Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP), Inc.
3rd Online Survey Visit
Bachelor of Industrial Technology
Major in Electrical Technology
Welcome to the official online portfolio for the Bachelor of Industrial Technology Major in Electrical Technology program at Bohol Island State University – Calape Campus. This site has been prepared in line with the AACCUP Accreditation Visit on September 7–11, 2026.
Our commitment to academic excellence, innovation, and continuous improvement is reflected in the information, reports, and evidence provided on this site. Through this digital portfolio, we aim to present how our BIndTech ELT program embodies the University's vision, mission, and core values, while delivering quality education that equips our students with the knowledge, skills, and competencies required by industry and society.
We warmly welcome our accreditors, stakeholders, and partners to explore the pages and discover our journey of growth and achievement.
Read it as a single-line diagram: the program is the bus, each accreditation area is a feeder off it. Energised feeders are the four areas where excellence is claimed. Select any breaker to open that area's parameters and documents.
Four areas of excellence
The program holds Level II Re-accredited status and is applying for Level III. Excellence is claimed in instruction and extension, which are mandatory, together with two declared areas: faculty development and linkages.
Instruction
Curriculum and program of studies, instructional processes, assessment of academic performance, and management of learning.
→ Area IIIExtension
Priorities and relevance, planning and implementation, and the monitoring and evaluation of community involvement.
→ Area VIFaculty development
Academic qualifications, faculty and development, professional performance and scholarly works.
→ Area IILinkages
Institutional linkages supporting instruction, practicum placement, and competency assessment.
→ Areas VII and XFor the accrediting team
The Accreditation Documents page is organised exactly as the survey instrument is organised. Each area opens to its parameters, its compliance report, its program performance profile, and its self-survey rating.
Open Areas I–XElectrical laboratory, BISU Calape
Caption every laboratory photograph with the facility name and the activity shown — for example, "third-year students commissioning contactor control circuits, industrial motor control laboratory." An uncaptioned photograph is decoration; a captioned one is evidence for Area IX.
BISU Calape Campus
The Bohol Island State University (BISU) Calape Campus is dedicated to academic excellence, quality service, and holistic student development. In its pursuit of becoming a premier Science and Technology University, BISU delivers quality instruction, responsive research, sustainable extension programs, and viable production projects, ensuring graduates who are globally competitive, work-ready, and values-driven.
Vision
A premier Science and Technology university for the formation of a world class and virtuous human resource for sustainable development in Bohol and the country.
Mission
BISU is committed to provide quality higher education in the arts and sciences, as well as in the professional and technological fields; undertake research and development, and extension services for sustainable development of Bohol and the country.
Goals
To deliver its mandate, BISU is directing all its efforts towards excellence guided by its foresight. To address the needs of the strategic sectors, BISU shall:
- Pursue faculty and education excellence and strengthen the current viable curricular programs and develop curricular programs that are responsive to the demands of the times both in the industry and the environment;
- Promote quality research outputs that respond to the needs of the local and national communities;
- Develop communities through responsive extension programs;
- Adopt efficient and profitable income generating projects/enterprise for self-sustainability;
- Provide adequate, state-of-the-art and accessible infrastructure support facilities for quality education;
- Promote efficient and effective good governance supportive of high quality education.
Quality Policy
To achieve these, we commit to:
- Deliver quality higher and advanced education, professional and technological instruction, by developing and strengthening curricular programs which are responsive to the academic community and demands of the times;
- Conduct value-adding researches that are relevant to the institution and collaborators, and implement adaptive extension programs that are responsive to the needs of the communities;
- Engage in profitable enterprises for sustainability of the institution and communities;
- Provide state-of-the-art and accessible infrastructure support facilities for the institution's clientele satisfaction;
- Offer engaging and meaningful support services for student development; and
- Implement efficient and effective administration of the different programs of the institution while continually improving our Quality Management System.
The core values of Bohol Island State University are represented by the acronym BISU, which stands for Balance, Integrity, Stewardship, and Uprightness. These core values serve as guiding principles that shape the culture, behavior, and decision-making processes within the university community.
History
The Bohol Island State University (BISU) was established on October 14, 2009 through Republic Act 9722, converting the Central Visayas State College of Agriculture, Forestry, and Technology (CVSCAFT) into a state university. This transformation consolidated campuses in Tagbilaran City and the municipalities of Bilar, Candijay, Clarin, Calape, and Balilihan. The law, signed by President Gloria Macapagal-Arroyo, was made possible through House Bill No. 5638, authored by Representatives Edgar M. Chatto, Roberto C. Cajes, and Adam Relson L. Jala. Dr. Elpidio T. Magante became the first university president, steering BISU's growth as a higher education institution in Bohol.
Before its elevation to university status, BISU had long been a product of integration and expansion. Under Republic Act 8659 (1998), CVSCAFT brought together five independent schools: the Bohol Agricultural College, Bohol School of Fisheries, Clarin School of Fisheries, Calape National School of Fisheries, and the Bohol School of Arts and Trades. Over time, additional campuses were integrated, including Calape Polytechnic College and later the Balilihan Campus, which officially became BISU's youngest campus under RA 9722. By Academic Year 2009–2010, the institution already served nearly 10,000 students with over 350 faculty and staff.
From its beginnings as scattered vocational and technical schools, BISU has evolved into a leading institution of higher learning in Central Visayas. It has built strong partnerships with government agencies, local government units, and international institutions, advancing research, extension, training, and production initiatives. BISU takes pride in its alumni who have become industry leaders, innovators, and top achievers, embodying the values of excellence, service, and integrity. Today, BISU continues to cultivate a culture of quality education and innovation as it pursues its vision of becoming a premier Science and Technology University.
Campus map or campus photograph
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Program offerings
College of Teacher Education
- Bachelor of Elementary Education
- Bachelor of Secondary Education — Major in English
- Bachelor of Secondary Education — Major in Mathematics
College of Technology
- Bachelor of Industrial Technology — Major in Electrical Technology
- Bachelor of Industrial Technology — Major in Food Preparation Services Technology
- Bachelor of Science in Computer Science
College of Fisheries
- Bachelor of Science in Fisheries
College of Midwifery
- Bachelor of Science in Midwifery
Location
Google Maps — BISU Calape Campus
- Address
- San Isidro, Calape, 6328, Bohol, Philippines
- Telephone
- +63 (038) 507 9583
- info.calape@bisu.edu.ph
Bachelor of Industrial Technology
Major in Electrical Technology
Program overview
[PLACEHOLDER] The Bachelor of Industrial Technology Major in Electrical Technology prepares graduates for technical and supervisory roles in electrical installation, maintenance, and industrial systems. The program combines shop and laboratory competency with the engineering fundamentals and safety practice that industry requires, and prepares students for national competency certification alongside the degree.
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Program graduate attributes
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Program outcomes (BIndTech)
The program outcomes for BIndTech are given in the following minimum set. Graduates of the program must have:
- Ability to analyze broadly-defined industrial technology processes by using analytical tools that enhance creativity, innovativeness, and intellectual curiosity to improve methods, processes, and systems that meet the industry standards
- Ability to implement broadly-defined industrial systems, components, products, or processes to meet specific industry needs with proficiency and flexibility in the area of specialization in accordance with global standards
- Ability to apply appropriate techniques, resources, and state-of-the-art industrial technology tools to meet current industry needs and use these modern tools and processes to improve and increase entrepreneurial activities upholding the safety and health standards of business and industry
- Ability to communicate with diverse groups of clienteles the appropriate cultural language with clarity and persuasion, in both oral and written forms, including understanding and giving of clear instructions, high comprehension level, effectiveness in delivering presentations and writing documents, and articulating technological innovation outputs
- Ability to develop leadership and management skills in a team-based environment by making informed decisions, keeping the team motivated, acting and delegating responsibility, and inspiring positive changes in the organization by exercising responsibility with integrity and accountability in the practice of one's profession
- Practice the moral responsibilities of an industrial technologist to manage and balance wider public interest and uphold the norms and safety standards of the industrial technology profession
- Ability to demonstrate enthusiasm and passion for continuous personal and professional development in broadly-defined industrial technology and effecting positive changes in the entrepreneurial and industrial endeavor
- Recognition of the need for, and an ability to engage in lifelong learning
Career opportunities and employability
Graduates of the program are positioned for technical, supervisory, and entrepreneurial roles in the electrical trades and allied industries:
Installation and maintenance
- Building and industrial electrician
- Electrical maintenance technician and supervisor
- Electric cooperative lineman or technician
- Facilities and utilities maintenance personnel
Industrial controls and automation
- Motor control and panel building technician
- Instrumentation and control technician
- PLC and automation support technician
- Plant maintenance and reliability personnel
Technical services and compliance
- Electrical estimator and plan reader
- Electrical inspector and safety officer
- Quality assurance personnel for electrical works
- TESDA-accredited trainer or competency assessor
Entrepreneurship and further study
- Electrical contracting and services enterprise
- Retail and supply of electrical materials
- Graduate study in technology or engineering education
- Pathway to higher national certification
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Program curriculum
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Program organizational chart
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AACCUP 3rd Online Survey Visit7–11 September 2026
Accreditation documents
Organised as the survey instrument is organised. Each area opens to its parameters, its compliance report, its program performance profile, and its self-survey rating.
Documentary support
Areas I – X
Compliance report
Every recommendation from the previous accreditation visit, the action taken, and where the supporting evidence sits. Coverage is complete across all ten areas.
The accrediting team
[PLACEHOLDER] Insert the AACCUP accreditors assigned to this survey visit, with name, institution, and the area or areas each will evaluate.
The local taskforce
[PLACEHOLDER] Insert the campus taskforce, grouped by the area each member is responsible for. Naming an area chairperson beside each area is worth doing — accreditors often ask who prepared a given area.