Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna

SCHOOL EXECUTIVE DEVELOPMENT MODULE

Content of the Module: The Institution

 Governance of the Institution
 Definition and nature of educational governance in the Philippines
 DepEd governance
 Higher Education Governance

Course: Educational Management 207

School Year: 2022-2023

Lesson Description:

This lesson will discuss the Definition and nature of educational governance in the Philippines DepEd
governance Higher Education Governance and its organizational structure.

Intended Learning Outcomes:

Students should be able to meet the following intended learning outcomes: Organizational Structure of
DepEd and Higher Education.

Targets/ Objectives

At the end of the lesson, students should be able to:

• Explain the functions of the school executive and the institution.
• Analyze the policies and standards of academic institution.
• Understand the organizational structure of DepEd and Commission on Higher Education (CHED).

Lecture Guide

THE EXECUTIVE AND THE INSTITUTION

The Functions of the Academic Administrator:

 Develop innovative strategies and logistics in academic administration functions.

 Develop academic programs and activities for students.
 Respond to and resolve student academic issues, programs and concerns.
 Coordinate with teachers in developing academic curriculum for students.
 Monitor students’ academic progress and performances.
 Supervise and improvise the learning management systems and processes.
 Develop and implement key academic performance metrics.
 Ensure a stimulating classroom learning experiences to students.
 Keep abreast of advanced developments in academic issues, methodologies and
 technologies.
 Maintain the highest standards in academic administration activities and functions.
ACADEMIC ADMINISTRATOR/S:

Basic Education:
School Head/School Principal/School Director
- the educational manager of a Philippine School (local and overseas)

Higher Educational Institution:

College or University President

HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM

Education in the Philippines has undergone several stages of development from the pre-Spanish times to
the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the
leadership at certain periods/epochs in our national struggle as a race.

As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods.
Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses
of tribal tutors.

The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal
tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite,
especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized
through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one
primary school for boys and girls in each town under the responsibility of the municipal government; and the
establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction
was free and the teaching of Spanish was compulsory. Education during that period was inadequate,
suppressed, and controlled.

The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under a Revolutionary
Government. The schools maintained by Spain for more than three centuries were closed for the time being but
were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military
Academy of Malolos, and the Literary University of the Philippines were established. A system of free and
compulsory elementary education was established by the Malolos Constitution.

An adequate secularized and free public school system during the first decade of American rule was
established upon the recommendation of the Schurman Commission. Free primary instruction that trained the
people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of
President McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the
medium of instruction.

A highly centralized public-school system was installed in 1901 by the Philippine Commission by virtue of
Act No. 74. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission
authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They
were the Thomasites.

The high school system supported by provincial governments, special educational institutions, school of arts
and trades, an agricultural school, and commerce and marine institutes were established in 1902 by the
Philippine Commission. In 1908, the Philippine Legislature approved Act No. 1870 which created the University
of the Philippines.

The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of
Public Instruction.

Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine Executive
Commission established the Commission of Education, Health and Public Welfare and schools were reopened in
June 1942. On October 14, 1943, the Japanese – sponsored Republic created the Ministry of Education. Under
the Japanese regime, the teaching of Tagalog, Philippine History, and Character Education was reserved for
Filipinos. Love for work and dignity of labor was emphasized. On February 27, 1945, the Department of
Instruction was made part of the Department of Public Instruction.

In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of
Education. During this period, the regulation and supervision of public and private schools belonged to the
Bureau of Public and Private Schools.

In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081 and the Ministry of
Education and Culture in 1978 y virtue of P.D. No. 1397. Thirteen regional offices were created and major
organizational changes were implemented in the educational system.

The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the
Department of Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure of
DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the Commission on
Higher Education (CHED), and 1995 when the Technical Education and Skills Development Authority (TESDA)
were established to supervise tertiary degree programs and non-degree technical-vocational programs,
respectively.

The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA
7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education
and Skills Development Authority (TESDA), respectively.

The trifocal education system refocused DECS’ mandate to basic education which covers elementary, secondary
and nonformal education, including culture and sports. TESDA now administers the post-secondary, middle-
level manpower training and development while CHED is responsible for higher education.

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed
transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of
Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and
schools). RA 9155 provides the overall framework for (i) school head empowerment by strengthening their
leadership roles and (ii) school-based management within the context of transparency and local accountability.
The goal of basic education is to provide the school age population and young adults with skills, knowledge, and
values to become caring, self-reliant, productive and patriotic citizens
DEPED MANAGEMENT STRUCTURE

To carry out its mandates and objectives, the Department is organized into two major structural components.
The Central Office maintains the overall administration of basic education at the national level. The Field Offices
are responsible for the regional and local coordination and administration of the Department’s mandate. RA
9155 provides that the Department should have no more than four (4) Undersecretaries and four (4) Assistant
Secretaries with at least one Undersecretary and one Assistant Secretary who are career service officers chosen
among the staff of the Department.

In 2015, the Department underwent a restructuring of its office functions and staffing. The result of which was
the Rationalization Plan for the new organizational structure. Details of the new structure are further explained
in DO Series 2015 No. 52, also known as the New Organizational Structures of the Central, Regional, and Schools
Division Offices of the Department of Education.

At present, the Department operates with four (4) Undersecretaries in the following areas:
 Curriculum and Instruction
 Finance and Administration
 Governance and Operations
 Legal and Legislative Affairs

Four (4) Assistant Secretaries are assigned in the following areas:

 Curriculum and Instruction
 Finance and Administration
 Governance and Operations
 Legal and Legislative Affairs
Supporting the Office of the Secretary (OSEC) at the Central Office are the different strands, services, bureaus,
and divisions.

There are five (5) strands under OSEC:

 Curriculum and Instruction
 Finance and Administration
 Governance and Operations
 Legal and Legislative Affairs
 Strategic Management

Five (5) attached agencies:

 Early Childhood Care and Development (ECCD) Council
 National Book Development Board (NBDB)
 National Council for Children’s Television (NCCT)
 National Museum
 Philippine High School for the Arts

Three (3) coordinating councils:

 Adopt-a-School Program (ASP) Coordinating Council
 Literacy Coordinating Council (LCC)
 Teacher Education Council (TEC)

At the sub-national level, the Field Offices consist of the following:

Seventeen (17) Regional Offices, and the Autonomous Region in Muslim Mindanao (ARMM*), each headed by a
Regional Director (a Regional Secretary in the case of ARMM).
Two hundred twenty-one (221) Provincial and City Schools Divisions, each headed by a Schools Division
Superintendent. Assisting the Schools Division Offices are 2,602 School Districts, each headed by a District
Supervisor.

Under the supervision of the Schools Division Offices are 62,605 schools, broken down as follows:
49,209 elementary schools (38,648 public and 10,561 private)
13,396 secondary schools (7,976 public and 5,420 private)

*ARMM is included in the budget of the Department on the following:

Creation of teaching and non-teaching positions;
Funding for newly-legislated high schools;
Regular School Building Program; and
Certain foreign-assisted and locally-funded programs and projects.

COMMISSION ON HIGHER EDUCATION (CHED)

The Commission on Higher Education (CHED) was created on May 18, 1994 through the passage of
Republic Act No. 7722, or the Higher Education Act of 1994. CHED, an attached agency to the Office of the
President for administrative purposes, is headed by a chairperson and four commissioners, each having a term
of office of four years. The Commission En Banc acts as a collegial body in formulating plans, policies and
strategies relating to higher education and the operation of CHED.

The creation of CHED was part of a broad agenda of reforms on the country’s education system outlined by
the Congressional Commission on Education (EDCOM) in 1992. Part of the reforms was the trifocalization of the
education sector into three governing bodies: the CHED for tertiary and graduate education, the Department of
Education (DepEd) for basic education and the Technical Education and Skills Development Authority (TESDA)
for technical-vocational and middle-level education.

In 1997, Republic Act (RA) No. 8292, otherwise known as the “Higher Education Modernization Act of
1997” was passed to establish a complete, adequate and integrated system of higher education. The said law
also modified and made uniform the composition of the Governing Boards of chartered state universities and
colleges (SUCs) nationwide in order to:(a) achieve a more coordinated and integrated system of higher
education;(b) render them more effective in the formulation and implementation of policies on higher
education;(c) provide for more relevant direction in their governance; and (d) ensure the enjoyment of
academic freedom as guaranteed by the Constitution.

VISION

Philippine higher education system that is equitable and producing locally responsive, innovative, and globally
competitive graduates and lifelong learners.

MISSION

To promote equitable access and ensure quality and relevance of higher education institutions and their
programs.

MANDATE

Given the national government’s commitment to transformational leadership that puts education as the central
strategy for investing in the Filipino people, reducing poverty, and building national competitiveness and
pursuant to Republic Act 7722, CHED shall:

A. Promote relevant and quality higher education (i.e. higher education institutions and programs are at par
with international standards and graduates and professionals are highly competent and recognized in the
international arena);
B. Ensure that quality higher education is accessible to all who seek it particularly those who may not be able to
afford it;

C. Guarantee and protect academic freedom for continuing intellectual growth, advancement of learning and
research, development of responsible and effective leadership, education of high level professionals, and
enrichment of historical and cultural heritages; and

D. Commit to moral ascendancy that eradicates corrupt practices, institutionalizes transparency and
accountability and encourages participatory governance in the Commission and the sub-sector.

As provided for under Section 8 of Republic Act (R.A.) No. 7722, the Commission on Higher Education shall
have the following powers and functions:

● Formulate and recommend development plans, policies, priorities, and programs on higher education;
● Formulate and recommend development plans, policies, priorities, and programs on research;
● Recommend to the executive and legislative branches priorities and grants on higher education and
research;
● Set minimum standards for programs and institutions of higher learning recommended by panels of
experts in the field and subject to public hearing, and enforced the same;
● Monitor and evaluate the performance of programs and institutions of higher learning for appropriate
incentives as well as the imposition of sanctions such as, but not limited to, diminution or withdrawal of
subsidy, recommendation on the downgrading or withdrawal of accreditation, program termination or school
course;
● Identify, support and develop potential centers of excellence in program areas needed for the
development of world-class scholarship, nation building and national development;
● Recommend to the Department of Budget and Management (DBM) the budgets of public institutions of
higher learning as well as general guidelines for the use of their income;
● Rationalize programs and institutions of higher learning and set standards, policies and guidelines for
the creation of new ones as well as the conversion or elevation of schools to institutions of higher learning,
subject to budgetary limitations and the number of institutions of higher learning in the province or region
where creation, conversion or elevation is sought to be made;
● Develop criteria for allocating additional resources such as research and program development grants,
scholarships, and the other similar programs: Provided, that these shall not detract from the fiscal autonomy
already enjoyed by colleges and universities;
● Direct or redirect purposive research by institutions of higher learning to meet the needs of agro-
industrialization and development;
● Devise and implement resource development schemes;
● Administer the Higher Education Development Fund, as described in Section 10 of R.A. 7722, which will
promote the purposes of higher education;
● Review the charters of institutions of higher learning and state universities and colleges including the
chairmanship and membership of their governing bodies and recommend appropriate measures as basis for
necessary action;
● Promulgate such rules and regulations and exercise such other powers and functions as may be
necessary to carry out effectively the purpose and objectives of R.A. 7722; and
● Perform such other functions as may be necessary for its effective operations and for the continued
enhancement, growth and development of higher education.

ORGANIZATIONAL STRUCTURE
CHED LOGO

The CHED LOGO is a representation of how Philippine Higher Education evolved.

The pyramid represents the ideal three-level, manpower structure of the country, comprising of basic
level skills, middle or semi-skilled workers, and high or professional levels of human resource located
at the apex of the pyramid and the primary concern of higher education.
The human silhouette inside the pyramid represents human resources development of every
Filipino to become productive citizens of the country.
The rising sun symbolizes the dawning of a new era in higher education with the creation of CHED.
With the emergence of CHED, higher education was given the much-needed attention and appropriate
reforms implemented which jump started the development of higher education as the prime mover in
nation-building.
The color triad: red, yellow and blue correspond to the colors of the Philippine flags as CHED
was created to be the main advocate and pillar of nation building.
The year 1994 indicates the year when CHED was created by law. On May 18, 1994, CHED was
established through Republic Act No. 7722, otherwise known as the “Higher Education Act 1994” The
CHED is an Attached.

ENGAGING ACTIVITIES:

Direction: Make an organizational structure of your institution.

Rubrics

4 3 2 1
All words are related Few words are related, Words are few, Brief Incorrect, little or no
and expansive but insufficient and marginal amount words relevant to the
coverage of information is given. of information topic. Unclear or
information. Strong , relevant to the topic. insufficient
clear focus is easily explanation.
understand.
 4- 100 points 3- 75points
2-50 points 1-25 points

PERFORMANCE TASK:

Answer the following:

1. Suppose you are the school head of a certain institution, what would be your own vision and
mission statement?
2. Identify the best practices of your principal in administering your school in terms of:
a. Faculty
b. Resources
c. Programs and project

Rubrics

4 3 2 1
Complete a response Good solid response Few response , Few response , misses
with a detailed with clear explanation explanation is the explanation
explanation unclear

4- 100 points
3- 75points
2-50 points
1-25 pointS

Understanding Directed Assessment

Answer the following:

1. Identify an issue/s in your institution and develop an Action Plan to resolve it.

REFERENCES:

https://www.emerald.com/insight/content/doi/10.1108/TLO-05-2017-0041/full/html?
fbclid=IwAR2bs4m7wAkeZF5jX7Ol-TH8qxOLLDLmuu2yI1pdjI3bWmWR3v6cr5NFY3Y

https://cepa.stanford.edu/topic-areas/education-governance

https://www.britannica.com/topic/new-governance

https://warontherocks.com/2015/08/scholars-help-policymakers-know-their-tools/
 AUTHOR’S PROFILE

PERSONAL DATA
Name : Allan Paul Avila Panis
Sex : Male
Date of Birth : May 11, 1989
Place of Birth : Barugo, Leyte
Address : J. Delos Santos St. Brgy. Special District, Jalajala, Rizal
Civil Status : Married
Nationality : Filipino
Religion : Christian
Name of Mother : Evelyn Avila Panis
Name of Father : Edgar Eslira Panis

EDUCATIONAL BACKGROUND

Elementary: Jalajala Elementary School

Jalajala, Rizal
2002

Secondary: Saint Micheal Parochial School

Jalajala, Rizal
2006

Tertiary: University of Rizal System Pililla

Bacherlor of Elementary Education- Special Education
Pililla, Campus
2012

WORK EXPERIENCE

School Inclusive Dates

Punta Elementary School 2013-2020

Jalajala Elementary School 2020-present DepEd-Division of Rizal

SEMINARS/TRAININGS ATTENDED

o Division Training Workshop on Content Pedagogy in Inclusive Education

o Regional Seminar on Guro ng Filipino; Kaagapay sa Pagpapalaganap at P
o Division Visual Arts Seminar Workshop for Teachers
o District Seminar Training on Enhance School Improvement Plan (ESIP) Process Cum Third
Quarter Conference on SBMEA-QATAME.

ANCILLIARIES
o Boy scout Coordinator