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Overview
Geographically, there are 2,036 higher education institutions in the country distributed as
follows:
The Public HEIs includes: 110 SUCs main campuses, 326 satellite campuses, 70 LUCs,
10 OGS, 1 CSI and 5 special HEIs.
A total of 34 PHEIs were granted autonomous or deregulated status by CHED (CMO No.
59, series of 2007). Of the 34 PHEIs, 10 were granted autonomous status for five years
(Nov. 2007-Nov. 2012) and 12 autonomous status for one year (Nov. 2007-Nov. 2008);
two were granted deregulated status for five years and 10 for one year.
The grant of autonomous and deregulated status to deserving private colleges and
universities is aimed at recognizing the private HEIs that have consistently shown
exemplary performance in the provision of education, research and extension services, at
the same time rationalizing supervision of private HEIs through progressive deregulation
(CMO No. 52, series of 2006)
The State Universities and Colleges (SUCs) are chartered public higher education
institutions established by law, administered and financially subsidized by the
government. The Local Universities and Colleges (LUCs) are those established by the
local government through resolutions or ordinances. LUCs are financially supported by
the local government concerned. The CHED Supervised Institution (CSI) is non-
chartered public post-secondary education institution established by law, administered,
supervised and financially supported by the government. Other Government Schools
(OGS) are public secondary and post-secondary education institutions usually a
technical-vocational education institution that offer higher education programs. Special
HEIs are directly under the government agency stipulated in the law that created them.
They provide specialized training in areas such as military science and national defense.
The SUCs have their own charters. The board of regents for state universities and a board
of trustees for state colleges maintain the formulation and approval of policies, rules and
standards in SUCs. The Chairman of the CHED heads these boards. However, CHED
Order No. 31 series of 2001 of the Commission en banc has also authorized the CHED
Commissioners to head the board of trustees or board of regents of SUCs.
Implementation of policies and management are vested on the president, staff, and
support units of the public higher education institutions.
Reference: http://www.ched.gov.ph/statistics/index.html
Need for quality education
A YEAR-LONG study on Philippine higher education conducted
by the British Council confirmed what I had always been
worried about: The mushrooming of substandard colleges and
universities.
Why did CHED fail in its mandate to uplift the quality of Philippine
education through rigid screening and monitoring of institutions of
higher learning? The study partly explained that CHED fell short of its
mission because it has only six staff members and keeping track of the
performance of the country?s 1,380 colleges and universities is only
one of their duties.
As early as 1999, the Philippines ranked third from the bottom among
54 countries in the field of math and science for 13year-old children.
During the recent High School Readiness Test (HSRT), only about 50
percent of elementary school graduates qualified for admission to high
school. That was after the passing rate was reduced to only 30 points.
At the ideal passing rate of 75 points, 99 percent of the examinees
would have failed the test.
These statistics mirror the sorry state of our basic education today. And
this saddens me because better yet affordable education has been one
of my advocacies. As a senator, I had already addressed through
legislation some problems in Philippine education. I was the principal
author of the Free High School Act. And to rationalize post secondary
and higher education, we organized the Commission on Higher
Education (CHED) and the Technical Education and Skills Development
Authority for vocational education.
But our basic education suffers from lack of teachers, textbooks, and
school facilities due to inadequate funds. However, there are ways to
raise the money for our educational needs without imposing new
taxes.
We can adopt the same approach. Competent fresh graduates could fill
in the shortage of teachers. They will be the source of wisdom and
inspiration to their students and the community while waiting for well-
trained teachers.
To fund the program, senators and congressmen can set aside some of
their CDF into a "knowledge pool." In doing so, they help prevent an
impending educational disaster. Email: edgardo_angara@hotmail.com