PHILIPPINE HIGHER EDUCATION SYSTEM

Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

SEAMEO Conference March 11-13, 2015 Bangkok, Thailand

Shiela F. Jalbuena Office of Programs and Standards

Development Commission on Higher Education (CHED)

Philippines (Part 1)

Presentation Contents

The Philippine Education System Structure and Governance Higher Education Landscape

Major Initiatives Outcomes-based Education and Typology Quality Assurance Mechanism in Higher Education Philippine Qualifications Framework ASEAN Qualifications Reference Framework

THE PHILIPPINE EDUCATION SYSTEM: STRUCTURE AND GOVERNANCE

Tri-focalization of Education: Governance/Management at a Glance

Department of Education (DepEd)

Commission on Higher Education (CHED)

Technical Education Skills Development Authority

(TESDA)

Restructuring of Philippine Education SystemKindergarten Education Act (January 20, 2012) Republic Act 10157 was enacted institutionalizing the Kindergarten Education into the Basic Education System.

Enhanced Basic Education Act of 2013 (May 15, 2013) Republic Act 10533 was enacted enhancing the Philippine Basic Education by Strengthening its Curriculum and Increasing the Number of Years for Basic Education.

These laws in effect changed the structure of the educational system of the country by increasing the number of years of basic education from 10 to 12, hence the birth of the K-12 curriculum.

The New Philippine Education System

K

Elementary

Secondary

Tertiary

Six (6) YearsFour (4) Years Junior HS + Two (2) Years Senior HS + TESD Specialization (NC I and NC II) + Arts & Sports

Technical Education and Skills Development

Baccalaureate, Post- Baccalaureate, Post-Doctoral/ Specialization

One (1) Year

Imperative to Implement K to 12

➢ Streamline the curriculum to improve mastery of basic competencies

➢ Ensure seamlessness of primary, secondary, and post- secondary competencies

➢ Improve teaching through the use of enhanced pedagog ies (e .g . sp i ra l progression in Science & Math) and medium of instruction

➢ Expand job opportunities (by reducing job-ski l ls mismatch) and provide better preparation for higher learning

CHED Mandate (RA 7722 or Higher Education Act of 1994)

The Commission on Higher Education (CHED) created in 1994 is the agency of government in charge of administering the higher education system which covers public and private higher education institutions (HEIs).

COMMISSION ON HIGHER EDUCATION Organizational Structure

Office of the Chairperson and Commissioners

Administrative, Financial & Management Service

Legal & Legislative Service

International Affairs Staff

HEDF Staff

Technical Panels

Board of Advisers

Executive Office

Office of Student Development &

Services

Office of Institutional

Quality Assurance & Governance

Office of Programs and Standards Development

Office of Planning, Research & Knowledge

Management

16 Regional Offices

CHED Functions

•Formulate development plans, policies, pr ior i t ies, and programs on higher education

•Set minimum standards for programs and institutions

•Monitor and evaluate performance of programs and institutions

CHED Functions • Identify, support and develop potential centers

of excellence • Recommend to Department of Budget and

Management the budgets of public higher education institutions as well as guidelines for the use of their income

• Rationalize programs and institutions and set standards, policies and guidelines for creation of new ones as well as conversion or elevation of schools to institutions of higher learning

• Administer the Higher Education Fund to promote and strengthen higher education

Philippine Higher Education Landscape

Distribution of Higher Education Institutions (HEIs)

• Public = 219 (12%) (excluding 442 satellite

campuses)

Enrollment Data

• Public = 224 (12%)* • Private = 1,699 (88%) Total = 1,923 *excluding 451 SUC satellite campuses

Public = 1.54M (43%) Private = 2.02M (57%) Total = 3.56M

Types of Higher Education Institutions

Private Non-Sectarian (70%)

Private Sectarian (18%)

LUCs (5%)Other Gov’t. HEIs (1%)

Public HEIs: SUCs – 112 (plus 451 satellite campuses) LUCs – 98 Other Gov’t. HEIs - 14

Private HEIs: Sectarian – 359 Non-Sectarian - 1340

Enrollment & Graduates by Discipline

Discipline Enrollment AY 2013/14

Graduates AY 2012/13

Business Admin & related 970,558 164,541Teacher Education 624,254 86,903Information Technology 425,416 72,879

Engineering & Architecture 424,143 59,399

Medical and Allied 228,484 57,427

Maritime 156,794 23,506

MAJOR INITIATIVES

Quality Assurance Mechanism in HE

Regulatory Processes

➢ Provide the minimum standards and guidelines prescribed by CHED on the establishment of a higher education institution and the operation of its programs in terms of curriculum, qualified dean and faculty, laboratory facilities and equipment, library facilities and other support services.

➢ Formulated by Panel of Experts in the different clusters of disciplines, are subjected to public hearing or consultations to different stakeholders, and approved by the Commission en banc.

CHED Enforcement of Policies, Standards and Guidelines (PSGs)

Regulatory ProcessesCHED Enforcement of Policies, Standards and Guidelines (PSGs)

➢ Permit ➢ Recognition

Issuance of Government Authorization to HEIs

Developmental Programs➢ Identification of Centers of Excellence/Centers of Development

➢ Voluntary Accreditation

➢ Faculty Development in Priority Disciplines

➢ Financial Assistance to promote and support Research and Development (R & D) Projects of HEIs

Grant of University Status

CHED grants University status to deserving HEIs that have proven their excellence in the areas of instruction, research and extension with highly qualified faculty complement, and very adequate site and building facilities, library and laboratory equ ipment , and outs tanding a c h i e v e m e n t o f s t u d e n t s i n l i c e n s u r e examinations.

Outcomes-based and Typology-based Quality Assurance in HE (CMO 46, s. 2012)

1. This policy-standard applies to private and public HEIs to enhance quality assurance system of Philippine higher education through learning competency based standards and an outcomes- based system of quality assurance that is differentiated by type of HEI.

2. CHED adopts both a horizontal typology based on functional differentiation of HEIs vis-à- vis their service to the nation, and a vertical typology within each horizontal type.

Outcomes-based and Typology-based Quality Assurance in HE (CMO 46, s. 2012)

Horizontal Typology - HEIs are differentiated functionally based on a) qualifications and competencies of graduates; b) programs offered; c) qualifications of faculty; d) learning resources & support structures; & e) nature of linkages. Three types of HEIs:

a)Professional Institution – programs offered are focused to develop technical knowledge and skills at the graduate and undergraduate levels, which lead to professional practice

b)Colleges – programs offered are focused to develop adults to participate in various types of employment, development activities and public discourse, in response to needs of the communities. c)Universities - provides highly specialized educational programs to train experts in various technical disciplinal areas and emphasizes development of new knowledge and skills through research and development.

Outcomes-based and Typology-based Quality Assurance in HE (CMO 46, s. 2012)

Vertical Typology

HEIs are classified according to level of program excellence and institutional quality.

Three types of HEIs:

a)Autonomous HEIs (by evaluation) - demonstrate exceptional institutional quality and enhancement through internal QA systems, and demonstrate excellent program outcomes b)Deregulated HEIs (by evaluation) - demonstrate very good institutional quality and enhancement through internal QA systems, and demonstrate very good program outcomes c)Regulated HEIs - still need to demonstrate good institutional quality and program outcomes.

The Philippine Qualifications Framework (PQF)

• It is a national policy which describes the levels of educational qualifications and sets the standards for qualification outcomes.

• A quality assured national system for the development , recogni t ion and award of qualifications based on standards of knowledge, skills and values acquired in different ways and methods by learners and workers of the country.➢ It is competency-based. ➢ It is labor market-driven. ➢ It is assessment-based qualification recognition. ➢ It is a mechanism for achieving global

comparability. ➢ It facilitates mobility of internationally-shared HR/

qualified professionals

Phillippine Qualifications Framework

LEVEL

GRADE 10

GRADE 12

TECHNICAL EDUCATION AND

SKILLS DEVELOPMENT

HIGHER EDUCATION

DOCTORAL AND POST DOCTORAL

BACCALAUREATE

BASIC EDUCATION

L1

L2

L3

L4

L5

L6

L7

L8

NC I

NC II

NC IV

NC III

NC IV

DIPLOMA

BACCALAUREATE

POST BACCALAUREATE

(Per Executive Order 83)

Student Mobility30 HEIs from 10 ASEAN MEMBER STATES

PARTICIPATION IN STUDENT MOBILITY

University Mobility in ASIA and the PACIFIC (UMAP)

• 18 Countries (Full Members)

• Philippines: 60 HEIs registered

• UMAP Credit Transfer Scheme

ASEAN International Mobility for Students (AIMS) Program

Members: Malaysia Indonesia Thailand Vietnam Brunei Darussalam Philippines Japan

Platform for education cooperation

Mobility Program

Flagship program of the Southeast Asian Ministers of Education Organization (SEAMEO)

FUTURE DIRECTIONS/PROPOSED PRIORITY AREAS FOR REGIONAL/ INTERNATIONAL COLLABORATION

➢Harmonization of policies, standards and guidelines towards attaining a standardized and competency-based curricula for health professions education ➢Strengthening research ➢Establishing capability building among higher education

institutions in the Philippines and in ASEAN countries ➢Sharing of best practices ➢Comparability of the Philippine health professions education

program with the ASEAN Countries and eventually with other countries ➢Building stronger linkages with international countries

Thank you very much!