1. 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)

2. 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

3. THE PHILIPPINE EDUCATION SYSTEM:
STRUCTURE AND GOVERNANCE

4. Tri-focalization of Education:
Governance/Management at a Glance
Department of Education
(DepEd)
Commission on Higher
Education (CHED)
Technical Education Skills
Development Authority
(TESDA)

5. Restructuring of Philippine Education System
Kindergarten 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.

6. The New Philippine Education System
K
Elementary
Secondary
Tertiary
Six (6) Years
Four (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

7. 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 pedagogies (e.g. spiral
progression in Science & Math) and medium
of instruction
➢ Expand job opportunities (by reducing job-
skills mismatch) and provide better
preparation for higher learning

8. 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).

9. 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

10. CHED Functions
•Formulate development plans, policies,
priorities, and programs on higher
education
•Set minimum standards for programs and
institutions
•Monitor and evaluate performance of
programs and institutions

11. 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

12. 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

13. 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

14. Enrollment & Graduates by Discipline
Discipline
Enrollment
AY 2013/14
Graduates
AY 2012/13
Business Admin &
related 970,558 164,541
Teacher Education 624,254 86,903
Information
Technology
425,416 72,879
Engineering &
Architecture
424,143 59,399
Medical and Allied 228,484 57,427
Maritime 156,794 23,506

15. MAJOR INITIATIVES

16. Quality Assurance Mechanism in HE

17. 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)

18. Regulatory Processes
CHED Enforcement of Policies, Standards and Guidelines (PSGs)
➢ Permit
➢ Recognition
Issuance of Government Authorization to HEIs

19. 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

20. 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 equipment, and outstanding
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.

21. 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.

22. 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.

23. 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.

24. 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, recognition 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

25. 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)

26. Student Mobility
30 HEIs from 10 ASEAN MEMBER STATES
PARTICIPATION IN STUDENT MOBILITY

27. University Mobility in ASIA and the PACIFIC (UMAP)
• 18 Countries (Full Members)
• Philippines: 60 HEIs registered
• UMAP Credit Transfer Scheme

28. 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)

29. 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

30. Thank you very
much!