TUPC history

HUMBLE BEGINNINGS

The youngest member of TUP System stands on 5.1 hectare land at CQT Avenue in Salawag, Dasmari?????? Cavite.

The establishment of TUPC was in response to the demand for an institution of higher learning that could be an avenue for training technicians and skilled workers in the fast-growing industries in the Cavite region.

With three small temporary classrooms, 15 faculty, 10 support staff and a meager budget, TUPC began with educating its pioneers of 92 students on June 16, 1982.

The late professor Trinidad acted as Executive Director of TUPC with Dr. Manalang as Assistant Executive Director, Dr. Emiliana VR. Tadeo as Academic Coordinator, Hilario as Technical Coordinator, and Mendoza, Jr. as Administrative Coordinator.

Initially, TUPC offered three-year Technician Education Programs for its students: Automotive Technology, Civil Technology, Drafting Technology, Electrical Technology, Electronics Technology, Mechanical Technology and Stationary Marine Engineering. These were aimed at training technicians and skilled workers for gainful employment and eventually help alleviate the economic status of the people in the community, particularly in the resettlement areas.

In June of 1988, a new set of curricula was devised by TUPC in its thrust to develop engineers out of technologists ? Automotive Engineering Technology, Civil Engineering Technology, Electrical Engineering Technology, Electronics Engineering Technology, Graphics Technology, and Mechanical and Production Engineering Technology.

In the same school year, bachelor?s degree programs in Industrial Education and Technology and a pre-engineering program in Civil, Electrical and Mechanical fields were added to the curricular offerings of the Cavite campus.

Graduate studies in Industrial Education and Management were also offered to cope up with the changing needs of an environment empowered by technology.

Through the dynamic leadership of the late professor Trinidad and the strong support of then TUP President, Dr. Frederick So. Pada, major developments had taken place. More infrastructures were built to accommodate the growing students? population and the increased number of faculty members and administrative personnel.

In 2000, Prof. Enrico R. Hilario went back to the fold of TUPC. As the new Executive Director, Hilario trail blazed ACCREDITATION in the TUPC System. Curricular programs were redirected, research works were intensified and extension activities were more evident among the target communities. This resulted to the awarding of Level 1 accreditation status to the BS Industrial Education and Bachelor of Technology programs of the Campus by the Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP) during its preliminary survey visit last September 2003.

PRESENT TIMES

As a dynamic member of the TUP System, the TUP Cavite shares with Manila, Taguig and Visayas campuses in the TUP System?s mission to "provide higher and advanced vocational, technical, industrial, technological and professional education and training in the industries and technology and in practical arts leading to certificates, diplomas and degrees. It shall provide progressive leadership in applied research, developmental studies in technical, industrial and technological fields and production using indigenous materials. It shall also effect technology transfer in the countryside; assist in the development of small and medium-scale industries in identified growth centers."

TUPC currently offers three baccalaureate programs responsive to the growing demands of the times: Bachelor of Technology major in any one of the eight engineering technology areas ? Architecture Technology, Automotive Engineering Technology, Civil Engineering Technology, Electrical Engineering Technology, Electronic Engineering Technology, Mechanical and Production Engineering Technology, and Power Plant Engineering Technology; Bachelor of Science in Industrial Education major in any one of the mentioned technology areas including Computer Education; and the first three years of the Bachelor of Science in Civil, Electrical and Mechanical Engineering programs.

From the registered 96 enrollees back in 1982, student population increased tremendously to 2,062 as of first semester of the present school year. TUPC which was primarily established for masses of the resettlement community in Dasmari??????now boasts of studentry coming from major municipalities in the province.

TUPC considers the students? development and welfare a top priority. Scholarship grants sponsored by government and private sectors are available to those who need financial aid in their study. Curricular and extra curricular activities engaged in by the different units of the Campus are conducted to supplement classroom instructions, provide exposure to their future environments and develop their socio-linguistic skills.

Over the years, TUPC has established strong linkages with industries, agencies and institutions in the province to further intensify its apprenticeship programs through Supervised Industrial Training and Off-Campus School Teaching.

Recognizing the significant role of the faculty, TUPC likewise gives importance to the personal growth and development of teachers. Faculty members enjoy scholarship grants, relevant trainings and seminars here and abroad. To date, a number of teaching staff has attended trainings and specialized courses in Germany, Australia, Hawaii, Korea, India, Thailand, and Japan.

The Research and Extension sector of TUPC also takes part in the realization of the University?s mission through its technology expositions and projects in coordination with the Department of Science and Technology, and in its several projects and community services to adopted barangays and other clientele.

Approaching its 25th year of foundation, the Technological University of the Philippines at Cavite has transformed itself into a recognized institution of learning in the field of Technological Education. Its unwavering commitment to provide quality, competitive, responsive and flexible programs and services to the community has significantly contributed to the development and enhancement of the quality of life of its graduates.