1.  Conduct Intake interview with the client.
  • To obtain information and of establishing a foundation for the counseling relationship. (See appendix for Intake Counseling Form)

4. Administer Assessments:

  • To provide an accurate and thorough information base with which to develop realistic career goals.
  • To analyze client’s strengths, weaknesses, skills, abilities, attitudes, interests, values, and personality.
  1. 3.  Exploration and Information gathering:
  • To identify and clarify work values, investigate occupational interests, acquire information about work skills, and facilitate exploration of specific occupations.
  1. 4.  Decision Making:
  • To apply the information gathered in a structured way that can help clients avoid such common problems as too much or not enough information, too few alternatives, and poor evaluation of risks and potential outcomes.
  1. 5.  Planning:
  • To ensure that career plans are concrete, specific, and realistic.

5. Transition

  • To apply the outcome of the decision-making and planning phase.



Self- Awareness: “Know yourself, know and create your future”


Self is the acronym in the SOAR career counseling development program. In this case, professional client accept this as an awareness of the distinctive characteristics that define the kind of person one is and the kind of person one wishes to become.   It also suggests the uniqueness of each person, and that current self- awareness has potential for future aspirations and identity formation.

Part I:    Intake Interview and Needs Assessment

  1. Learner Program Outcomes
    1. He/ she will be able to obtain understanding of self by looking at their strengths and weaknesses, values, interests, and personality.
    2. He/ she will have the ability to look at oneself objectively as a unique being.
  2. Estimated  Total Career Counseling Time
    1. 20 to 30 minutes
  3. Possible Learning Activities
    1. Intake interview
    2. Administer needs assessment
    3. Career processing
  4. Needed Materials (See appendices)
    1. Intake interview form
    2. 2.       Needs assessment: It’s My Journey through Life: Am I in the Driving Seat?
  5. Human Resources
    1. Career Counselor
    2. ETTEAP Student

Part II:   Building Self MAP (Motivation, Ability, Personality)

  1. Learner Program Outcomes
    1. The client will enable to specify a composite personal career profile which reflects systematic self- analysis based on the outcomes of a range of activities, and questionnaires.
    2. The client can make career-related choices based their profile
    3. The client will be able to build on strengths and address their development need.
    4. The client will be able to articulate four different aspects of career profile:
      1. Motivation: the interests and values important to the client
      2. Ability: skills and abilities, strengths and development needs
      3. Personality: the client’s preferences and styles in how they interact with the environment and with others.
  2. Estimated Total Career Counseling Time
    1. 20 – 30 minutes per career session
  3.   Possible Learning Activities with career processing (See appendices)

C.1. Motivation

  1. Enhance self- awareness skills
  2. Career Lifeline
  3. Motivation to learn and develop
  4. Motivation drive for results
  5. Identifying Values (Career drivers card)

C.2. Ability

1. Learning Style (VARK Exercise)

2. Combining insight from Multiple Intelligence and VARK (Visual-Auditory

-Reading & Writing-Kinesthetic)

C.3. Personality

1. Using MBTI type in self- development

2. Developing skills in group work and team effectiveness

MODULE 2:   Opportunity (S.O.A.R.)

“Researching and engaging with Opportunities”


Connecting self with opportunity brings sharper focus on external world where client can explore and exploit career options. Clients who already have clear aspirations for the future can clarify and review their aims, and test their readiness for implementation. They can use suitable opportunities to develop the attributes required for successful entry to their chosen destination. Others who are still exploring options can ‘test the water’ with different types of work-sampling, and develop the skills needed by most graduate employers. All clients should gain information skills through researching options broadly and a chosen occupation more specifically.

A.          Learner Program Outcomes:

This module will enable the client/s to:

  1. spot and engage with wider opportunities to develop needed skills and experience;
  2. develop information literacy skills that transfer to future potential jobs; and
  3. narrow their options down to the choice of an occupation/employer to enter.

B.            Estimated Total Counseling Time

1. 30 min – 40minutes per career session

C.            Possible Learning Activities with career processing (see attached appendices)

                Part I: Researching and Engaging

1. Researching options and Evaluating information

2. Understanding jobs and transferrable skills

3. Researching jobs: what questions will you ask?

                Part II: The nature and future of the changing world

  1. Designing a Career portfolio in the pace of change and technology


MODULE 3:  Aspirations (S.O.A.R.)

“Decision-making Skills”


The process of forming and implementing personal and collective aspirations, deciding and planning ahead, essentially determine the quality of experience in every area of life. The habit of making connections between ‘self’ and ‘opportunity’ often naturally extends to forming, clarifying and testing aspirations so that client can make decisions and plans along their life career pathways.

A.            Learner Program Outcomes

This module will enable the client to:

  1. Understand the steps, stages and factors involved in making decisions;
  2. See the connections between decision making, information gathering, problem solving, goal setting and action planning;
  3. Evaluate the effects and effectiveness of our own and other people’s decision-making styles.

B.            Estimated Total Counseling Time

  1. The estimated time devoted to counseling session of the client is 25 min. – 40 min. per session.

C.            Possible Learning Career Activities with processing

  1. Personality type, decision-making/ problem solving and planning styles.
  2. Self- audit: planning and managing study and work.


Module 4: Results (S.O.A.R)

“Demonstrating Results”


As they reach the Results stage of SOAR this may be paralleled by students moving into their final module that is to demonstrate the results of their broader skills-development directly to their present and/or future employer. In moving from student to graduate identity and employment, students should do further relevant ‘labor market research’, continue to test and match their strengths and aspirations to suitable ‘markets’ and apply what they already know and discover.

I.             Learner Program Outcome:

This module will enable client to:

  1. Demonstrate personal efficiency in high-level skills;
  2. Promote their strengths on paper in order to realize their aspirations ; and
  3. Sharpen their social and professional conduct for effective self-presentation.

II.            Estimated Total Counseling Time

  1. The estimated counseling time is between 20 min.- 30 min.

III.           Possible Learning Career Activities with processing

  1. Career seekers: preparing to find a perfect fit
  2. Mirroring
  3. Reinforce CV (Curriculum Vitae)
  4. The ability to cope flexibility with change
  5. Personality type and career-search strengths