About UPFLCD
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“FLCD is the study of individual development and family relationships across the lifespan. It has a distinctive focus and perspective on the care, development, and education of young children. The discipline takes into consideration the holistic view of human development in integrating material and relational aspects of family life and in designing and implementing appropriate programs for children and families within various institutions and communities.”
-FLCD Faculty, October 2017)
-FLCD Faculty, October 2017)
OUR VISION
To be the leading academic institution in the Philippines advocating for the development of families and children across the lifespan (December 2024)
OUR MISSION
To nurture individuals who champion thriving families and children through inclusive education, transformative innovation, and impactful public service in changing contexts. (December 2024)
GOALS
- To conduct regular recalibration of the academic and child development programs, responsive to the changing needs of stakeholders and the contexts within which they occur.
- To forge partnerships and collaborations with local and international sectors to advance families’ and children’s interests and quality of life.
- To equip individuals with critical thinking skills that are instrumental in generating, evaluating, and disseminating information, creative work, and research on families and children.
- To prepare individuals with a strong sense of civic responsibility and public service, attuned to the interests and needs of families, children, and communities.
- To train responsive and nurturing individuals grounded on local wisdom and with a global outlook.
- To cultivate a deep appreciation of the discipline of family life and child development. (December 2024)
Brief History
The discipline of Home Economics was first introduced in the 1920s as one of the majors for the BS Education student (Ronquillo, 1994). During the time, according to Ronquillo’s Disciplinal Identity Report, the main objective of home economics education was to prepare its students for careers related to the problems in the home. In the 1950s, specializations for the said program were introduced. For the field of FLCD, then faculty members Mrs. Aurora Garcia-Corpuz and Mrs. Baldomera Montemayor-Magsanoc who both trained and earned degrees in child development abroad, jointly worked on the details of the proposed BSHE-FLCD program. Back then, the goal of the program was to train future preschool teachers for the growing demand for the education of the young.
The Department of Family Life and Child Development (FLCD) was established on July 27, 1961, when the UP Board of Regents approved the creation of the College of Home Economics. Its objective then is to provide theoretical and practical training for competent practice and leadership in the fields of family life and child development and preschool education. The Department of FLCD offers three curricular programs, namely: Bachelor of Science in Family Life and Child Development (BSFLCD est 1976), Diploma in Early Childhood Development (DECD, est 1995), and Master of Family Life and Child Development (MFLCD, est 1983).
As a Department, the FLCD envisions a family-centered and value-laden society that addresses the needs and holistic development of the individuals and their harmonious relationships. Currently, the Department has 17 full-time faculty members and nine staff support members. The Department handles the preschool laboratory known as the U.P. Child Development Center, which serves as the venue where students are trained to become teachers and child development workers and where research of faculty, students, and partner institutions are conducted.
Throughout the years, the Department has made efforts to revisit its disciplinal identity. In 2014, faculty members discussed and came up with a revised definition of the FLCD:
The discipline of Home Economics was first introduced in the 1920s as one of the majors for the BS Education student (Ronquillo, 1994). During the time, according to Ronquillo’s Disciplinal Identity Report, the main objective of home economics education was to prepare its students for careers related to the problems in the home. In the 1950s, specializations for the said program were introduced. For the field of FLCD, then faculty members Mrs. Aurora Garcia-Corpuz and Mrs. Baldomera Montemayor-Magsanoc who both trained and earned degrees in child development abroad, jointly worked on the details of the proposed BSHE-FLCD program. Back then, the goal of the program was to train future preschool teachers for the growing demand for the education of the young.
The Department of Family Life and Child Development (FLCD) was established on July 27, 1961, when the UP Board of Regents approved the creation of the College of Home Economics. Its objective then is to provide theoretical and practical training for competent practice and leadership in the fields of family life and child development and preschool education. The Department of FLCD offers three curricular programs, namely: Bachelor of Science in Family Life and Child Development (BSFLCD est 1976), Diploma in Early Childhood Development (DECD, est 1995), and Master of Family Life and Child Development (MFLCD, est 1983).
As a Department, the FLCD envisions a family-centered and value-laden society that addresses the needs and holistic development of the individuals and their harmonious relationships. Currently, the Department has 17 full-time faculty members and nine staff support members. The Department handles the preschool laboratory known as the U.P. Child Development Center, which serves as the venue where students are trained to become teachers and child development workers and where research of faculty, students, and partner institutions are conducted.
Throughout the years, the Department has made efforts to revisit its disciplinal identity. In 2014, faculty members discussed and came up with a revised definition of the FLCD:
The discipline of FLCD highlights the study of the individual and collective development of family members and their relationships. It has a distinctive treatment of the body of knowledge regarding care, development, and education of young children, as well as of human development, giving primary regard to the essential role of the family. The discipline also takes into account the holistic view of development, integration of material and relational aspects of family life and designing of developmentally appropriate programs for children and suitable family life education programs for various communities and institutions (FLCD Faculty Conference, 2014).
In October 2017, brought about by the College-wide initiatives to revisit the mission and vision of each discipline, the faculty members of the FLCD Department came up with an updated definition of the FLCD during the faculty workshop:
“FLCD is the study of individual development and family relationships across the lifespan. It has a distinctive focus and perspective on care, development, and education of young children. The discipline takes into consideration the holistic view of human development in integrating material and relational aspects of family life and in designing and implementing appropriate programs for children and families within various institutions and communities.” (FLCD Faculty Workshop, October 2017)
Apart from its academic thrusts, the revised definition of the FLCD discipline is envisioned to extend to the Department’s research and extension endeavors. In recent years, there has been a boost in research activities in the U.P. Child Development Center conducted by students, faculty members, and partner researchers from other local and international universities.
Through the years, the discipline of FLCD has taken meaningful strides in the area of early childhood, care, and development within the context of family relationships. While the thrusts of the Department may change over time, its distinctive focus on early childhood care and development, family life studies, child development programs, and family life programs has remained the same.
Institutional Vision of the University of the Philippines
The University of the Philippines (UP) sees itself as a leading regional and global university in an environment that sustains 21st-century learning, knowledge creation, and public service for society and humanity.
The University of the Philippines (UP) sees itself as a leading regional and global university in an environment that sustains 21st-century learning, knowledge creation, and public service for society and humanity.
Mission of the University of the Philippines
As the national university, UP is mandated to lead in the practice and development of higher education, in terms of:
As the national university, UP is mandated to lead in the practice and development of higher education, in terms of:
Setting academic standards and initiating innovation in teaching, research, and faculty development in an environment of academic freedom;
Serving as a graduate university providing advanced and specialized studies, especially to the faculty members of state and private colleges and universities;
Serving as a research university in various fields of expertise and contributing to the dissemination and application of new knowledge;
Leading as a public service university by providing different forms of community, public, and volunteer service to the government, the private sector, and civil society;
Protecting and promoting the professional and economic rights and welfare of its academic and non-academic personnel;
Providing learning opportunities in various forms to promote such special concerns as responsible citizenship, sustainable development, sports and health development, and cultural development;
Serving as a hub for regional and global academic networks; and
Applying the highest standards of academic and institutional governance within a meritocracy based on collegiality, representation, accountability, transparency, and active participation of all constituents.
University of the Philippines' Philosophy of Education and Graduate Attributes
A UP education seeks to produce graduates imbued with an abiding sense of responsibility to their people and nation, the skills and mindsets to improve human life, and a commitment to the freedom and welfare of all.
A UP education seeks to produce graduates imbued with an abiding sense of responsibility to their people and nation, the skills and mindsets to improve human life, and a commitment to the freedom and welfare of all.
Aside from mastery of knowledge in their specific disciplines, UP graduates must possess breadth of mind, strength of character, and generosity of spirit, fostered by a firm grounding in both the arts and sciences, and such specialist courses as their programs may require.
They must be prepared to inclusively engage with society and the world at large, mindful of their people's needs and capabilities, and keen to the challenges and opportunities of national development in this century of rapid global change.
UP aims to achieve this through its General Education program, one that develops mind, body and spirit, which familiarizes all its students with their culture and history and fosters a sense of shared citizenship, while equipping them with critical thinking, discernment and technical skills they will need to excel in their chosen professions.
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