Trifocalization Law.pptx
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Trifocalization law in the Philippines
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Trifocalization Law.pptx
- 1. TRIFOCALIZATION LAW Discussant: Bladimer Mayo Dadulla
- 2. TOPICS Definition of Trifocalization. History of the Philippines Education. Focuses of DepEd Focuses of CHED Focuses of TESDA SY 2023 Trifocalization Law 2
- 3. WHAT IS TRIFOCALIZATION? 3 SY 2023 Trifocalization Law Division Improve Clarifying Coordination Framework
- 4. DEPARTMENTS Department of Education Technical Education and Skills Development Authority Commission on Higher Education 4 SY 2023 Trifocalization Law
- 5. responsible for all aspects of education development and implementatio n SY 2023 Trifocalization Law 5
- 6. HISTORY OF PHILIPPINE EDUCATIONAL SYSTEM 6 SY 2023 Trifocalization Law
- 7. HISTORY SY 2023 Trifocalization Law 7 Tribal Tutors Spanish Missionaries Thomasites Filipinization of Instructions Japanese Educational Policies Pre-Martial Law TES (New curriculum)
- 8. HISTORY SY 2023 Trifocalization Law 8 Tribal Tutors Informal and Unstructured. Vocational Training and less academics
- 9. HISTORY SY 2023 Trifocalization Law 9 Tribal Tutors Spanish Missionaries Thomasites Filipinization of Instructions Japanese Educational Policies Pre-Martial Law TES (New curriculum) Informal and Unstructured. Vocational Training and less academics
- 10. HISTORY SY 2023 Trifocalization Law 10 Spanish Missionaries Religion centered Elite only Spanish is compulsory Boys and girls schools are separated Inadequate, suppressed, and controlled
- 11. HISTORY SY 2023 Trifocalization Law 11 Tribal Tutors Spanish Missionaries Thomasites Filipinization of Instructions Japanese Educational Policies Pre-Martial Law TES (New curriculum) Informal and Unstructured. Vocational Training and less academics Religion centered Elite only Spanish is compulsory Boys and girls schools are separated Inadequate, suppressed, and controlled
- 12. HISTORY SY 2023 Trifocalization Law 12 Thomasites American Teachers Free and Compulsory elementary English is the medium of instructions 600 teachers from USA taught in Philippines
- 13. HISTORY SY 2023 Trifocalization Law 13 Tribal Tutors Spanish Missionaries Thomasites Filipinization of Instructions Japanese Educational Policies Pre-Martial Law TES (New curriculum) Informal and Unstructured. Vocational Training and less academics Religion centered Elite only Spanish is compulsory Boys and girls schools are separated Inadequate, suppressed, and controlled American Teachers Free and Compulsory elementary English is the medium of instructions 600 teachers from USA taught in Philippines
- 14. HISTORY SY 2023 Trifocalization Law 14 Filipinization of Instructions Free public school system assignment of Filipino secretary for department of instruction
- 15. HISTORY SY 2023 Trifocalization Law 15 Tribal Tutors Spanish Missionaries Thomasites Filipinization of Instructions Japanese Educational Policies Pre-Martial Law TES (New curriculum) Informal and Unstructured. Vocational Training and less academics Religion centered Elite only Spanish is compulsory Boys and girls schools are separated Inadequate, suppressed, and controlled American Teachers Free and Compulsory elementary English is the medium of instructions 600 teachers from USA taught in Philippines Free public school system assignment of Filipino secretary for department of instruction
- 16. HISTORY SY 2023 Trifocalization Law 16 Japanese Educational Policies Creation of ministry of education Emphasized vocational and technical education, aimed at producing skilled workers free textbooks and building new schools
- 17. HISTORY SY 2023 Trifocalization Law 17 Tribal Tutors Spanish Missionaries Thomasites Filipinization of Instructions Japanese Educational Policies Pre-Martial Law TES (New curriculum) Informal and Unstructured. Vocational Training and less academics Religion centered Elite only Spanish is compulsory Boys and girls schools are separated Inadequate, suppressed, and controlled American Teachers Free and Compulsory elementary English is the medium of instructions 600 teachers from USA taught in Philippines Free public school system assignment of Filipino secretary for department of instruction Creation of ministry of education Emphasized vocational and technical education, aimed at producing skilled workers free textbooks and building new schools
- 18. HISTORY SY 2023 Trifocalization Law 18 Pre-Martial Law government expanded access to education government increased investments in education literacy rate also improved significantly Establishment of Ministry of Education Decentralization of education Curriculum reforms Modernization of facilities Textbook Development
- 19. HISTORY SY 2023 Trifocalization Law 19 Pre-Martial Law DepEd to DEC to MEC to MECSE 3 comprehensive educational studies ( PCSPE, SOUTELE, EEEP) Recognize 2 system NESC and NSEC
- 20. HISTORY SY 2023 Trifocalization Law 20 Tribal Tutors Spanish Missionaries Thomasites Filipinization of Instructions Japanese Educational Policies Pre-Martial Law TES (New curriculum) Informal and Unstructured. Vocational Training and less academics Religion centered Elite only Spanish is compulsory Boys and girls schools are separated Inadequate, suppressed, and controlled American Teachers Free and Compulsory elementary English is the medium of instructions 600 teachers from USA taught in Philippines Free public school system assignment of Filipino secretary for department of instruction Creation of ministry of education Emphasized vocational and technical education, aimed at producing skilled workers free textbooks and building new schools government expanded access to education government increased investments in education literacy rate also improved significantly Establishment of Ministry of Education Decentralization of education Curriculum reforms Modernization of facilities Textbook Development
- 21. HISTORY SY 2023 Trifocalization Law 21 TES MECSE to DECS Increase government funding EDCOM RA 7722 RA 7796 Trifocalazition took effect (1994) RA 9155 EFA
- 22. HISTORY SY 2023 Trifocalization Law 22 Tribal Tutors Spanish Missionaries Thomasites Filipinization of Instructions Japanese Educational Policies Pre-Martial Law TES (New curriculum) Informal and Unstructured. Vocational Training and less academics Religion centered Elite only Spanish is compulsory Boys and girls schools are separated Inadequate, suppressed, and controlled American Teachers Free and Compulsory elementary English is the medium of instructions 600 teachers from USA taught in Philippines Free public school system assignment of Filipino secretary for department of instruction Creation of ministry of education Emphasized vocational and technical education, aimed at producing skilled workers free textbooks and building new schools government expanded access to education government increased investments in education literacy rate also improved significantly Establishment of Ministry of Education Decentralization of education Curriculum reforms Modernization of facilities Textbook Development MECSE to DECS Increase government funding EDCOM RA 7722 RA 7796 Trifocalazition took effect (1994) RA 9155 EFA
- 23. HISTORY SY 2023 Trifocalization Law 23 (New curriculum) K to 12 Distance learning ALS
- 24. HISTORY SY 2023 Trifocalization Law 24 Tribal Tutors Spanish Missionaries Thomasites Filipinization of Instructions Japanese Educational Policies Pre-Martial Law TES (New curriculum) Informal and Unstructured. Vocational Training and less academics Religion centered Elite only Spanish is compulsory Boys and girls schools are separated Inadequate, suppressed, and controlled American Teachers Free and Compulsory elementary English is the medium of instructions 600 teachers from USA taught in Philippines Free public school system assignment of Filipino secretary for department of instruction Creation of ministry of education Emphasized vocational and technical education, aimed at producing skilled workers free textbooks and building new schools government expanded access to education government increased investments in education literacy rate also improved significantly Establishment of Ministry of Education Decentralization of education Curriculum reforms Modernization of facilities Textbook Development MECSE to DECS Increase government funding EDCOM RA 7722 RA 7796 Trifocalazition took effect (1994) RA 9155 EFA K to 12 Distance learning ALS
- 27. RECOMENDATION Department of Education (Basic Education) Technical Education and Skills Development Authority ( TVET Sector) Commission on Higher Education (Higher Education) 27 SY 2023 Trifocalization Law
- 28. REASON FOR DECENTRALIZATION 28 SY 2023 Trifocalization Law
- 29. R.A. 7722 AN ACT CREATING THE COMISSION ON HIGHER EDUCTION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES 29 SY 2023 Trifocalization Law
- 30. R.A. 7722 30 SY 2023 Trifocalization Law Higher Education Act of 1994 1 May 18, 1994 2 abolished the Bureau of Higher Education 3 It covers public and private higher educational institutions 4
- 31. MANDATE 31 SY 2023 Trifocalization Law Promote quality education Broaden access to higher education Protect academic freedom for continuing intellectual growth Ensure advancement of learning and research
- 32. R.A. 7722 SY 2023 Trifocalization Law 32 Holders of earned doctorate(s) Actively engaged in higher education for at least 10 years Must not have been candidates for elective in elections academicians known for their higher degree of professionalism and integrity The CHED is composed of a Chairman and four Commissioners with a term of four years and they shall be
- 33. 33 SY 2023 Trifocalization Law They act as collegial body in formulating plans, policies, and strategies relating to higher education and deciding important matters and problems and regarding the operations of CHED It has an Executive office which oversees the over-all implementation of policies, project, and operations of the various offices of CHED.
- 34. R.A. 7796 AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY, PROVIDING FOR ITS POWERS, STRUCTURE AND FOR OTHER PURPOSES. 34 SY 2023 Trifocalization Law
- 35. R.A. 7796 35 SY 2023 Trifocalization Law “Technical educational and skills development act of 1994” or “the TESDA Act of 1994” 1 Aug 24, 1994 2 encourage the full participation of and mobilization the industry, labor, local government units and technical- vocational institutions provides technical education and skills development opportunities one women representative from the employer/ industry organization, one for labor sector, and one from the national association of private technical –vocational education and training institutions
- 37. MANDATE 37 SY 2023 Trifocalization Law Integrate, coordinate and monitor skills development programs 1 Restructure efforts to promote and develop middle-level manpower 2 Approve skills standards and tests 3 Develop an accreditation system for institutions involved in middle-level manpower development 4 Fund programs and projects for technical education and skills development 5 Assist trainers training programs 6
- 38. 38 SY 2023 Trifocalization Law
- 39. R.A. 9155 AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE FOR BASIC EDUUCATION, ESTABLISHING AUTHORITYY AND ACCOUNTABILITY, RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS AS THE DEPARTMENT OF EDUCATION, AND FOR OTHERS PURPOSES 39 SY 2023 Trifocalization Law
- 40. R.A. 9155 40 SY 2023 Trifocalization Law Governance of Basic Educatin Act of 2001 1 DECS to DepEd 2
- 41. SEC. 2 DECLARATION OF POLICY 41 SY 2023 Trifocalization Law Protect and promote 1 Making accessible to all 2 Free education 3 Alternative Learning systems 4 In Include Caring
- 42. SEC. 2 DECLARATION OF POLICY 42 SY 2023 Trifocalization Law Aim: provide the best possible education Heart of formal education 1 Governance of Basic Education 2 Aim: Begin at the national level Learning centers Field offices Programs, projects, and services Referred as translated
- 43. SEC. 4 PURPOSES AND OBJECTIVE SyY 2023 Trifocalization Law 43 To Provide the framework for the governance of basic education Sec 3 • Set the general directions for educational policies and standards and establish authority, accountability and responsibility for achieving higher learning outcomes To define the roles and responsibilities of, and provide resources to the field offices Sec 3 • Implement educational programs, projects ad services in communities they serve. To make schools and learning centers the most important vehicle for Sec 3 • Teaching and learning of national values • Developing in the Filipino learners love of country and pride in its rich heritage
- 44. SEC. 4 PURPOSES AND OBJECTIVE SY 2023 Trifocalization Law 44 To ensure that schools and learning centers receive the kind of focused attention they deserve Sec 3 Schools and learning centers to reflect the values of the community Sec 3
- 45. SEC. 4 PURPOSES AND OBJECTIVE SY 2023 Trifocalization Law 45 encourage local initiatives for the improvement of schools and learning centers Sec 3 • To provide the means by which there improvements may be achieved and sustained establish schools and learning centers as facilities where: Sec 3 • Schools children are able to learn a range of core competencies • Out-of-school youth and adult learners are provide alternative learning programs
- 46. IMPLEMENTING RULES AND REGULATIONS The secretary of the DepEd shall exercise overall authority and supervision over the operations of the Department A division shall consist of a province or city which shall have a schools division superintendent. There shall be at least one assistant school division superintendent and office staff for programs promotion,, planning, administrative, fiscal, legal, ancillary, and other support services. There shall be as many regional offices as many be provided by law. Each regional office shall have a director, an assistant director and office staff for programs promotion and support, planning, administrative, legal and fiscal service SY 2023 Trifocalization Law 46
- 47. IMPLEMENTING RULES AND REGULATIONS 47 SY 2023 Trifocalization Law There shall be a school head for all public elementary schools and public high schools or a cluster thereof. The establishment of integrated school from existing public elementary and public high school shall be encouraged, subject to the guidelines that will be issues for the purposes by the Secretary of Education
- 48. “WITHOUT EDUCATION AND LIBERTY, WHICH ARE THE SOIL AND THE SUN OF MAN, NO REFORM IS POSSIBLE, NO MEASURE CAN GIVE THE RESULT DESIRE.” Jose Rizal SY 2023 Trifocalization Law 48
- 49. "Carlos P. Romulo and Philippine Education" by Ruby Mangunay, published in the Philippine Star: https://www.philstar.com/education-and-home/2015/10/09/1510014/carlos-p-romulo-and-philippine- education "Carlos P. Romulo's Legacy in Philippine Education" by Roderick T. dela Cruz, published in BusinessMirror: https://businessmirror.com.ph/2019/01/11/carlos-p-romulos-legacy-in-philippine- education/ "The Educational Legacy of Carlos P. Romulo" by Ronald Meinardus, published in the Friedrich Naumann Foundation for Freedom website: https://www.freiheit.org/philippinen/educational-legacy- carlos-p-romulo "Carlos P. Romulo: A Visionary Leader of Philippine Education" by Dr. Conrado E. Iñigo Jr., published in the Philippine Journal of Education "Carlos P. Romulo: A Legacy of Leadership and Service" by the Carlos P. Romulo Foundation for Peace and Development "Carlos P. Romulo: A Statesman for All Seasons" by the Official Gazette of the Republic of the Philippines. "Education in the Philippines During the Pre-Martial Law Period." The Philippine Diary Project. http://philippinediaryproject.com/2013/09/27/education-in-the-philippines-during-the-pre-martial- law-period/ Bernardo, Allan. "Education in the Philippines During the Pre-Martial Law Period." Academia.edu. https://www.academia.edu/38171692/Education_in_the_Philippines_During_the_Pre-Martial_Law_Period "The Pre-Martial Law Years (1946-1972)." Philippine Almanac. http://www.philippinealmanac.com/2014/07/02/the-pre-martial-law-years-1946-1972/ "Education in the Philippines: A Brief History." National Historical Commission of the Philippines. https://nhcp.gov.ph/education-in-the-philippines-a-brief-history/ "Education During the Marcos Regime" by Czarina Joy Ong, published in the Philippine Collegian: https://www.philippinecollegian.org/education-during-the-marcos-regime/ "Education during Martial Law" by NewsLab Philippines: https://newslab.philstar.com/marcos- years/education-during-martial-law "A Critical Look at the Marcos Era Education Reforms" by Joel L. Yuvienco, published in the Philippine Education Journal: https://www.academia.edu/34755851/A_Critical_Look_at_the_Marcos_Era_Education_Reforms "Philippine Education under the Marcos Regime: A Historical Overview" by Jomar F. Rabajante, published in the Journal of Educational and Social Research: https://www.mcser.org/journal/index.php/jesr/article/view/11068
- 50. "The Philippine Education System: After Martial Law" by Michael L. Tan (https://www.researchgate.net/publication/279543622_T he_Philippine_Education_System_After_Martial_Law) "The Evolution of Education in the Philippines" by Allan B. Bernardo (https://www.deped.gov.ph/wp- content/uploads/2018/10/The-Evolution-of-Education-in- the-Philippines.pdf) "Philippine Education: A Brief History" by Republic of the Philippines Department of Education (https://www.deped.gov.ph/about-deped/history-of- deped/philippine-education-a-brief-history/) https://www.deped.gov.ph/k-to-12/about/k-to-12-basic- education-curriculum/
- 51. Sy 2023 Trifocalization Law 51 THANK YOU Bladimer Mayo Dadulla bmdadulla@tau.edu.ph
Notas do Editor
- The trifocalization of the educational system in the Philippines refers to the division of responsibilities for education among three main government agencies: the Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA). to improve the quality of education in the Philippines by clarifying the roles and responsibilities of each government agency involved in education, and by providing a clear framework for the development and implementation of education programs and policies. The trifocalization of the Philippine educational system is intended to promote coordination and cooperation among the three agencies and to ensure that education programs and policies are aligned with the country's development goals and the needs of its citizens.
- Prior to the trifocalization of the educational system in the Philippines, the Department of Education (DepEd) was the sole government agency responsible for all aspects of education, from basic education to higher education and technical and vocational education and training. While DepEd was responsible for the development and implementation of education programs and policies, there was a lack of clear focus and direction, and the quality of education was not as high as it could have been.
- -education was informal and unstructured -children were provided with vocational training and less academics by parents and houses of tribal tutors
- Agustinians- Collegio de san agustine Jestuits- San Beda Univ Dominicans- UST ( Pontifical, royal, and catholic univ of Phil) Education was “religion centered” Education for the elite only Spanish is compulsory Boys and girls school are separated Inadequate, suppressed and controlled
- 1901-1916Department of Public Instruction General Superintendent Act. No. 74 of the Philippine Commission, Jan. 21 1899 Constitution of the republic of the phil article 23 (malolos convention) 1916- dr fed Atkinson General Superintendent Sergio Osmeña Sr 1935 commonwealth era Sergio Osmeña Sr., the fourth President of the Philippines, made significant contributions to the country's education system. He supported the establishment of more public schools and the improvement of the quality of education. He also passed laws that aimed to provide more funding for education, such as the National Defense Act, which allocated a portion of the country's budget for education and defense. Additionally, he established the Department of Education, Health, and Public Welfare, which helped to oversee and manage the education system in the Philippines. Jorge Bocobo 1939 was a prominent Filipino educator, writer, and lawyer who made significant contributions to the Philippines' education system. He served as the President of the University of the Philippines (UP) from 1934 to 1939 and worked to modernize the university's curriculum and administrative structure. He also advocated for the use of the national language, Filipino, as a medium of instruction in schools and universities. Bocobo's efforts helped to promote a greater appreciation and use of the Filipino language and culture in education, which has had a lasting impact on the country's education system.
- During the Japanese occupation of the Philippines (1942-1945), the education system underwent significant changes. The Japanese introduced a new educational program that emphasized vocational and technical education, aimed at producing skilled workers for the Japanese war effort. The Japanese also established a system of national language schools that taught the Japanese language and culture to Filipino students. However, the use of the Tagalog language was prohibited in these schools. While the Japanese did make some efforts to improve access to education, such as providing free textbooks and building new schools, their educational policies were primarily designed to serve the interests of the Japanese imperial government, rather than the needs of the Filipino people. Overall, the Japanese occupation had a negative impact on the development of the Philippines' education system, as it disrupted the existing educational infrastructure and promoted a system that was not well-suited to the needs of the country.
- Before the imposition of martial law in the Philippines in 1972, the country's education system underwent significant developments and reforms. During this period, the government expanded access to education, particularly at the primary and secondary levels. The government increased investments in education and built new schools, especially in rural areas. The country's literacy rate also improved significantly during this period. The government also implemented policies aimed at improving the quality of education. These included the establishment of the Education Act of 1953, which provided for the establishment of a national education system, and the Educational Development Projects Implementing Task Force (EDPITAF), which aimed to improve the quality of education and promote research and development in the education sector. Additionally, during this period, the country's top universities, such as the University of the Philippines, Ateneo de Manila University, and De La Salle University, experienced significant growth and development. These institutions produced some of the country's top intellectuals and professionals, who played significant roles in various fields and industries. Carlos P. Romulo made several contributions to the educational system in the Philippines. He served as the President of the University of the Philippines, where he instituted reforms and expanded the university's programs. He also worked to improve the educational system as a whole, advocating for better facilities, increased funding, and higher standards. He was a former Secretary of Education, and during his tenure, he focused on improving the quality of education in the country. Some of his notable contributions include the establishment of the National Science Development Board, the creation of a national policy on educational research, and the promotion of cultural and sports activities in schools. Onofre Corpuz was a prominent Filipino historian and educator who made significant contributions to the Philippines' educational system. He served as the president of the University of the Philippines from 1987 to 1993, where he worked to promote academic freedom, strengthen the university's research capabilities, and expand its programs and services. Corpuz was also a respected historian and scholar, whose works on Philippine history and culture helped to promote a deeper understanding of the country's past and its national identity. He wrote several books, including "The Roots of the Filipino Nation," which is widely regarded as a seminal work on Philippine history. In addition to his contributions to the academic world, Corpuz also served in various government positions, including as the Secretary of Education and Culture from 1986 to 1987. He worked to promote educational reforms and initiatives that aimed to improve the quality of education and provide greater access to education for all Filipinos. The Education Act of 1982 created the Ministry of Education, During the administration of Ferdinand Marcos Sr. in the Philippines, several notable contributions were made to the educational system. These include the following: Decentralization of education: The administration implemented the decentralization of education, which meant that more responsibilities were given to local governments and the creation of regional offices for education. Expansion of higher education: The Marcos administration established new universities and colleges, including the Philippine National University and the Mindanao State University. The government also provided scholarships and financial aid to students from low-income families. Curriculum reforms: The administration introduced various reforms in the educational curriculum, including the integration of Philippine history and culture into the school curriculum. Modernization of facilities: The government invested in the construction and modernization of school buildings, classrooms, and laboratories. Textbook development: The Marcos administration established the Textbook Board, which aimed to produce quality textbooks and other educational materials.
- 1947-1975 Department of Education- E.O. No. 94 October 1947 (Reorganization Act of 1947) to 1975-1978 Department of Education and Culture Proc. No. 1081, September 24, 1972 to 1978-1984 Ministry of Education and Culture P.D. No. 1397, June 2, 1978 1984-1986 Ministry of Education, Culture and Sports Education Act of 1982 During the span of 1970 1978 2 comprehensive educational studies were conducted Presidential Commission to study Phil Education (pcspe)- 1970 survey of outcomes of elementary education (soutele)- 1975 Experiement elementary wsucation program (Eeep)- 1978 1982 educational act recognize 2 system (formal and non-formal) New Elementary school curriculum and New secondary education cur- 1st research base at the time of marcos
- e.o No. 117 in 1987 Department of education, culture, and sports Article 14 section of 1987 constitution "The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all.“ EDCOM- to deload duties of decs Commission on Higher Education (CHED) RA 7722 RA 7796 The creation of the Technical Education and Skills Development Authority (TESDA) in 1994, which provides technical-vocational education and training to Filipinos. RA9155- DECS to DEPED EFA- education for all Fidel v ramos The expansion of the Government Assistance to Students and Teachers in Private Education (GASTPE) program - Under the Ramos administration, the GASTPE program was expanded to provide more financial assistance to students and teachers in private schools.
- In 1990, congress passed joint resolution no. 2 creating the education commission. The edcom was co-chaired by senator Edgardo anggara in the senate and congressman carlos padilla in the house. The main objective of edcom was to study the state of phil education Findings Education was under financed Education was mismanaged There was a mismatch between industry needs and supply of trained manpower
- Poor quality of education Shortfalss in classrooms Shortfals in tesxtbooks and teachers Lox achievement in science, math, and language Disparity in rural and urban areas in terms of achievement Declining participation of the private sector
- Section 1 title. – This Act Shall be know as the “Higher Education Act of 1994” It was signed into law on May 18, 1994 The creation of the commission abolished the Bureau of Higher Education, and confined the Jurisdiction of the Department of education to elem and secondary level of education. The CHED is under the office of the president. It covers public and private higher educational institutions as well as the degree granting programs in all post secondary educational institutions.
- Promote quality education Broaden access to higher education Protect academic freedom for continuing intellectual growth Ensure advancement of learning and research
- The ched is composed of a chairman and four commissioners with a term of four years and they shall be Holders of earned doctorate(s) Actively engaged in higher education for at least 10 years Must not have been candidates for elective in elections Shall be academicians known for their higher degree of professionalism and integrity
- In general, they act as collegial body in formulating plans, policies, and strategies relating to higher education and deciding important matters and problems and regarding the operations of CHED It has an Executive office which oversees the over-all implementation of policies, project, and operations of the various offices of CHED.
- Section 1 title. – This Act Shall be know as the “Technical educational and skills development act of 1994” or the TESDA Act of 1994 It was signed into law by president f ramos on Aug 24, 1994 This act aims to encourage the full participation of and mobilization the industry, labor, local government units and technical-vocational institutions in the skills development of the country’s human resources. This act provides technical education and skills development opportunities to the development of high quality filipino middle level manpower with the active participations of the private enterprise ( e.g. those in production, manufacturing, processing, repacking or assembly of goods. The tesda board shall have one women representative from the employer/ industry organization, one for labor sector, and one from the national association of private technical –vocational education and training institutions
- Integrate, coordinate and monitor skills development programs Restructure efforts to promote and develop middle-level manpower Approve skills standards and tests Develop an accreditation system for institutions involved in middle-level manpower development Fund programs and projects for technical education and skills development Assist trainers training programs
- Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors man power policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors. Today, TESDA has evolved into an organization that is responsive, effective and efficient in delivering myriad services to its clients. To accomplish its multi-pronged mission, the TESDA Board has been formulating strategies and programs geared towards yielding the highest impact on manpower development in various areas, industry sectors and institutions.
- Section 1 title. – This Act Shall be know as the “Governance of Basic Educatin Act of 2001” A bill transforming the name of the department of educations, culture, and sports (DECS) to the Department of Education (DepEd) ab redefining the role of field offices (regional offices, division offices, district offices and schools).
- Declared the policy of the state to protect and promote the right of all citizens to quality basic education Such education accessible to all by providing all filipino children a Free and compulsory education Elementary level and free education in the high school level Alternative learning systems for basic education to provide them with the skills, knowledge and values they need to become
- School- heart of the formal educational systems Aim; provide the best possible education Governance of basic education Begin at the national level At the learning centers referred as field offices translated programs, projects, and services
- To ensure that schools and learning centers receive the kind of focused attention they deserve and that educational programs, projects, and services take into account the interests of all members of the community To enable Schools and learning centers to reflect the values of the community
- To encourage local initiatives for the improvement of schools and learning centers To provide the means by which there improvements may be achieved and sustained To establish schools and learning centers as facilities where: Schools children are able to learn a range of core competencies Out-of-school youth and adult learners are provide alternative learning programs
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