Chapter I. how technology began. –
A. Mythological allusions. –
B. The ages of men. –
D. The family system and the rise of cities. –
E. The Middle Ages. –
Study helps. –
Chapter II. the dimensions of technology. –
Introduction. –
Uniqueness of modern technology. –
The two conflicting views of technology. –
Social control of technology. –
Technology and change. –
Study helps. –
Chapter III. human resources development in the Philippines. –
Introduction. –
What is Philippines 2000. –
The moral dimension behind Philippines 2000. –
Government agencies in Human Resource Development. –
The NMYC (now under TESDA). –
The government input (EDCOM RA 7696). –
DOLE. –
RA 7686. –
Educational institutions. –
Manila Technician Institute. –
The University of the Philippines. –
The Technological University of the Philippines. –
The Rizal Technological Colleges. –
Study helps. –
Chapter IV. history and philosophy of cooperative education. –
Herman Achneider. –
John Dewey. –
Study helps. –
Chapter V. the concept of cooperative education. –
Introduction. –
What is cooperative education. –
Nature of cooperative education. –
Operational definitions. –
Essential characteristics. –
Outcomes (outline). –
Education outcomes. –
Value statements about cooperative education. –
Dichotomies on cooperative education definitions. –
Basic requirements of a cooperative education program. –
Advantages of COE. –
Types of cooperative education programs. –
Study helps. –
Chapter VI. organization and administration of the cooperative education program. –
Introduction. –
Chart of responsibility models. –
The role of the administrators in cooperative education. –
The faculty. –
The coordinators. –
The center of cooperative education. –
Study helps. –
Chapter VII. coordination in cooperative education. –
Introduction. –
The coordinators role. –
Determining student clientele. –
Interviewing student applicants. –
Orienting prospective student applicants. –
The employer. –
Coordination. –
Benefits. –
External resources. –
Advisory Committees. –
Public relations in cooperative education. –
Types of publics. –
Administrators. –
Employees and employers. –
Ways and means for public relations. –
Calendar for public relations. –
Chapter VIII. legal considerations in cooperative education. –
Sources of educational laws. –
Statutes and laws. –
Employers liability. –
Legal relationship between the institution and the student. –
The legality of the training agreement. –
Elements that make a contract binding. –
Study helps. –
Sample of training agreement. –
Chapter IX. Preparation for cooperative education. –
Introduction. –
Attitudes and values. –
The ability to communicate effectively. –
Employer-employee relationship. –
Personal and social traits. –
Manners and ethics in business. –
Tips for students. –
Frequently Asked Questions and Answers. –
Study helps. –
Chapter X. Program implementation, policies and procedures. –
COE basic guidelines. –
Work term reports requirements. –
Placement procedures. –
Maintaining the COOP relationship. –
Strategies. –
Study helps. –
Chapter XI. Evaluation in cooperative education. –
Nature of evaluation purposes. –
Responsibility evaluation. –
Means. –
Types. –
Methods used. –
Characteristics of evaluation planning. –
Goals of a systematic approach.–
Checklists. –
Study helps.

"The Philippines today is deeply involved in the realization of the mission and goals of the nation as embodied in President Ramos' vision for the year 2000.
After several years of confused directions to resusitate our anemic economy, the Philippines under President Ramos has now pursued aggressive programs comparable to the tiger economics of our ASEAN neighbors, which prospered because their government supported private enterprise and liberalization of tariffs for investors.
One vital component of our vigorous economic thrust is the availability of a qualified human resource to meet the anticipated demands of foreign investors. Congress and the Senate, in anticipation of that vital requirement, passed several laws and initiated reforms to resolve the mismatch between industry demands and the educational preparation of the vital work force. For seventeen years, we, at Rizal Technological Colleges, sought to help in our own inimical way in the development of a potent human resource that will contribute to the manpower needs of the nation, through an innovative strategy that would combine theoretical knowledge with relevant work experience. This educational strategy intended to complement theories learned in the classroom with experiential learning in the student's major and minor career interest at the post-secondary level is "Cooperative Education" which we utilized long before the reforms of EDCOM and the mechanism of Dual-Tech, and the Tesda.
With due respect to the wise men at the DECS, cooperative education is the rationale for our statehood as an institution of learning, for its uniqueness dispelled the doubts of authorities that Rizal Technological Colleges maybe just like the colleges in the Metro Manila Area. We humbly believe that our claim for uniqueness is a fact because despite our young years as a state college, we were able to obtain a UNDP-UNESCO project which made Rizal Technological Colleges the center for instrumentation and control. The curriculum implementation was premised on cooperative education.
Premises considered, we have prepared this handbook so that cooperative education may be better understood and implemented. In this handbook, we have incorporated the backgrounds of technology and human resource development in our country. A comprehensive discussion of cooperative education, its philosophy, concepts, organization, mechanics of Coordination and implementation and procedural aspect of implementation, are rationalized.
We like to believe that the use of this handbook will encourage administrators to adapt cooperative education as a means for constructive inputs in our human resources development."
- The authors