LEGAL BASES, ADMINISTRATIVE

ORGANIZATION, AND FINANCING

OF THE EDUCATIONAL SYSTEM
ZALDY R. MENDOZA JR.
LEGAL BASES OF EDUCATION
IN THE PHILIPPINES
MAJOR LEGAL BASES
Art. XIV Sec. 5 of 1935 Constitution
Art. XV Sec. 8 (1-8) of 1973 Constitution
Art. XIV Sec. 5 (1-5) of 1987 Constitution
 THE PHILIPPINE CONSTITUTION
• The Philippine Constitution is a brief
declaration of state principles.
• “di mo pwedeng basahin ang konstitusyon
na parang nagbasa ka ng dyaryo”-MDS on
Impeachment Trial of Late Former CJ
Corona
 EDUCATION, SCIENCE AND
TECHNOLOGY, ARTS, CULTURE
AND SPORTS EDUCATION
(ARTICLE 14)
Section 1: The state shall protect and promote the
right of all the citizens to quality education at all
levels and shall take appropriate steps to make
such education accessible to all.
 SECTION 2: THE STATE SHALL…
• Establish, maintain and support a complete, adequate and integrated system of
education relevant to the needs of the people and society;
• Establish and maintain a system of free public education in the
elementary and high school levels. Without limiting the natural rights of
parents to rear their children, elementary education is compulsory for all children
of school age;
• Establish and maintain a system of scholarship grants, student loan programs,
subsidies and other incentives which shall be available to deserving students in
both public and private schools, especially to the underprivileged;
• Encourage non- formal, informal and indigenous learning system, as well as
self- learning independent and out-of-school study programs particularly those
that respond to community needs; and
• Provide adult citizens, the disabled and out-of-school youth with training in
civics, vocational efficiency and skills.
 SECTION 3:
• All educational institutions shall include the study of the Constitution as part of
the curricula.
• They shall inculcate patriotism and nationalism, foster love of humanity,
respect for human rights, appreciation of the role of national heroes in the
historical development of the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual values, develop moral character
and personal discipline, encourage critical and creative thinking, broaden
scientific and technological knowledge and promote efficiency.
• At the option expressed in writing by the parent or guardians, religion shall be
allowed to be taught to their children or wards in the public elementary and
high schools within the regular class hours by instructors designated or
approved by the religious authorities of the religion to which the children or
wards belong, additional cost to the Government.
 SECTION 4:
• The state recognizes the complementary roles of the public and private
institutions in the educational system and shall exercise reasonable
supervision and regulation of all educational institutions.
• Educational institutions, other than those established by religious groups and
mission boards, shall be allowed solely by citizens of the Philippines or
corporations or associations at least sixty per centum of the capital of which is
owned by such citizens. The Congress may, however, require increased
Filipino equity participation in all educational institutions. The control and
administration of educational institutions shall vested in citizens of the
Philippines. No educational institution shall be established exclusively for
aliens and no group of aliens shall comprise more than one third of the
enrollment in any school. The provisions of this subsection shall not apply to
schools established for foreign diplomatic personnel and their dependents
and, unless otherwise provided by law, for other foreign temporary residents.
 SECTION 4:
• All revenues and assets of non- stock, non- profit educational institutions
used actually, directly and exclusively for educational purposes shall be
exempt from taxes and duties. Upon the dissolution or cessation of the
corporate existence of such institutions, their assets shall be disposed of in
the manner provided by law. Proprietary educational institutions, including
those cooperatively owned, may likewise be entitled to such exemptions
subject to the limitations provided by law including restrictions on dividends
and provisions for reinvestment.
• Subject to conditions prescribed by law, all grants endowments, donations or
contributions used actually, directly and exclusively for educational purposes
shall be exempt from tax.
 SECTION 5:
• The State shall take into account regional and sectoral needs and conditions
and shall encourage local planning in the development of educational policies
and programs.
• Academic freedom shall be enjoyed in all institutions of higher learning.
• Every citizen has a right to select a profession or course of study, subject to
fair, reasonable and equitable admission and academic requirements.
• The State shall enhance the right of teachers to professional advancement.
Non- teaching academic and non-academic personnel shall enjoy the
protection of the State.
• The State shall assign the highest budgetary priority to education and ensure
that teaching will attract and retain its rightful share of the best available
talents through adequate remuneration and other means of job satisfaction
and fulfillment.
 BATAS PAMBANSA BLG. 232
(THE EDUCATION ACT OF 1982)
Section 2. Coverage - This Act shall apply to and
govern both formal and non-formal systems in
public and private schools in all levels of the entire
educational system.
• Section 5. Declaration of Policy and Objectives - It is likewise declared
government policy to foster, at all times, a spirit of shared purposes and
cooperation among the members and elements of the educational community,
and between the community and other sectors of society, in the realization
that only in such an atmosphere can be true goals and objectives of
education be fulfilled.
Moreover, the State shall:
• 1. Aid and support the natural right and duty of parents in the rearing of the
youth through the educational system.
• 2. Promote and safeguard the welfare and interest of the students by defining
their rights and obligations, according them privileges, and encouraging the
establishment of sound relationships between them and the other members of
the school community.
• 3. Promote the social economic status of all school personnel, uphold their
rights, define their obligations, and improve their living and working conditions
and career prospects.
• 4. Extend support to promote the viability of those institutions through which
parents, students and school personnel seek to attain their educational goals.
Section 8. Rights of Parents - In addition to other rights under existing
laws, all parents who have children enrolled in a school have the
following rights:
• 1. The right to organize by themselves and/or with teachers for the
purpose of providing a forum for the discussion of matters relating
to the total school program, and for ensuring the full cooperation of
parents and teachers in the formulation and efficient
implementation of such programs.
• 2. The right to access to any official record directly relating to the
children who are under their parental responsibility.
Section 9. Right of Students in School - In addition to other rights,
and subject to the limitation prescribed by law and regulations, and
student and pupils in all schools shall enjoy the following rights:
• 1. The right to receive, primarily through competent instruction,
relevant quality education in line with national goals and conducive
to their full development as person with human dignity.
• 2. The right to freely chose their field of study subject to existing
curricula and to continue their course therein up to graduation,
except in cases of academic deficiency, or violation of disciplinary
regulations.
• 3. The right to school guidance and counseling services for
decisions and selecting the alternatives in fields of work suited to
his potentialities.
• 4. The right of access to his own school records, the confidentiality
of which the school shall maintain and preserve.
• 5. The right to the issuance of official certificates, diplomas,
transcript of records, grades, transfer credentials and other similar
documents within thirty days from request.
• 6. The right to publish a student newspaper and similar
publications, as well as the right to invite resource persons during
assemblies, symposia and other activities of similar nature.
• 7. The right to free expression of opinions and suggestions, and to
effective channels of communication with appropriate academic
channels and administrative bodies of the school or institution.
• 8. The right to form, establish, join and participate in organizations
and societies recognized by the school to foster their intellectual,
cultural, spiritual and physical growth and development, or to form,
establish, join and maintain organizations and societies for
purposes not contrary to law.
• 9. The right to be free from involuntary contributions, except those
approved by their own he organizations or societies.
Section 10. Rights of all School Personnel - In addition to other rights
provided for by law, the following rights shall be enjoyed by all school
personnel:
• 1. The right to free expression of opinion and suggestions, and to
effective channels of communication with appropriate academic
and administrative bodies of the school or institution.
• 2. The right to be provided with free legal service by the
appropriate government office in the case of public school
personnel, and through the school authorities concerned in the
case of private school personnel, when charged in an
administrative, civil and/or criminal proceedings by parties other
than the school or regulatory authorities concerned for actions
committed directly in the lawful discharge of professional duties
and/or in defense of school policies.
• 3. The right to establish, join and maintain labor
organizations and/or professional and self-regulating
organizations of their choice to promote their welfare and
defend their interests.
• 4. The right to be free from involuntary contributions
except those imposed by their own organizations.
• Section 11. Special Rights and/or Privileges of Teaching or Academic Staff -
Further to the rights mentioned in the preceding Section, every member of the
teaching or academic staff shall enjoy the following rights and/or privileges:
• 1. The right to be free from compulsory assignments not related to their duties
as defined in their appointments or employment contracts, unless
compensated therefor, conformably to existing law.
• 2. The right to intellectual property consistent with applicable laws.
• 3. Teachers shall be deemed persons in authority when in the discharge of
lawful duties and responsibilities, and shall, therefore, be accorded due
respect and protection.
• 4. Teachers shall be accorded the opportunity to choose alternative career
lines either in school administration, in classroom teaching, or others, for
purposes of career advancement.
Section 24. Specialized Educational Service - The State further recognizes its responsibility to provide,
within the context of the formal education system, services to meet special needs of certain clientele.
These specific types, which shall be guided by the basic policies of the State embodied in the General
Provisions of this Act, include:
• 1. "Work Education," or "Practical Arts," as a program of basic education which aims to develop the
right attitudes towards work; and "technical-vocational education," post-secondary but non-degree
programs leading to one, two, or three year certificates in preparation for a group of middle-level
occupations.
• 2. "Special Education," the education of persons who are physically, mentally, emotionally, socially, or
culturally different from the so-called "normal" individuals that they require modification of school
practices/services to develop them to their maximum capacity; and
• 3. "Non-formal Education," any organized school-based educational activities undertaken by the
Ministry of Education, Culture and Sports and other agencies aimed at attaining specific learning
objectives for a particular clientele, especially the illiterates and the out-of-school youth and adults,
distinct from and outside the regular offerings of the formal school system.
The objectives of non-formal education are as follows:
• a. To eradicate illiteracy and raise the level of functional literacy of the population;
• b. To provide unemployed and underemployed youth and adults with appropriate
vocational/technical skills to enable them to become more productive and effective citizens; and
• c. To develop among the clientele of non-formal education proper values and attitudes
necessary for personal, community and national development.
 • Section 54. Declaration of Policy - The
administration of the education system and,
pursuant to the provisions of the Constitution, the
supervision and regulation of educational
institutions are hereby vested in the Ministry of
Education, Culture and Sports, without prejudice
to the provisions of the charter of any state
college and university.
 Section 62. Bureau of Elementary Education - The
Bureau shall perform the following functions:
• 1. Conduct studies and formulate, develop, and evaluate
programs and educational standards for elementary
education;
• 2. Undertake studies necessary for the preparation of
prototype curricular designs, instructional materials, and
teacher training programs for elementary education; and
• 3. Formulate guidelines to improve elementary school
physical plants and equipment, and general management
of these schools.
• Section 63. Bureau of Secondary Education -
The Bureau shall perform the following functions:
• 1. Conduct studies and formulate, develop and evaluate
programs and educational standards for secondary
education;
• 2. Develop curricular designs, prepare instructional
materials, and prepare and evaluate programs to update
the quality of the teaching and non-teaching staff at the
secondary level;
• 3. Formulate guidelines to improve the secondary school
physical plants and equipment, and general management
of these schools.
• Section 64. Bureau of Technical and
Vocational Education. - The Bureau shall perform the
following:
• 1. Collaborate with other agencies in the formulation of manpower
plans;
• 2. Conduct studies, formulate, develop and evaluate post-
secondary vocational-technical programs and recommend
educational standards for these programs;
• 3. Develop curricular designs and prepare instructional materials,
prepare and evaluate programs to upgrade the quality of teaching
and non-teaching staff, and formulate guidelines to improve the
physical plant and equipment of post-secondary vocational-
technical schools.
Section 65. Bureau of Higher Education - The
Bureau of higher Education shall perform the following functions:
• 1. Develop, formulate and evaluate programs, projects and
educational standards for a higher education;
• 2. Provide staff assistance to the Board of Higher Education in its
policy formulation and advisory functions;
• 3. Provide technical assistance to encourage institutional
development programs and projects;
• 4. Compile, analyze and evaluate data on higher education; and
• 5. Perform other functions provided for by law.
• Section 66. Bureau of Continuing Education -
As the main implementing arm of the non-formal education
programs of the Ministry, the Bureau shall provide learning
programs or activities that shall:
• 1. Serve as a means of meeting the learning needs of those
unable to avail themselves of the educational services and
programs of formal education;
• 2. Provide opportunities for the acquisition of skills necessary to
enhance and ensure continuing employability, efficiency,
productivity, and competitiveness in the labor market;
• 3. Serve as a means for expanding access to educational
opportunities to citizens of varied interests, demographic
characteristics and socio-economic origins or status.
 MAINTENANCE OF QUALITY
EDUCATION

• Voluntary Accreditation (Section 29)

• Teachers and Administrators obligations and qualification
(Sections 176 and 17)
• Government Financial Assistance to Private Schools
(Section 41)
 ACT NO. 74
• This law was enacted on January 21, 1901 by the Philippine Commission, and provided:

a. establishment of the Department of Public Instruction headed by the General superintendent

b. the archipelago was divided into school divisions and districts for effective management of the school
system.
c. English was made as medium of instruction in all levels of schooling
d. optional religious instructions in all schools (Section 16)
e. establishment of a Trade school in Manila (Philippine College of Arts and Trade- PCAT now known as
Technological University of the Philippines), a school of Agriculture in Negros, a Normal school in Manila
(Philippine Normal School) (Section 18)
• Philippine Normal School, however, was renamed Philippine Normal College (PNC) by virtue of Republic
Act No. 416 on June 18, 1949. And on December 26, 1991, the PNC was converted to Philippine Normal
University as provided by Republic Act No. 7168.
 ACT NO. 2706
• This was known as the “Private School Law”, enacted on March 10,
1917 by the Philippine Legislature, which made obligatory the
recognition and inspection of private schools and colleges by the
Secretary of Public Instruction so as to maintain a standard of efficiency
in all private schools and colleges in the country.
• This law was amended by Commonwealth Act No. 180 passed on
November 13, 1936 which provided that:
The Secretary of Public Instruction was vested with power to
“supervise, inspect and regulate said schools and colleges in order to
determine the efficiency of instruction given in the same.”
And all private schools come under the supervision and regulation of
the Secretary of DPI, thus eliminating “diploma mills” and substandard
schools.
 COMMONWEALTH ACT NO. 1
(AMENDED BY R.A. 9163)
• Known as the “National Defense Act” passed by the Philippine
Assembly on December 21, 1935, which provided in Section 81
that:
• “Preparatory Military training shall be given with the youth in the
elementary grade school at the age of ten years and shall extend
through the remainder of his schooling into college or post-
secondary education.
• By virtue of Presidential Decree 1706, issued by the late President
Marcos on August 8, 1980, otherwise known as the “National
Service Law”, Commonwealth Act No. 1 was amended, and
required all citizens to render, civic welfare service, law
enforcement service and military service.
 NATIONAL SERVICE TRAINING PROGRAM (NSTP) ACT
OF 2001
(REPUBLIC ACT 9163)
• SECTION 4. Establishment of the National Service Program. –
There is hereby established a National Service Training Program
(NSTP) which shall form part of the curricula of all baccalaureate
degree courses and of at least two-years technical vocational
courses and is a requisite for graduation, consisting of the
following service components: The Reserve Officers Training
Corps (ROTC) which is hereby made optional and voluntary upon
the effectivity of this Act; The Literacy Training Service; and The
Civic Welfare Training Service
 NATIONAL SERVICE TRAINING PROGRAM (NSTP) ACT
OF 2001
(REPUBLIC ACT 9163)
• The ROTC under the NSTP shall instill patriotism, moral virtues, respect for
rights of civilians and adherence to the constitution among other, Citizenship
Training shall be given emphasis in all three (3) program components.
• The Commission on Higher Education (CHED) and Technical Education and
Skills Development Authority (TESDA) in consultation with the Department of
National Defense (DND) Philippine Association of State Universities and
Colleges (PASUC).
• Coordinating Council of Private Association of the Philippines (COCOPAP)
and other concerned government agencies, may design and implement such
other program components as maybe necessary in consonance with the
provisions of this Act.
 COMMONWEALTH ACT NO. 80
• This law created the Office of Adult Education on October 26,
1936, so as to eliminate illiteracy and to give vocational and
citizenship training to adult citizens of the country.
 COMMONWEALTH ACT NO. 578
• Enacted on June 8, 1940, conferred the status of “persons in
authority” upon the teachers, professors, and persons charged
with the supervision of public or duly recognized private schools,
colleges and universities.
• This Act also provided a penalty of imprisonment ranging from six
months and one day to six years and a fine ranging from 500 to 1,
000 pesos upon any person found guilty of assault upon those
teaching personnel.
 COMMONWEALTH ACT NO. 586
(REPEALED BY R.A. 896)
• This is known as Education Act of 1940. It was approved on August 7, 1940
by the Philippine Assembly.
• The law provided for the following:
• a. reduction of seven- year elementary course to six- year elementary course.
b. fixing the school entrance age to seven.
c. national support of elementary education.
d. compulsory attendance in the primary grades for all children who enroll in
Grade I.
e. introduction of double- single session- one class in the morning and
another in the afternoon under one teacher to accommodate more children.
  "ELEMENTARY EDUCATION ACT OF 1953."
(R.A. 896)
• Enacted on June 20, 1953 and known as the Elementary
Education Act of 1953, it repealed Commonwealth Act 586 and
provided for the following:
• a. restoration of Grade VII (but never implemented due to lack of
funds)
b. abolition of the double- single session and return to the former
practice of only one
c. class under one teacher in the primary and three teachers to
two classes or five teachers to three classes in the intermediate
level
d. compulsory completion of the elementary grades
e. compulsory enrolment of children in the public schools upon
attaining seven years of age.
 COMMONWEALTH ACT NO. 589
• This law, approved on August 19, 1940, established a
school ritual in all public and private elementary and
secondary schools in the Philippines.
• The ritual consists of solemn and patriotic ceremonies
that include the singing of the National Anthem and
Patriotic Pledges.
 REPUBLIC ACT NO. 139
(REPEALED BY R. A. 8047)
• Enacted on June 14, 1947, and the Board of Textbooks.
This law provided that all public schools must only use
books that are approved by the Board for a period of six
years from the date of their adoption.
The private schools may use books of their choice,
provided the Board of Textbooks has no objections with
those books.
 “BOOK PUBLISHING INDUSTRY
DEVELOPMENT ACT
(R. A. 8047)
• an act providing for the development of the book
publishing industry through the formulation and
implementation of a national book policyand a national
book development plan
 REPUBLIC ACT NO. 1124
(REPEALED BY R. A. 7722)
• Approved on June 16, 1954, this law created the Board of National
Education charged with the duty of formulating general educational
policies and directing the educational interests of the nation.
• However, this Board which was later renamed National Board of
Education (P.D. No. 1), was abolished bu virtue of the Creation of
the board of Higher Education as stipulated in Batas Pambansa
Blg. 232. The Board’s function is now assumed by the commission
on Higher Education or CHED by virtue of Republic Act No. 7722.
 REPUBLIC ACT NO. 1265
(AMENDED BY R. A. 8491)
• This law was approved on June 11, 1955, and
provided that a daily flag ceremony shall be
compulsory in all educational institutions. This
includes the singing of the Philippine National
Anthem.
 FLAG AND HERALDIC CODE
OF THE PHILIPPINES
(R. A. 8491)
• an act prescribing the code of the national flag,
anthem, motto, coat-of-arms and other heraldic
items and devices of the philippines.
 REPUBLIC ACT NO. 1425
• It was approved on June 12, 1956, it prescribed the
inclusion in the curricula of all schools, both public
and private, from elementary schools to the
universities, the life, works and writings of Jose
Rizal especially the Noli Me Tangere and El
Filibusterismo.
 REPUBLIC ACT NO. 4670
Known as the “Magna Carta for Public School Teachers”. This was approved on June 18, 1966 to
promote and improve the social and economic status of public school teachers, their living and
working conditions, their employment and career prospects.
It also provided the following:
• Recruitment qualifications for teachers
• Code of Professional Conduct for Teachers
• Teaching hours- 6 hours of classroom teaching (maximum load)
• Additional compensation- 25% of the regular remuneration
• Health and injury benefits (thru the GSIS)
• One year study leave (sabbatical leave) after seven years of continuous teaching, the teacher
should receive 60% of the monthly salary.
• One range salary increase upon retirement (basis computing the retirement fee).
• Freedom to form organizations.
 REPUBLIC ACT NO. 1079
Approved on June 15, 1959, it provided that
Civil Service eligibility shall be permanent and
shall have no time limit.
 REPUBLIC ACT NO. 6655
• Known as the “Free Public Secondary Education Act of 1988”, it
was approved on May 26, 1988 and provided for:
• a. Free public secondary education to all qualified citizens and
promote quality education at all level.
b. No tuition or other fees shall be collected except fees related to
membership in the school community such I.D., student
organization and publication.
c. Non- payment of these shall not hinder a student from
enrollment or graduation.
d. Nationalization of all public secondary schools ( Section 7)
e. A student who fails in majority of his academic subjects for two
consecutive years could no longer avail of their program.
 REPUBLIC ACT NO. 9155
AN ACT INSTITUTING A FRAME WORK OF GOVERNA
NCE FOR BASIC EDUCATION, ESTABLISHING AUTHO
RITY AND ACCOUNTABILITY, RENAMING THE DEPAR
TMENT OF EDUCATION, CULTURE AND SPORTS AS T
HE DEPARTMENT OF EDUCATION, AND FOR OTHER
PURPOSES.
 
 REPUBLIC ACT NO. 7722
AN ACT CREATING THE COMMISSION ON HIGHER
EDUCATION, APPROPRIATING FUNDS THEREFOR
AND FOR OTHER PURPOSES
 REPUBLIC ACT NO. 7796
AN ACT CREATING THE TECHNICAL
EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY, PROVIDING FOR ITS
POWERS, STRUCTURE AND FOR OTHER
PURPOSES.
 REPUBLIC ACT NO. 10533
AN ACT ENHANCING THE PHILIPPINE BASIC
EDUCATION SYSTEM BY STRENGTHENING ITS
CURRICULUM AND INCREASING THE NUMBER OF
YEARS FOR BASIC EDUCATION, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER PURPOSES
ORGANIZATION AND STRUCTURE
OF DEPED
DO 52, S. 2015 - NEW ORGANIZATIONAL
STRUCTURES OF THE CENTRAL, REGIONAL, AND
SCHOOLS DIVISION OFFICES OF THE
DEPARTMENT OF EDUCATION
OFFICE OF THE SECRETARY
• The Office of the Secretary (OSec) provides
overall leadership and direction at the
national level. Attached and support
agencies to DepEd are included under the
OSec.
CURRICULUM AND INSTRUCTION;
• This strand ensures that the organization
focuses on the delivery of a relevant,
responsive, and effective basic education
curriculum around which all other strands
and offices provide support.
STRATEGIC MANAGEMENT;
• This strand enables the organization to
focus on long-term directions and interface
with the internal and external environment
and stakeholders.
GOVERNANCE AND OPERATIONS;
• This strand ensures the capacity of the organization to continuously improve
and be strategic in managing the environment for which “teaching and
learning” takes place.
 
In accordance with RA 9155, the Secretary of Education delegates the
supervision of field offices (regional and schools division offices) to the
Undersecretary for Governance and Operations.
• The Office of the Regional Director provides leadership and management of
the Department’s mandate at the regional level; and
• The Office of the Schools Division Superintendent provides local management
and administration of the Department’s mandate at the schools division level.
LEGAL AND LEGISLATIVE AFFAIRS;
• This strand enhances capacity of the
organization to deal with legal matters and
to be proactive in moving forward its
legislative agenda.
FINANCE AND ADMINISTRATION:
• This strand ensures the efficiency to support
the organization as a whole to focus on its
core business and thus attain its targets
through the provision of finance and
administrative services.
ORGANIZATION AND STRUCTURE
OF CHED
OFFICE OF THE CHAIRPERSON
AND COMMISSIONERS
The Office of the Chairperson (and Commissioners) shall provide overall policy and
operational direction to all CHED Offices. It shall principally be responsible for the
optimization of social, institutional and individual returns and benefits derived from the
conscientious allocation, utilization and accountability of its funds and resources, following
the tenets of efficiency and effectiveness; quality and excellence; relevance and
responsiveness; and access and equity. Specifically, this Office :
• Serves as the source of overall direction and guidance to the Commission;
• Formulates policies, standards, plans and programs for the development and reform
of Philippine higher education in a globalized context;
• Formulates policies and guidelines on the generation and allocation of funds for higher
education, and recommends to the Department of Budget and Management (DBM)
the budget of public institutions of higher learning;
• Deliberates on and resolves critical issues affecting higher education;
• Chairs the Governing Boards of SUCs and through this role ensures that CHED’s
reform initiatives take root in the SUCs; and
• Represents CHED in meetings with the legislative and executive branches of
government
 HIGHER EDUCATION
DEVELOPMENT FUND STAFF
Intended to make CHED more readily responsive to the needs of its
constituencies, especially the higher education institutions and their
development programs, the Higher Education Development Fund was
envisioned to be an autonomous buffer fund that can support CHED’s
fiscal independence and adequacy. Along with its efficient personnel, the
Higher Education Development Fund Staff (HEDFS) has the following
functions :
• Formulates and implements policies and guidelines for fund generation,
fund allocation and fund utilization;
• Conducts fund generation activities;
• Manages and monitors the utilization of HEDF funds;
• Ensures the equitable utilization of funds according to regions and
programs, when applicable;
• Ensures fast and accurate application and implementation of
Government Accounting Systems and Procedures;
• Mobilizes and sources out resources from donations, gifts, and other
conveyances including materials, equipment, properties and services by
gratuitous title that will enable the sustainability of the Fund;
• Engages in financing and investment operations in the financial,
securities and banking sector to generate income for its fund corpus by
authorizing an investment and fund managers;
• Formulates an annual investments plan and a financing program with
plans, programs and projects recommended by the Commission for the
approval of the Trust Fund Governing Board; and
• Reviews fund and investments management rules and guidelines as
may be necessary and review these periodically in order to optimize the
fund utilization while achieving the educational development priorities of
the
• Commission for the approval of the Trust Fund Governing Board.
INTERNATIONAL
AFFAIRS STAFF
The International Affairs Staff (IAS) is the high-level technical Secretariat
that ably assists the CHED Chairperson in the implementation of education
matters involving other countries and international education organizations.
This unit shall be responsible for coordinating and harmonizing, on behalf
of the Chair and/or the Executive Director, all the international dimensions
of CHED work that emanate from the respective mandates of the
Commission’s organic units. With three (3) units, the Educational
Agreements & International Recognition Unit, Trade in Education Services
Unit, and the Protocol Affairs Unit, the IAS has the following general
functions :
• Serves as the clearing house for all bilateral and multilateral academic
agreements services, exchanges, international recognition of degrees
and qualifications and policy coordination on the inflow and outflows of
international students and services (transnational education);
• Serves eventually as clearing house of information on education policy,
systems, curriculum development, educational governance and
education materials as well as information on the comparability of
higher education programs, degrees, diplomas in other countries, on
the one hand, and as source of similar information on the Philippines (in
cooperation with the OPRAK and the OPSD);
• Provides protocol assistance to all officials and staff of the Commission
and requesting HEIs;
• Assists concerned organic units of the Commission in the coordination
of official development assistance (ODA) from both bilateral and
multilateral sources and in all matters of trade of educational services;
OFFICE OF THE EXECUTIVE
DIRECTOR
The Office of the Executive Director consists of the Executive Director, the
Deputy Executive Director, and the staff. It serves as head of the
Commission Secretariat, and is charged with overseeing the overall
implementation and operations of the CHED Central and Regional Offices.
Pivotal to the successful implementation of the higher education reform
agenda, this Office:
• Serves as clearinghouse for all communications received from internal
and external sources;
• Coordinates the agenda items and provides secretariat support to the
Chairperson, in collaboration with the commission secretary in the
preparation and documentation of the following major meetings:
Commission En Banc (CEB); Management Committee (ManCom); and
the Quarterly National Directorate;
• Closely monitors all central and regional offices,
making sure that all units are pursuing a common
road map, consistent with the Commission’s reform
agenda and strategic plan;
• Implements and monitors the compliance of Central
and Regional Offices with all CEB decisions and
directives; and
• Provides advice to, and directs or assists CHED
clients in addressing their various public service
demands/needs.
ADMINISTRATIVE, FINANCIAL,
AND MANAGEMENT DIVISION
• The Administrative, Financial and Management Service
(AFMS) provides the core of CHED’s operational service
requirements covering human resource management,
budgetary allocations, accounting and audit procedure,
record-keeping functions, and general services, and is tasked
to effectively provide the critical support system for the
aforementioned operational, financial and administrative
requirements. The diverse magnitude and complex aspects of
personnel and funds management require the presence of
four (4) divisions, namely: the Budget Division, the Accounting
Division, the Human Resource Management Division (2
Units), and the General Services Division (4 Units) :
(1.) Budget Division
• Allocates CHED’s budget by program, allotment class and object of expenditures
pursuant to the General Appropriations Act (GAA);
• Reviews and consolidates the budget proposals of the Commission (Central and
Regional Offices);
• Ensures the utilization of funds in accordance with the approved General
Appropriations Act (GAA) and Agency Budget Matrix;
• Is involved in the budget preparation and budget legislation activities for State
Universities and Colleges (SUCs), wherein respective review and recommendation on
the submitted budget estimates per school are made in accordance with the
Normative Financing (NF) and National Budget Call of the DBM and other issuances
relative to budget preparation;
• Reviews, evaluates and recommends the Gender and Development (GAD) Budget
proposals of the SUCs per IRR of RA 9710; and
• Provides assistance to the Directors and the Chairperson on CHED and SUCs
budgetary concern.
(2.) Accounting Division
• Ensures fast and accurate application and implementation of the Government Accounting Systems and
Procedures;
• Administers financial data and other information generated by the eNGAS;
• Prepares and submits financial report requirements of other government agencies including liquidation
reports on projects implemented by CHED;
• Assures compliance with Government Accounting Rules and Regulations through pre-audit of transactions
and monitoring of implementation of the Commission on Audit’s recommendations;
• Processes disbursement vouchers and fund transfers;
• Safeguards government assets through verification of collection and deposit, inventory of supplies and
properties, inspection of delivered goods and monitoring of liquidation of the fund transfers and cash
advances;
• Provides support services to personnel and government collecting agencies through timely remittance of
mandatory and other allowable deductions, maintenance of remittances’ database and certification of
remittances made;
• Acts as withholding tax agent that requires proper taxation on compensation, goods and services and
preparation and submission of tax remittance advice;
• Consolidates the financial reports of the Central Office and Regional Offices; and
• Advises management on financial matters.
(3.) Human Resource Development Division
(3.a.) Personnel Management Section
• Assists and advises the head of the agency and heads of offices in the development,
formulation and execution of policies, rules and regulation in all areas of personnel
management in accordance with the Civil Service Rules and Regulations and other
applicable laws;
• Establishes a sound and equitable recruitment and selection system within the
organization;
• Implements position classification and compensation system and other employee
welfare programs such as retirement and other benefits as prescribed by the
Department of Budget and Management and other government instrumentalities;
• Helps create an atmosphere conducive to good supervisor-employee relations and
improvement of employee welfare and morale and recognizes the employees’ right to
self-organization; and
• Maintains a complete and up-to-date personnel information system.
(3.b.) Training and Development Section
• Implements comprehensive and balanced personnel
development programs designed to raise the level of
efficiency, effectiveness, competencies and morale of the
personnel in the Commission;
• Evaluates the personnel data bank for competency building
and career advancement towards the development of a
CHED Human Resource Plan; and
• Provides inputs for the development and implementation of
the human resource training and development program to
training providers.
(4.a.) Property and Supply Management Section
• Periodically procures and conducts inventory of supplies and
materials, equipment, and properties; and
• Maintains custody, disposition of unserviceable CHED
properties (e.g. motor vehicles, office equipment, furniture,
etc.) consistent with government accounting rules and
regulations.
(4.b.) Cashiering Services
• Collects and disburses promptly and accurately valid claims
for and from CHED personnel, creditors, and suppliers
(4.c.) Records Management Section
• Manages and maintains overall expedited records of all
official incoming and outgoing/internal and external
documents and directives.
(4.d.) Building and Grounds Maintenance Section
• Maintains, improves, refurbishes, and modernizes CHED
physical facilities; and
• Supervises other Contract Services which are handled by
private agencies through outsourcing, such as janitorial
services, security , elevator maintenance, medical and dental,
communication services, and other maintenance service
necessary.
LEGAL AND LEGISLATIVE
SERVICE
The Legal and Legislative Service (LLS) is the Commission’s
prime office to provide the range of legal and legislative services
to support its thrust in becoming a world-class agency fully
capable of catapulting the country’s Higher Education Agenda in
the regional and global sphere. It is principally responsible for
investigating complaints on non-compliant programs of HEIs,
effectively implementing the sanctions imposed by the
Commission en Banc (e.g. phase-out, closure, downgrading of
status, imposition of fines, among others) pursuant to its
mandate under RA 7722, and provide a mechanism for effective
mediation services on numerous and myriad complaints
regarding academic and other issues brought before the
Commission. Under this office are two (2) Divisions: the
Investigation and Enforcement Division, and the Legislative
Liaison and Mediation Office :
(1) Investigation and Enforcement Division
(1.a.) Investigation Section
• Conducts fact-finding investigations on all complaints filed against organic personnel of the Commission, and on all
matters relative to violation of the CHED law, rules and regulations committed by higher education institutions (HEIs);
• Coordinates with the proper law enforcement agencies whenever necessary, in order to effectively carry out the
functions stated in the preceding bullet point and for the purpose of containing unlawful activities as provided under
R.A. 7722 and BP 232;
• Coordinates properly with the Office of the Solicitor General in all matters relative to judicial cases of the
Commission;
• Secures the opinion of the Department of Justice on matters that require its intervention;
• Prepares and submits fact-finding reports and recommendation for consideration and appropriate action by the
Commission;
• Assists, as the need arises or upon request, the Central and Regional Offices in the Commission in conducting
assessment and/or evaluation of legal compliance of programs offered by private HEls;
• Provides the necessary support and assistance in any preliminary investigation to determine if there is prima facie
evidence or formal investigations conducted by the Commission in connection with the first bullet point;
• Provides technical inputs for the legislative liaison requirements of the Commission in both Houses of Congress and
the office of the President; and
• Coordinates Mediation Services in support of the investigation powers of the Commission as an effective alternative
mode of dispute resolution.
(1.b.) Enforcement Section
• Formulates and recommends policies and programs of action for the effective enforcement of
the country’s educational laws, rules and regulations;
• Enforces the decisions, directives, orders and resolutions issued by the Commission En Banc
and other judicial and quasi-judicial bodies;
• Prosecutes respondents in formal investigation for alleged violations by CHED organic
personnel pertinent to provisions of the laws, rules and regulations pertaining to education;
• Processes applications for Correction of Name in School records;
• Reviews Contracts, Memorandum of Agreements and Commission Issuances, Circulars, etc.;
• Assists in the review of appeals on cases of Exclusion and Expulsion of Students; and
• Maintains lateral coordination with other government and private agencies in the
implementation of all activities and programs.
(2) Legislative Liaison and Mediation Division
• Consolidates valuable inputs, comments and alternative positions from the various CHED offices/units
whenever preparing a unified position on bills relevant to higher education;
• Consolidates inputs for written comments and/or position papers of the Commission on proposed
legislation that affect higher education, as well as inputs in the preparation/drafting or proposed priority
bills of the Commission;
• Attends public hearings conducted by the Education Committees of both the House of Representatives
and the Senate regarding proposed education bills and other congressional committees together with
the technical staff of concerned offices;
• Identifies, coordinates and provides technical support to the CHED Chairpersons, Commissioners and
key officials during legislative hearings;
• Monitors and analyzes the status of priority legislative proposals on higher education and coordinates
with Congress the implementation of viable strategies to address delays in the passage of needed
legislative measures and other related problems;
• Initiates efforts to establish rapport with the legislators and their Chiefs-of-Staff and arrange meetings
and briefings with the Commission, if and when needed, for advocacy and other purposes;
• Provides coordination and liaison work with Congress during budget hearings and briefings; and
• Performs all other pertinent legislative liaison and coordination work with Congress, and other
government agencies.
 OFFICE OF PLANNING,
RESEARCH, AND KNOWLEDGE
MANAGEMENT
Serving as the Commission’s development planning
body and chief policy formulator in the area of higher
education, the Office of Planning, Research and
Knowledge Management (OPRKM) :
• Directs and issues guidelines for the formulation of sector-wide and CHED-wide policies, plans, and
development initiatives, and consolidates them for Commission approval and endorsement to
the National Economic and Development Authority in case of sector-wide plans and policies;
• Establishes the allocation parameters, framework/guidelines for allocating SUC budget and coordinates
their application in the allocation of the budget of SUCs, and consolidate the results;
• Develops criteria and systems for allocating HEDF and other public investment resources;
• Directs and manages the formulation of higher education R&D agenda and monitors and evaluates its
implementation;
• Determines and provides the research infrastructure and enabling policies and initiatives;
• Oversees major research projects for which CHED is accountable;
• Promotes the utilization of research outputs within the framework of Intellectual Property policies;
• Generates, processes, and analyzes higher education related date/information for policy formulation,
planning, program development and serving the information needs of stakeholders;
• Conducts or outsources research with significant policy inputs for CHED;
• Provides overall direction in the development, implementation and maintenance of packaging
information, network systems, information systems, databases, and electronic dissemination of
information, and client support services supportive to the attainment of the Vision, Mission, and Goals of
the CHED; and
• Packages and disseminates in a timely manner relevant higher education and R&D data and
information.
 PLANNING AND RESOURCE MANAGEMENT
DIVISION
• – Conducts activities needed for the formulation and updating of sector-wide plans for higher education such
as :
•         1. Environmental Scanning/situational analysis
•         2. Identification and resolution of goals and objectives
•         3. Translation of goals/objectives into action plan
•         4. Consultation and other activities in aid of plan formulation
•         5. Packaging, dissemination and advocacy
• – Formulates and recommends a higher education development plan cum investment plan relevant to
national development
• – Monitors the performance of higher education based on established parameters/indicators relative to Plan
milestones and targets;
• – Spearheads the formulation/preparation of agency performance commitments and action plans and
medium/long-term plan in higher education; and
• – Assists in the preparation of the annual budget, budgetary target and projections and performance
indicators of the agency.
 RESEARCH MANAGEMENT DIVISION
• – Directs and manages the formulation and implementation of the higher education R&D agenda:
• a. Reviews and recommends R&D priorities/agenda in/on higher education
• b. Evaluates, endorses and serves as clearing house for higher education institution research proposals for HEDF and GAA funding
• c. Facilitates the processing of approved CHED-funded researches
• d. Monitors the implementation of CHED-researches
• e. Evaluates the outputs and impacts of CHED-funded researches
• – Provides research infrastructure and enabling policies for promoting research and development:
• a. Periodically assesses the research capacity and productivity of HEIs to determine development needs
• b. Designs and implements awards/incentive schemes to enhance research productivity and reward high quality research outputs
• c. Develops and implements research capability programs for HEIs – faculty researchers, such as but not limited to: thesis/dissertation grants, support for
paper presentation in international conferences, and visiting research fellow
• d. Evaluates and assesses research development, extension, and knowledge management project proposals and recommend it for funding
• – Promotes the utilization of research outputs within the framework of Intellectual Property laws and policies:
• a. Updates and maintains data infrastructure
• b. Upgrades CHED accredited journals to be classified/included under the journal international indexing
• c. Supports and/or convenes local/international research conference/symposia and other media for dissemination of research findings
• – Evaluates and assesses research and development extension (RDE) and innovative project proposals related to higher education and recommend
projects to be funded;
• – Monitors, in collaboration with the HEDFS, and submits periodic reports on the status of CHED-funded projects; and
• – Conducts or outsources research with policy inputs to CHED;
 KNOWLEDGE MANAGEMENT DIVISION
• Knowledge Management Division with three (3) sections: the Information Management Section, the Knowledge
Resource Section, and the Systems Integration Section, with the following specific functions :
(3.a.) Information Management Section
• – Prepares plans, projects and strategies for the development;
• – Formulates, coordinates, and implements policies and guidelines related to higher education data collection,
processing, and data banking;
• – Conducts annual collection, collation, consolidation, storage, and analysis of data and information from higher
education institutions in the country in coordination with the CHED regional offices;
• – Provides technical assistance to the CHED office and higher education institutions on the data collection,
processing and data banking needs of the Commission;
• – Manages/maintains databases to enable continuous online access of higher education data;
• – Prepares annual higher education statistical bulletin and directory of higher education institutions and program
offerings of higher education institutions;
• – Prepares higher education data projections and other related statistics as required by the stakeholders in support
to the policy formulation and decision-making;
• – Collects, generates, and monitors higher education indicators gathered from CHED offices, higher education
institutions and government and non-government agencies; and
• – Coordinates with the concerned agencies for statistical standards uses in aggregating data.
 KNOWLEDGE MANAGEMENT DIVISION
(3.b.) Knowledge Resource Section
• – Develops, recommends and implements policies, standards and guidelines related to
higher education information packaging and dissemination;
• – Performs quality checks on manuscripts and final printed products worthy of publications
and initiate administrative processing for printing;
• – Conducts researches and prepare write-ups for the production of CHED key publications;
• – Conceptualizes, designs and develops or produce information, education and
communication materials for special events and other education-related activities per target
audience;
• – Collaborates with CHED offices for the conduct of information dissemination campaign for
CHED data products, services, and activities; and
• – Monitors, collects, collates, digitizes and stores new articles/issues on education from
dailies and other tri-media sources.
 KNOWLEDGE MANAGEMENT DIVISION
(3.c.) Systems Integration Section
• – Prepares plans, programs, projects and strategies for the development, deployment and maintenance of CHED
integrated information management systems in providing services to stakeholders, policy formulation and decision-
making;
• – Facilitates and coordinates the efficient operation of the Higher Education Management Information System
(HEMIS) in all CHED office and higher education institutions;
• – Provides technical assistance in outsourcing development and deployment of information systems and
corresponding databases;
• – Introduces and integrates new technologies into the existing system infrastructure;
• – Reviews and updates CHED information systems manual and provides necessary orientation to the stakeholders;
• – Provides technical assistance and client support services such as virus detection and removal, installation of
authorized software, use of open source operating system and productivity suites, relocation of networked
workstations, printers and other network appliances and other similar needs;
• – Prepares and evaluates required documents like project concept pare, feasibility study, data element (data
dictionary) manual, information systems requirement and other ICT related documents;
• – Monitors and evaluates information system development and implementation; and
• – Performs related analysis and design functions.
OFFICE OF PROGRAMS AND
STANDARDS DEVELOPMENT
 Primarily in-charge of the enhancement of program
quality and standards; the development of
corresponding policy guidelines; and the achievement
of transparency, accountability, expediency and
integrity in the formulation and enforcement of PSGs,
the Office of Programs and Standards Development
(OPSD) has three (3) Divisions: the Programs
Development Division, the Standards Development
Division, and the Non-Conventional Higher Education
Programs Division :
(1) Programs Development Division
• Assists the Commission in the formulation of academic programs in higher
education and in determining the participation of individuals or HEIs in
international academic programs;
• Evaluates and synthesizes the results of program evaluation in aid of policy
formulation and development;
• Recommends to the Commission the composition of Technical Panels,
Committees and Task Forces and provides technical support for their
operation;
• Develops and evaluates programs and projects in accordance with developed
and established standards; and
• Assists in the identification of and support for Centers of Excellence and
Centers of Development in various academic programs.
(2) Standards Development Division
• Assists the Commission in the setting/revision of policies, standards and
guidelines for higher education programs;
• Develops the system, criteria, instruments and procedures for monitoring and
evaluating the implementation of policies, standards and guidelines;
• Assists the Commission in the formulation of criteria and identification of
potential Centers of Excellence and Centers of Development in various
academic programs;
• Provides technical assistance to the Regional Offices in the performance of
their pertinent functions; and
• Reviews applications for authority to operate higher education programs for
approval of the Commission; and Coordinates and collaborates with the
Office of Planning, Research, and Knowledge Management (OPRKM) for
data collection and banking of performance of graduates in the different
licensure examinations.
(3) Non-Conventional Higher Education Programs Division
• Assists the Commission in the formulation, revision and amendment of policies, standards
and guidelines for the implementation of the non-conventional higher education programs;
• Enforces policies, standards, and guidelines for non-conventional higher education programs;
• Links and cooperates with appropriate agencies, industries, professional associations and
institutions, and local and international accrediting bodies for the promotion, maintenance of
standards and, local and global social acceptance;
• Recommends the deputization of higher education institutions which may conduct
equivalency assessments, develop assessment instruments, provide academic
supplementation and/or award degrees within their area of competence or specialization;
• Establishes equivalency and accreditation mechanism for the college degree programs within
the National Qualifications Framework; and
• Coordinates the training of HEI faculty in human resource training, and development of prior
learning accreditation and assessment of learning experiences.
OFFICE OF INSTITUTIONAL
QUALITY ASSURANCE AND
GOVERNANCE
 The Office of Institutional Quality Assurance and
Governance (OIQAG) focuses on issues of quality
assurance, governance and the coordination of
higher education institutions. Generally, it has the
following functions :
• Assists and monitors quality management and governance initiatives of HEIs;
• Promotes the strengthening of HEIs’ productivity capabilities;
• Supports HEIs’ innovations for productivity improvement;
• Formulates and supports the implementation of institutional policies and guidelines on quality
assurance and governance;
• Assesses, coordinates with, and supports the HEIs’ vertical development per their horizontal
typology;
• Assesses, coordinates with, and supports public HEIs in their status and functioning as
amalgamated or merged institutions;
• Coordinates with, and supports HEIs in their plans to establish consortia, twinning,
partnerships, linkages between and among themselves and with foreign HEIs; and
• Advocates sustained promotion for continuing quality improvement and transparent
responsible institutional governance.
(1) Quality Assurance Division
• Advocates sustained promotion of continuous quality improvement in higher education and capability building programs for
faculty;
• Formulates and implements institutional policies and guidelines for the implementation of an outcomes-based and typology-
based QA;
• Develops, continuously refines and implements an outcomes-based institutional assessment/accreditation monitoring and
evaluation tool that corresponds to the HEI typology;
• Helps convene and provide secretariat support to the principal accrediting bodies to ensure the harmonization across
accreditation bodies and networks of outcomes-based program accreditation on the one hand, and institutional
assessment/accreditation on the other;
• Continuously scans the regional and global environment for developments in the areas of program and institutional quality
assurance to provide inputs to the principal accrediting body for the refinement of existing accreditation criteria and
practices;
• Reviews the institutional QA monitoring and evaluation reports and integrates the OPDS reviews of program QA monitoring
and evaluation for appropriate interventions by the principal accrediting body;
• Develops and maintains an accurate database of QA-related variables for all Philippine HEIs that is linked to the CHED MIS;
• Establishes linkages with CHED units, HEIs, regional and international organizations and other QA stakeholders in higher
education; and
• Keeps track of regional and international developments on QA and provide appropriate future directives and options for
CHED and HEIs; and
• Administers the faculty development program as mechanisms for achieving institutional quality; and
• In the implementation of the 2011-2016 Strategic Plan and HERA, assists HEIs in the development of internal QA
mechanisms and proactively ensures that a critical mass of them have QA systems in place.
(2) Institutional Governance Division
• Assesses, supports and coordinates with private and public HEIs in plans and
actions involving consortia, twinning, partnerships, linkages, between them,
and with foreign HEIs;
• Assesses, coordinates with and supports public HEIs in their status and
functioning as regional university systems or amalgamated/merged HEIs;
• Advocates, formulates and recommends institutional policies and guidelines
on governance issues and institutional development;
• Maintains an updated database that contains variables specific to
SUCs/LUCs and private HEIs; and
• Provides appropriate governance and related technical support for public and
private HEIs.
 OFFICE OF STUDENT
DEVELOPMENT AND SERVICES
 Primarily mandated to bring about an expanded and
enhanced career and life opportunities for students, in
line with the Constitutional provision on the “vital role
of the youth in nation building; the promotion of and
protection of their physical, moral, spiritual,
intellectual, and social well-being as well as the
inculcation of patriotism, nationalism and
encouragement of their involvement in public and
civic affairs”, the Office of Student Development and
Services (OSDS)has the following mandates :
In terms of policy, program development and technical assistance:
• Directs, in coordination with stakeholders and other CHED units, the conduct
of research and studies that lead to policies, plans, programs, guidelines and
procedures relative to the relevant student development and services
programs;
• Provides technical assistance to CHEDROs, HEIs and other concerned
agencies in the development of guidelines for various student development
and services; and
• Establishes and maintains linkages with government and non-government
agencies and organizations on matters pertaining to student development and
services
For monitoring and evaluation:
• Develops criteria and instruments for monitoring and evaluating student
development and services’ program administration and implementation, in
coordination with other agencies and concerned CHED units; and
• Monitors and evaluates the implementation and outcomes of student
development and services programs in the CHEDROs and HEIs.
In line with student development and services information system:
• Enhances and maintains student development and services information
system in collaboration with the OSDS;
• Adopts systematic filing, storing, retrieval and reproduction of data/information
and other relevant documents;
• Gathers, collates and analyze disaggregated data on clientele profile and
other information;
• Prepares, maintains and updates databases for the special clienteles of
special programs and initiatives and of overseas students; and
• Ensures the safety and security of the OSDS information system.
For program advocacy:
• Prepares the advocacy plan for implementation;
• Prepares and packages information materials pertaining to policies and
programs relative to the works of the Divisions for wider dissemination and
advocacy; and
• Assists other government agencies in information materials development and
dissemination that deal with student welfare and development.
CHED REGIONAL
OFFICES
 The Regional Offices are the dynamic and
empowered frontline organic units of CHED that
adhere to the highest principles of good governance,
accountability, transparency and efficient service to
the stakeholders of higher education. With the most
crucial role the CHEDRO’s play in the implementation
of the policies and programs of the Commission and
in higher education reform, they have the following
general terms of reference :
• Monitors the implementation of national policies and programs and
enforcement of academic standards at the regional level;
• Coordinates the formulation of higher education plans and programs that are
responsive to the needs and potentials of the region in consultation with other
regional offices;
• Provides assistance to the CHED Central Office in the allocation of resources
and preparation of the composite higher education budget for the region;
• Undertakes research; conducts/outsources studies applicable to the region
and disseminates information to all institutions and agencies;
• Provides technical assistance and develops relevant training program to
higher education institutions; and
• Collects and analyzes higher education information relative to the region and
maintains an adequate management information system.
Specifically, the CHEDROs also :
• Implements the plans, policies, standards, guidelines, rules and regulations promulgated by the Commission
concerning the operation of Higher Education Institutions in the different regions;
• Monitors and evaluates the performance of Higher Education Institutions in the region in terms of compliance
to minimum standards for the various higher education programs;
• Issues permits and recognition for the various program offerings of private higher education institutions;
• Coordinates the implementation of projects and programs of the Commission in the region for the
development and improvement of the higher education system;
• Formulates and updates regional higher education development plans;
• Implements scholarship, study grants and student financial assistance programs as well as other relevant
student auxiliary services
• Gathers and consolidates basic higher education data/statistics for the region;
• Disseminates PSGs, higher education data and other relevant information for guidance of stakeholders;
• Coordinates the provision of efficient and effective student services (e.g., issuance of Special Orders;
certification, authentication and verification of academic records, etc.);
• Represents the Commission and participates in the affairs of the Regional Development Council; and
• Establishes networks/linkages with and participates in the activities of other government and non-government
agencies, organizations or institutions.
ORGANIZATION AND STRUCTURE
OF TESDA