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HIGHER EDUCATION SYSTEM

Overview

The Commission on Higher Education (CHED) is responsible for formulating and


implementing policies, plans and programs for the development and efficient operation of
the system of higher education in the country. The delivery of higher education in the
Philippines is provided by private and public higher education institutions (HEIs).

Geographically, there are 2,036 higher education institutions in the country distributed as
follows:

Distribution of Higher Education Institutions by Region and Sector


Academic Year 2006-2007 (As of December 17, 2007)

Region Public Private Total


I 28 80 108
II 22 48 70
III 47 177 224
IVA 66 198 264
IVB 46 34 80
V 12 28 60
VI 44 95 139
VII 65 72 137
VIII 30 112 142
IX 40 55 95
X 18 62 80
XI 12 73 85
XII 10 64 74
NCR 33 276 309
CAR 19 31 50
ARMM 16 48 64
Caraga 14 41 55

The Public HEIs includes: 110 SUCs main campuses, 326 satellite campuses, 70 LUCs,
10 OGS, 1 CSI and 5 special HEIs.

Private Higher Education Institutions


Private higher education institutions are established under the Corporation Code and are
governed by special laws and general provisions of this Code. Those under non-sectarian
are duly incorporated, owned and operated by private entities that are not affiliated to any
religious organization while those under sectarian are usually non-stock, non profit, duly
incorporated, owned and operated by a religious organization.
Generally, private higher education institutions (PHEIs) are covered by the policies,
standards and guidelines (PSGs) set by the Commission on Higher Education in terms of
program offerings, curriculum, administration and faculty academic qualifications,
among others. The heads of PHEIs usually manage its internal organization and
implement the PSGs formulated by the CHED.

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)

Public Higher Education Institutions

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.

Several years ago, we welcomed the initiatives of the private sector to


set up schools of learning. Because the government is low in funds for
education, we encouraged educators with entrepreneurial spirit to set
up colleges and universities.

Unfortunately, some school administrators had been more concerned


with the bottom line rather than the quality of learning they provide.
Many law schools, for instance, have produced a number of law
graduates yet not one of their alumni had succeeded in hurdling the
bar exam. Our academic institutions are now indeed too many in terms
of numbers, but we get much less in terms of quality.

Records from the Commission on Higher Education (CHED) show that


we now have 1,380 private and state-run colleges and universities with
about 2.46 million students. The British Council study blames the
proliferation of substandard colleges and universities on the failure of
the Commission on Higher Education (CHED) to ensure a "quality
assurance" for schools applying for university status.

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.

It pains me, as a former educator and as principal author of the bill


that created CHED, to witness these setbacks. But then these were
bound to happen given our government?s continued underin-vestment
in education starting from the elementary level. Quality teachers,
highly skilled professionals, and technical personnel also perennially
leave our shores for higher paying jobs abroad. CHED has itself been a
victim of budget shortage and poor administration.

It was the quality of our educational system that immensely


contributed to putting our country ahead of many of our Asian
neighbors. We used to enjoy the reputation of being a nation of good
colleges and universities. Today, we languish behind. Worse, the
international community is developing the impression that the
Philippines has become a diploma mill. E-mail:
edgard_angara@hotmail.com.

Reference: Manila Bulletin online


http://www.mb.com.ph/issues/2005/01/30/OPED2005013027528.html

Preventing an educational disaster


A FEW decades ago, Filipinos were among the most literate
people in Asia and the whole world. Today, only a small
percentage of our students excel in the various academic
subjects.

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.

Hand-in-hand with these structural changes was the provision of


expanded scholarship programs. These were the Government
Assistance to Students and Teachers in Private Education, Educational
Contracting Act, science scholarship programs, and centers for
excellence in teaching.

This package of reforms was introduced almost a decade ago and no


similar initiatives were undertaken since then.

Then and now, the Department of Education has been expected to


devote its attention and energies in strengthening basic education
because elementary and high school are the first and largest building
bloc of our educational system. About 92 percent of Filipinos enroll in
the elementary level while 79 percent make it to high school.

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.

Other innovative ways, like harnessing outstanding fresh graduates, to


help expand and improve our quality of education must be explored. In
the United States, there is the "Teach for America" program which
recruits the best and brightest students from various colleges and
universities to teach as a missionary work. The program has been so
successful that it was copied by and also proved to be a success in the
United Kingdom. In Cuba, the recruitment of fresh graduates to teach
and assist in community affairs has immensely contributed to its
distinction of having the highest literacy rate.

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

Reference: Manila Bulletin online


http://www.mb.com.ph/issues/2004/08/22/OPED2004082216813.html
Present Status of
Higher Education
in the
Philippines
Lacuaren, Ehlma D.

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