The Philippines is a unique country. Only slightly larger than the U.S.

state of Arizona in land

mass, it is the world’s second-largest archipelago after Indonesia, consisting of more than 7,000
islands. It is also the world’s 12th most-populous country with just over 103 million people as of
2016.
Notably, the Philippines is the only pre-dominantly Christian country in Asia (roughly 80
percent of the population is Roman Catholic). Equally notable, English is a national language in
the Philippines next to Filipino (Tagalog) and spoken by about two-thirds of the population,
although there are still some 170 additional Malayo-Polynesian languages in use throughout the
archipelago.
Both the country’s religious makeup and its anglophony are the result of colonialism. The
Philippines was a Spanish colony for more than three centuries, a fact that shaped religious belief
systems, before the U.S. occupied it in 1898 and ruled the country for nearly five decades, until
independence in 1946. U.S. colonialism had a formative impact on the development of the
modern Philippine education system and various other aspects of Philippine society. With the
imposition of English in sectors like education, news media, and trade, the Spanish language
became marginalized and faded. In 1987, Spanish was dropped as an official language and is
today only spoken by a small minority of Filipinos.

DETERIORATING HUMAN RIGHTS SITUATION

In 2013, the Philippine government initiated the extension of the country’s basic education
cycle from ten to twelve years – a major reform that former Education Secretary Armin Luistro
has called “the most comprehensive basic education reform initiative ever done in the country
since the establishment of the public education system more than a century ago”. Over the past
two years, however, news from the Philippines was mostly dominated by extralegal killings,
after populist President Rodrigo Duterte, elected in 2016, unleashed a brutal “war on drugs”
that Human Rights Watchhas described as the “worst human rights crisis since the dictatorship of
Ferdinand Marcos”. In a quest to eradicate the sale and use of drugs, more than 12,000 people,
including many innocent victims, have been gunned down by the country’s police, armed forces
and vigilantes without any form of legal process. Most of the victims are poor and from the
country’s congested cities.
Other recent developments included an intensification of the armed conflict in the southern
region of the country, in which separatist rebels and Islamist terror groups like Abu Sayyaf are
fighting for greater autonomy or the creation of an independent state for the Muslim Moro
minority (officially 5 percent of the population, primarily located on the island of Mindanao).
Heavy military fighting in 2017 triggered the imposition of martial law in the Mindanao region,
with President Duterte publicly contemplating the extension martial law to other parts of the
country – an announcement that raised the specter of a further erosion of civil liberties in the
Philippines.
Duterte’s “war on drugs” and his authoritarian ambitions are not without detractors – the
Catholic Church of the Philippines, for instance, has condemned the extrajudicial killings. As of
now, however, Duterte’s hard-line policies are supported by a majority of the Filipino
population. The President held a sky-high approval rating of 80 percent in opinion polls
conducted in December 2017 – a far higher rating than any of the three preceding presidents.

ECONOMIC OUTLOOK AND POVERTY

The deteriorating human rights situation in the Philippines has so far done little to slow
economic growth. The Philippine economy is booming and has, in fact, grown faster than all
other Asian economies except China and Vietnam in recent years. In 2017, the country’s GDP
increased by 6.7 percent and is projected to continue to grow by more than 6 percent annually
in 2018 and 2019.
By some measures, economic growth in the Philippines is socially inclusive: according
to official statistics, the country’s poverty rate decreased from 26.6 percent in 2006 to 21.6
percent in 2015. The World Bank noted that between “…. 2012 and 2015, household income
among the bottom 40 percent of the income distribution rose by an average annual rate of 7.6
percent”. At the same time, poverty remains a major and pervasive problem in the Philippines,
with efforts to reduce the problem progressing slowly and lagging behind improvements made in
other Southeast Asian countries. Income disparities are rampant and economic growth is mostly
concentrated in urban centers, while many rural regions remain plagued by extreme levels of
poverty. According to the Asian Development Bank, close to 25 million Filipinos still existed on
less than USD $1.51 per day in 2010.

PROBLEMS IN EDUCATION AND EDUCATION REFORMS:

AN OVERVIEW
In 2017, the National Economic and Development Authority of the Philippines published
the Philippine Development Plan, 2017-2022, detailing the country’s aspirations for the next five
years. The plan envisions the Philippines becoming an upper-middle income country by 2022,
based on more inclusive economic growth that will reduce inequalities and poverty, particularly
in rural areas. Human capital development is a key element in this strategy and has been the
impetus behind various political reforms over the past years. Recent education reforms have
sought to boost enrollment levels, graduation rates and mean years of schooling in elementary
and secondary education, and to improve the quality of higher education.

PROBLEMS IN THE SCHOOL SECTOR

Many of these reforms were adopted against a backdrop of declining educational standards in
the Philippine education system during the first decade of the 21st century. A
UNESCO mid-decade assessment report of Southeast Asian education systems, published in
2008, for example, found that participation and achievement rates in basic education in the
Philippines had fallen dramatically, owed to chronic underfunding. After rising strongly from
85.1 percent in 1991 to 96.8 percent in 2000, net enrollment rates at the elementary level, for
instance, had dropped back down to 84.4 percent by 2005. Also by mid-decade, elementary
school dropout rates had regressed back to levels last seen in the late 1990s. The completion
rate in elementary school was estimated to be below 70 percent in 2005.
At the secondary level, problems were omnipresent as well: the net enrollment rate in secondary
education, for example, had by 2005 dropped down to 58.5 percent, after increasing from 55.4
percent to around 66 percent between 1991 and 2000. Tellingly perhaps, the country’s youth
literacy rate, while still being high by regional standards, fell from 96.6 percent in 1990 to 95.1
percent in 2003, making the Philippines the only country in South-East Asia with declining
youth literacy rates.
Such deficiencies were reflected in the poor performance of Filipino students in international
assessment tests, such as the Trends in International Mathematics and Science Study (TIMSS). In
2003, the last year the Philippines participated in the study, the country ranked only 34th out of
38 countries in high school mathematics and 43rd out of 46 countries in high school science.
Education spending as a percentage of overall government expenditures, meanwhile, declined
from 18.2 percent in 1998 to 12.4 percent in 2005. Between 2003 and 2005 alone, average
annual spending per public elementary and secondary school student fell from PHP 9,500 (USD
$182.7) to PHP 8,700 (USD $167.3) in real terms.

POLICY RESPONSE
To address these shortcomings, the Philippine government initiated structural changes in
the basic education system and significantly boosted education expenditures. Crucially, the
“Kindergarten Education Act”, passed in 2011, enacted a mandatory pre-elementary year of
Kindergarten education, while the “2013 Basic Education Act”, extended the elementary and
secondary education cycle from 10 to 12 years. The importance of this new 12-year education
cycle (K-12), which adds two years of mandatory senior secondary schooling for every Filipino
student, cannot be understated. Until the reforms, the Philippines was one of only three countries
in the world (the other two being Angola and Djibouti), with a 10-year basic education cycle. As
such, the K-12 reforms are an essential step to improve the global competitiveness of the
Philippines and bring the country up to international standards. Implementation of the new
system is progressing on schedule and the first student cohort will graduate from the new 12-year
system in 2018.
In addition, education spending was increased greatly: between 2005, when it hit its nadir, and
2014, government spending on basic education, for instance, more than doubled. Spending per
student in the basic education system reached PHP 12,800 (USD $246) in 2013, a drastic
increase over 2005 levels. And education expenditures have grown even further since: In 2017,
for instance, allocations for the Department of Education were increased by fully 25 percent,
making education the largest item on the national budget. In 2018, allocations for education
increased by another 1.7 percent and currently stand at PHP 533.31 billion (USD $ 10.26
billion), or 24 percent of all government expenditures (the second largest item on the national
budget). The higher education budget, likewise, was increased by almost 45 percent between
2016 and 2017. It should be noted, however, that some of the spending increases are simply
designed to cover additional costs stemming from the K-12 reforms. To accommodate the
reforms, 86,478 classrooms were constructed, and over 128,000 new teachers hired in the
Philippines between 2010 and 2015 alone.

OUTCOMES OF THE REFORMS THUS FAR

The government investments in education have led to substantial advances in
standard indicators of learning conditions, such as student-teacher and student-classroom ratios,
both of which improved significantly from 2010 to 2013, from 38:1 to 29:1 and from 64:1 to
47:1, respectively. Elementary school completion rates also climbed from their 2005 low of
under 70 percent to more than 83 percent in 2015. Net secondary school enrollment rates,
meanwhile, increased from under 60 percent in 2005 to 68.15 percent in 2015.
The biggest advances, however, were made in pre-school education. After the introduction of
one year of mandatory Kindergarten education in 2011, the net enrollment rate in
Kindergarten jumped from 55 percent (2010) to 74.6 percent in 2015. Also encouraging was the
fact that poorer families benefited strongly from the reforms. The World Bank noted that in
“2008, the gross enrollment rate in kindergarten for the poorest 20 percent of the population was
33 percent, but this had increased to 63 percent by 2013. Levels of kindergarten enrollment in the
Philippines now compare favorably with rates in other middle-income countries both within the
region and globally”.
That said, the Philippines keeps trailing other South East Asian countries in a variety of
education indicators and the government has so far fallen short on a number of its own reform
goals. Strong disparities continue to exist between regions and socioeconomic classes – while 81
percent of eligible children from the wealthiest 20 percent of households attended high school in
2013, only 53 percent of children from the poorest 20 percent of households did the same.
Progress on some indicators is sluggish, if not regressing: completion rates at the secondary
level, for example, declined from 75 percent in 2010 to 74 percent in 2015, after improving in
the years between.
Importantly, the Philippines government continues to spend less per student as a share of per
capita GDP than several other Southeast Asian countries, the latest budget increases
notwithstanding. It also remains to be seen how the K-12 reforms will affect indicators like
teacher-to-student ratios. In October 2015, it was estimated, that the government still needed to
hire 43,000 teachers and build 30,000 classrooms in order to implement the changes. Strong
population growth will also continue to put pressures on the education system. The Philippines
has one of the highest birth rates in Asia, and the government expects the population to grow
to 142 million people by 2045.

OUTCOMES IN HIGHER EDUCATION

In higher education, the government seeks to expand access and participation, but even more
importantly, tries to improve the quality of education. The Philippine National Development Plan
is quite outspoken on this subject and notes that while “the number of higher education
institutions (HEIs) in the Philippines is ten times more than its neighboring countries’, the
Philippines’ lackluster performance in producing innovators… , researchers (81 researchers per
million population versus 205 in Indonesia and 115 in Vietnam), and knowledge producers (28
out of 777 journals or 3.6 percent are listed under Thomson Reuters, Scopus, or both) indicates
… that the country has lagged behind many of its ASEAN neighbors in producing the
… researchers, innovators … and solutions providers needed to effectively function in a
knowledge economy”.
Participation in higher education in the Philippines has, without question, expanded strongly in
recent years. The gross tertiary enrollment rate increased from 27.5 percent in 2005 to 35.7
percent in 2014, while the total number of students enrolled in tertiary education grew from 2.2
million in 1999 to 4.1 million in 2015/16. Filipino experts have noted that the number of
graduates from higher education programs has recently “exceeded expectations.” The bold
decision of President Duterte in 2017 to make education at state universities and
colleges tuition-free may help to further boost enrollments, even though critics contend that the
costly move will sap the public budget while providing few discernible social benefits. These
critics maintain that tuition-free education will primarily benefit wealthier students since only 12
percent of students at state institutions come from low-income households.
At the same time, the K-12 reforms will inevitably lead to decreased higher education
enrollments, at least in the short-term, since many of the students that would usually have
entered higher education after grade 10 now have to complete two additional years of school.
Between 2015/16 and 2016/17, the total number of tertiary students already dropped from 4.1
million to 3.6 million – a decrease that is particularly apparent when looking at undergraduate
enrollments. Data from the Commission on Higher Education (CHED) shows that undergraduate
enrollments dropped by 12.7 percent between the 2015/16 and 2016/17 academic years, and is
expected to drop by a further 22 percent in 2017/18, before starting to recover in 2018/19, when
the first K-12 cohorts start to enter higher education.

In Brief: The Education System of the Philippines

ADMINISTRATION OF THE EDUCATION SYSTEM

Education in the Philippines is administered by three different government agencies, each
exercising largely exclusive jurisdiction over various aspects of the education system.

The Department of Education oversees all aspects of elementary, secondary and informal
education. It supervises all elementary and secondary schools, both public and private. The
Department is divided into two components: the central office in Manila and various field
offices, of which there are currently 17 regional offices and 221 provincial and city schools
divisions. The central office sets overall policies for the basic education sector, while the field
offices implement policies at the local level. The Autonomous Region in Muslim Mindanao
(ARMM) has its own department of education, but for the most part follows national guidelines
and uses the national school curriculum.
The Department of Education also has a number of agencies supervising programs that fall
outside the country’s formal education system. The Bureau of Alternative Learning System
(BALS), for instance, oversees education programs designed for “out-of-school children, youth
and adults who need basic and functional literacy skills, knowledge and values.” Two of
its major programs are the Basic Literacy Program (BLP), which aims to eliminate illiteracy
among out-of-school children and adults, as well as the “Continuing Education: Accreditation
and Equivalency (A&E) Program”, which helps school dropouts to complete basic education
outside the formal education system.
Technical and Vocational Education and Training (TVET) in the Philippines is supervised
by the Technical Education and Skills Development Authority (TESDA). TESDA oversees
TVET providers, both public and private, and acts as a regulatory body, setting training
standards, curricula and testing requirements for vocational programs.
The main authority in tertiary education is the Commission on Higher Education
(CHED). Directly attached to the Office of the President, CHED has far-reaching
responsibilities. It develops and implements higher education policies and provides quality
assurance through its oversight of post-secondary programs and institutions, both public and
private. CHED sets minimum standards for academic programs and the establishment of new
HEIs. It also suggests funding levels for public HEIs and determines how HEIs can use these
funds.
ELEMENTARY EDUCATION
Elementary education in the Philippines consists of six years of schooling, covering grades 1 to 6
(ages 6 to 12). Before the adoption of the K-12 reforms, elementary education was the only
compulsory part of the basic education cycle. With the reforms, however, compulsory education
has been extended and is now mandatory for all years of schooling, inclusive of grade 12.

It is now also mandatory that children complete one-year of pre-school Kindergarten education
before enrolling in elementary school. While it appears that this is not yet consistent practice
throughout the entire country, current legislation mandates that all children enroll in
Kindergarten at the age of five. Kindergarten education, like all other parts of public schooling,
is free of charge at public schools. Upon completion of the mandatory pre-school year, pupils are
eligible to attend elementary school – there are no separate admission requirements.

The elementary school curriculum was recently revised and includes standard subjects like
Filipino, English, mathematics, science, social science, Philippine history and culture, physical
education and arts. One notable and important change, however, is that minority languages
(“mother tongues”) are now being used as the language of instruction in the first years of
elementary education in areas where these languages are the lingua franca. There are
currently 19 recognized minority languages in use. English and Filipino are introduced as
languages of instruction from grades 4 to 6, in preparation for their exclusive use in junior and
senior secondary high school.

SECONDARY EDUCATION
Pre-reform: Prior to the 2016/17 school year, when the first cohort entered grade 11 of the new
senior secondary cycle, basic education ended after four years of secondary education (grades 7
to 10). Although freely available in public schools to all interested students, these four final years
of basic education were not compulsory. Graduating students were awarded a Certificate of
Graduation at the end of grade 10, and would progress either to higher education, TVET, or
employment.
Post-reform: With the enactment of the K-12 reforms, secondary education was extended from
four to six years and divided into two levels: four years of Junior High School (JHS) and two
years of Senior High School (SHS), giving the basic education cycle a structure of K+6+4+2. All
six years of secondary education are compulsory and free of charge at public schools. Since the
construction of public senior high schools and classrooms still lags behind the need created by
the K-12 reforms, however, a new voucher system was put in place to subsidize SHS study at
private schools. That said, the voucher amount is capped and does not fully cover tuition at most
private schools, keeping this option out of reach for socially highly disadvantaged families.
PRIVATE SCHOOLS
The size of the private sector in the Philippine school system is considerable. The government
already decades before the K-12 reforms started to promote public-private partnerships in
education. In these partnerships, the government sponsors study at low-cost private schools with
tuition waivers and subsidies for teacher salaries in an attempt to “decongest” the overburdened
public system. The Philippine “Educational Service Contracting” program (ESC) is, in fact, one
of the largest such systems in the world. It provides the state with a way to provide education at a
lower cost than in public schools, with parents picking up the rest of the tab – a fact that has
caused critics to charge that the government is neglecting its obligation to provide free universal
basic education.
Private high schools in the Philippines teach the national curriculum, must be officially approved
and abide by regulations set forth by the Department of Education. In 2014, 18 percent of
secondary students, or 1.3 million students, were enrolled in private schools. Fully 5,130 out of
12,878 secondary schools in the Philippines in 2012/13 (about 40 percent) were privately owned.
The number of ESC tuition grantees increased by 40 percent between 1996 and 2012 and
accounted for almost 60 percent of all private high school students in 2014, reflecting that
publicly subsidized private education is a growing trend with increasing numbers of low-cost
private schools now entering the Philippine market in the wake of the K-12 reforms.

JUNIOR HIGH SCHOOL (JHS)

JHS comprises grades 7 to 10 (ages 12 to 16). Students who complete elementary education at
grade 6 automatically progress to JHS – there are no separate entry requirements at both the
junior and senior secondary levels, although private schools may require passing of an entrance
examination. The JHS core curriculum includes the same subjects as the elementary curriculum,
with English and Filipino being used as the language of instruction, depending on the subject.

Pupils are assessed based on written assignments, performance tasks and quarterly assessments
(based on tests and/or performance tasks). The minimum passing grade for both single subjects
and the cumulative year-end average required for promotion is the grade of 75 (out of
100). Students with lower grades must take remedial classes and improve their grades in order to
progress to the next grade. There are no final graduation examinations at both the junior and
senior secondary levels.
Pupils interested in pursuing TVET may simultaneously start to explore Technology and
Livelihood Education (TLE) subjects in grades 7 and 8, and have the option to start studying
these subjects more extensively in grades 9 and 10. Those that complete a sufficient number of
hours in TLE subjects and pass TESDA assessments may be awarded a TESDA Certificate of
Competency or a National Certificate (see TVET section below).
 SENIOR HIGH SCHOOL (SHS)
SHS consists of two years of specialized upper secondary education (grades 11 and 12, ages 16
to 18). Students are streamed into academic specialization tracks with distinct curricula. Before
enrolling, students choose a specialization track, being restricted in their choice only by the
availability of that specialization at the school they plan to attend. The four tracks are:
 Academic Track
 Technical-Vocational-Livelihood (TVL) Track
 Sports Track
 Arts and Design Track
Students in all tracks study a core curriculum of 15 required subjects from seven learning areas,
which include: languages, literature, communication, mathematics, philosophy, natural sciences,
and social sciences. The grading scale and methods of assessment used in SHS are the same as in
JHS, but with a stronger emphasis on performance tasks. Upon completion of grade 12, students
are awarded a high school diploma.
The Academic Track is designed to prepare students for tertiary education. It is further divided
into four strands: general academic; accountancy, business and management (ABM); humanities
and social sciences (HUMSS); and science, technology, engineering and mathematics (STEM).
The TVL Track is intended for students looking to enter the labor force or pursue further TVET
after graduation. It is also divided into four strands: home economics; agriculture/fishery;
industrial arts; and information and communications technology (ICT). Graduates that pass the
relevant TESDA assessment tests are simultaneously eligible for the award of a
TESDA National Certificate I or II (see TVET section below).
The Sports and Arts and Design Tracks are intended to impart “middle-level technical skills”
for careers in sports-related fields and creative industries. Enrollments in these two tracks will be
comparatively small, however. While the Department of Education expected an estimated
609,000 students to enroll in the academic track, and another 596,000 students to enroll in the
TVL track in 2016, only 20,000 students were anticipated to opt for the sports or arts and design
tracks.
Overall, it is expected that the new overhauled K-12 curriculum will lead to greatly improved
educational outcomes, since it helps “decongest” the highly condensed prior 10-year curriculum.
Filipino educators have blamed the old compressed curriculum, at least in part, for the high
dropout rates and lack-luster test scores in recent years, since it did not afford students the time
necessary to absorb and learn all the material presented to them.

THE QUALIFICATIONS FRAMEWORK OF THE

PHILIPPINES
In 2012, the government established an official qualifications framework for the Philippines
(PQF). The goal of the PQF is to define standards and learning outcomes, ease mobility between
different education and training sectors in the Philippines, and to align Philippine qualifications
with international qualifications frameworks to facilitate international mobility. Qualifications in
the PQF range from secondary-level TVET certificates at levels 1 and 2 to doctoral qualifications
at level 8.

TECHNICAL VOCATIONAL EDUCATION AND TRAINING

(TVET)
TVET in the Philippines is designed to train the Philippine labor force and prepare graduates for
medium- skilled employment in various vocations, ranging from agriculture to automotive
technology, bookkeeping, business services, computer maintenance, information technology,
health services, cookery, tourism and hospitality services, carpentry, seafaring, housekeeping,
web design or teaching ESL. There were more than 2,000 different training programs on offer in
2015.
While the TVET sector is smaller in terms of total enrollments and remains less popular than the
tertiary sector, it nevertheless has expanded rapidly over the past years. Between 2000 and 2016,
the number of students enrolled in TVET programs increased by 295 percent, from 574,017
students to 2.27 million students. Graduation rates in TVET programs have improved greatly in
recent years and grew from 83 percent in 2010 to 95 percent in 2016.

STRUCTURE
The PQF specifies five levels of TVET qualifications. The National Certificate (NC) I and NC II
are placed at the secondary level and are designed to impart practical skills in a “limited range of
highly familiar and predictable contexts”. These certificates can be earned by secondary school
students at the end of grade 10 or grade 12.
The NC III, NC IV and Diploma are post-secondary qualifications at levels 3 to 5 of the PQF.
Programs leading to these types of qualifications generally require prior NCs or a high school
diploma for admission and involve training at progressive levels of complexity with a greater
theoretical focus, designed to train skilled workers in more supervisory functions. NC programs
are usually more applied in nature, whereas diploma programs tend to be more theoretically
oriented and often offered at universities.

At the NC level, TVET is competency-based, which means that programs are typically not
studied or quantified in a concrete number of semesters or years of study. Instead, training
programs are often modularized and self-paced – a fact that allows students who are already
employed to pursue TVET without having to adhere to a strict schedule of classes. To earn a
qualification, students must acquire a set number of “units of competency”, formally certified in
Certificates of Competency (COCs). COCs may be awarded upon completion of a set number of
hours of instruction, or demonstrated mastery of certain practical competencies. Assessment may
involve oral exams, written tests, employer assessment, portfolio or work projects.
It is important to note that NCs and COCs are only valid for a period of five years. After five
years, holders of these qualifications must apply for the renewal of their certification and re-
registration in a TESDA-maintained Registry of Certified Workers. If TESDA has established
new competency standards since the original qualification was issued, applicants must undergo
another competency assessment based on the new competency standards.
TVET INSTITUTIONS AND MODES OF DELIVERY
There are three main modes of TVET delivery in the Philippines: institution-based (at schools
and centers), enterprise-based (at companies), and community-based (at local government and
community organizations).

Institution-based programs are offered by TESDA-administered schools and training centers, as

well as by authorized private schools. Some higher education institutions also offer TESDA-
approved programs. About half of all TVET students studied in institution-based programs in
2016. TESDA presently directly maintains 57 schools, including 19 agricultural schools, 7
fishery schools and 31 trade schools, as well as 60 regional training centers catering to regional
needs. Most TVET schools, however, are privately-owned. About 90 percent of all TVET
providers were private as of 2013, even though public institutions continue to enroll greater
numbers of students: In 2016, 54.3 percent of TVET students were enrolled in public schools,
compared to 45.7 percent in private institutions.
Enterprise-based programs are typically pursued by trainees who are employed or are training
for employment at a company. These practice-oriented programs include apprenticeship
programs, so-called “learnership” programs, and dual training programs, a training model
adopted from Germany which combines training at a workplace with theoretical instruction at a
school. Most of these programs are based on a contract between the trainee and the company
and are as of now not very common – only slightly more than 3 percent of TVET students were
training in enterprise-based programs in 2016. Apprenticeship programs are usually between four
and six months in length, whereas learnership programs are simply shorter apprenticeship
programs lasting up to three months. Programs in the Dual Training System (DTS), meanwhile,
last up to two years, during which trainees acquire practical job skills augmented by part-time
study at a school.
Community-based programs are designed to provide TVET for “poor and marginal groups” at
the communal level, often in partnership with local government organizations. Based on local
needs and resources, these public programs are not only intended to help upskill marginalized
populations, but also aim to support NGOs and local government.

QUALITY ASSURANCE
TESDA provides quality control for TVET programs through its “Unified TVET Program
Registration and Accreditation System “(UTPRAS). All TVET programs offered at public and
private institutions must be taught in accordance with TESDA’s training regulations and be
officially registered via UTPRAS. In addition, TVET providers can improve their reputation by
seeking accreditation from accrediting bodies like the Asia Pacific Accreditation and
Certification Commission, but this is a voluntary process and not required for offering TVET
programs in the Philippines.

ARTICULATION BETWEEN TVET AND TERTIARY

EDUCATION SECTORS
Until now, the transferability of qualifications and study between the competency-based TVET
and tertiary education sectors is limited. However, the Philippine government seeks to create a
more open and integrated system. In the “Ladderized Education Act of 2014”, it directed CHED,
TESDA and the Depart of Education to establish “equivalency pathways and access ramps
allowing for easier transitions and progressions between TVET and higher education”, including
“…qualifications and articulation mechanisms, such as, but not necessarily limited to the
following: credit transfer, embedded TVET qualification in ladderized degree programs, post-
TVET bridging programs, enhanced equivalency, adoption of ladderized curricula/programs, and
accreditation and/or recognition of prior learning”. It remains to be seen how these changes will
be implemented in the future.

Tertiary Education

HIGHER EDUCATION INSTITUTIONS

The number of HEIs in the Philippines has grown rapidly over the past decades. Between 2007
and 2016/17 alone, the number of HEIs increased from 1,776 to 1,943. That makes the
Philippines the country with the highest number of HEIs in Southeast Asia. For example, the
Philippines has more than four times as many HEIs than Vietnam (445 in 2015), a country with a
similar-size population.

TYPES OF HEIS
There are three types of public tertiary education institutions in the Philippines as classified by
CHED:

State universities and colleges or SUCs are defined as public institutions “with independent
governing boards and individual charters established by and financed and maintained by the
national government“. In order to be classified as a university (as opposed to a college),
institutions need to offer graduate programs in addition to a minimum number of bachelor
programs in a range of disciplines. There are presently 112 SUCs in the Philippines.
Local colleges and universities are public institutions established and funded by local
government units. There are presently 107 local universities and colleges.
Other government schools form a category that comprises specialized HEIs that provide
training related to public services, such as the Philippine National Police Academy or the
Philippine Military Academy, for example. There are presently 14 of these institutions.

PRIVATE HEIS
The vast majority – 88 percent – of HEIs in the Philippines, however, are privately owned. There
were 1,710 private HEIs in operation in the 2016/17 academic year, which include both
religiously affiliated institutions (mostly Catholic schools) and non-sectarian institutions. Most
of these institutions offer the same type of tertiary education programs as public institutions and
are overseen by CHED. A “Manual of Regulations for Private Higher Education” details specific
guidelines for private providers.

Many private HEIs in the Philippines are “demand-absorbing” institutions that fill a gap in
supply created by the massification of education in the Philippines. Amidst limited capacities
and low funding levels in the Philippine higher education system, these institutions offer those
students who cannot get admitted into competitive public institutions access to tertiary education.
It should be noted, however, that with the exception of top Catholic universities like Ateneo de
Manila University, De La Salle University or the University of Santo Tomas, a majority of these
institutions are smaller for-profit providers that enroll fewer than 1,000 students. The quality of
education at many of these profit-driven institutions tends to be below the standards of
prestigious public HEIs.
Enrollment levels at public institutions therefore remain substantial, considering the large
number of private HEIs. While the share of private sector enrollments in the Philippines is high
by international standards, 45.8 percent of the country’s 3.5 milliontertiary students were
enrolled in public institutions in the 2016/17 academic year. Just over 39 percent of students
studied at state universities and colleges, 6.2 percent at local universities and colleges, and a
small minority of 0.17 percent at other government schools. The largest university in the
Philippines is presently the public Polytechnic University of the Philippines, which maintains
branch campuses throughout the country.

QUALITY ASSURANCE AND ACCREDITATION

The Philippine Commission on Higher Education (CHED) has far-reaching authority over HEIs,
including private institutions. It can authorize the establishment or closure of private HEIs, as
well as determine their tuition fees and degree programs. Private HEIs are required to seek
permission for their degree programs and to graduate students from these programs. Private
institutions that have received this permission are authorized to display a “Special Order
Number” (SON) on their academic records. The SON pertains to a specific credential awarded
on a certain date and needs to be requested on a continual basis for batches of graduates.
However, CHED can exempt HEIs from the requirement to request SONs by declaring them
“autonomous” or “deregulated” institutions – a designation that is granted for five-year periods
and reserved for reputable high quality institutions. Autonomous institutions have the freedom to
establish new degree programs and design their own curricula, whereas deregulated institutions
still need to request permission for new degree programs, but are exempt from the special order
requirements. CHED publishes lists of autonomous and deregulated universities on its website.
There is also a separate and voluntary accreditation process in the Philippines that allows HEIs to
apply for accreditation of their programs by private accrediting bodies, such as the “Philippines
Accrediting Association of Schools, Colleges and Universities” or the “Philippines Association
of Colleges and Universities Commission on Accreditation”. Accreditation is mostly program-
based and encouraged by CHED. The Commission incentivizes HEIs to seek accreditation by
granting institutions with accredited programs a number of self-regulatory powers, such as
financial and administrative autonomy, up to freedom to independently establish new graduate
programs. There are four levels of accreditation as set forth by CHED:
Level I: Programs have undergone initial review and are accredited for three years.
Level II: Programs have been re-accredited for three to five years, depending on the assessment
of the accreting body. This exempts institutions from applying for the SON, and allows them to
redesign the curricula (within limits) and use the word “accredited” on publications.
Level III: Programs have been re-accredited and fulfill a number of additional criteria, such as a
strong research focus and high pass rates of graduates in licensing exams. This level gives HEIs
the right to independently establish new programs associated with already existing level III
programs.
Level IV: Programs are considered to be of outstanding quality and prestige, as demonstrated by
criteria like publications in research journals and international reputation. HEIs have full
autonomy in running their accredited level IV programs and have the right to establish new
graduate programs associated with existing level IV programs.
Given that accreditation is not a mandatory requirement, however, only a minority of HEI’s in
the Philippines presently seek accreditation of their programs. In the 2016/17 academic year,
there were 671 higher education institutions with accredited programs in the Philippines (about
28 percent of all institutions). CHED provides an easy-to-navigate directory of all the recognized
higher education programs in the Philippines, organized by institution and region.

INTERNATIONAL UNIVERSITY RANKINGS

Compared to other Southeast Asian countries like Thailand, Malaysia or Indonesia, the
Philippines is currently not very well-represented in international university rankings. Only one
Philippine university was among the 359 universities included in the 2018 Times Higher
Education (THE) Asia University Rankings, while ten Thai universities, nine Malaysian
universities and four Indonesian universities were included in the ranking. The University of the
Philippines, arguably the most prestigious university in the Philippines, is currently ranked at
position 601-800 out of 1,102 institutions in the THE world ranking. Four Philippine universities
are included in the current QS World University Rankings. These are: the University of the
Philippines (367), Ateneo de Manila University (551-600), De La Salle University (701-750) and
the University of Santo Tomas (801-1000). No Philippine universities are included in the current
2017 Shanghai ranking.

ENROLLMENTS BY TYPE OF PROGRAM AND FIELD OF

STUDY
 The vast majority of Filipino students are enrolled at the undergraduate level. Fully 89 percent
were matriculated in bachelor-level programs and another 4.8 percent in pre-bachelor programs
in the 2016/17 academic year. Graduate level enrollments are still small: Only 5.2 percent of
students were enrolled in master’s programs and less than one percent in doctoral programs.
The most popular fields of study in 2016/17 were business administration, education,
engineering and technology, information and technology and medical studies. Of the more than
2.2 million students enrolled in these subject areas, about 41 percent chose business
administration and almost 33 percent pursued education studies. Engineering, information
technology and medical studies accounted for 20 percent, 18 percent and 9 percent, respectively.
University Admissions
Admission into university in the Philippines generally requires the high school diploma. Going
forward this means the new K-12 diploma. CHED has announced that beginning in the 2018/19
academic year, holders of the old 10-year high school diploma are expected to complete bridging
courses before enrolling in undergraduate programs. In addition, more selective institutions have
further requirements such as certain minimum GPA requirements, adequate scores in
the National Achievement Test (NAT) or institution-specific entrance examinations. There is no
nation-wide university entrance exam as found in other Asian countries.
Degree Structure
Given the impact the U.S. had on the development of the modern Philippine education system, it
is not surprising that tertiary benchmark credentials in the Philippines closely resemble the U.S.
system. Higher education institutions also follow a two semestersystem like in the U.S., however
the academic year runs from June until March.
Associate Degree
Even though the Associate degree is not included in the Philippine Qualifications Framework, it
is still awarded by several institutions in the Philippines. Associate programs are typically two
years in length, although some older programs used to be three years in length. Associate
programs often have a more vocationally-oriented focus, but also include a general education
component and may be transferred into bachelor’s programs. Some institutions offer associate
degrees as part of a laddered 2+2 system leading to a bachelor’s degree.

Bachelor’s Degree
Bachelor’s degree programs in standard academic disciplines are four years in length (a
minimum of 124 credits, but most typically between 144-180 credits). The credentials awarded
most frequently are the Bachelor of Science and the Bachelor of Arts. Bachelor’s programs in
professional disciplines like engineering or architecture, on the other hand, are typically five
years in length and have higher credit requirements. Programs include a sizeable general
education core curriculum in addition to specialized subjects. Until recently, general education
courses were typically completed in the first half of the program, while major-specific courses
were mostly taken in higher semesters. The K-12 reforms, however, will lead to changes in
curricula and likely reduce the general education component in bachelor’s programs.

Master’s Degree
Master’s programs require a bachelor’s degree for admission. Programs are typically two years
in length (a minimum of 30 credits, but credit requirements vary from institution to institution).
Depending on the discipline, master’s programs may include a thesis or be offered as non-thesis
programs, with non-thesis programs usually requiring a higher number of credits and passing
of a comprehensive examination.

Doctoral Degree
The doctoral degree is the highest degree in the Philippine education system. Doctoral programs
require a master’s degree for admission and typically involve coursework and a dissertation,
although some pure research programs without coursework also exist. The most commonly
awarded credential is the Doctor of Philosophy. In addition, there are professional doctorates,
such the Doctor Technology or the Doctor of Education. Most programs have a minimum length
of three years, but students often take much longer to complete the program.

Professional Education
Professional degree programs in disciplines like medicine, dentistry, veterinary medicine or law
are either post-graduate programs that require a bachelor’s degree for admission or long six-year
first degree programs that involve two years of foundation studies after high school. While there
are some variations in the programs offered, the general structure is as follows.

Law programs require a bachelor’s degree for admission, are usually four years in length, and
conclude with the award of the Juris Doctor. Medical programs lead to the award of the Doctor
of Medicine and require four years of study after the bachelor’s degree, including two years of
clinical study. Graduate medical education in medical specialties involves a further three to six
years of residency training after licensure.

Programs in dental and veterinary medicine, on the other hand, usually do not require a
bachelor’s degree for admission. Instead, students are required to complete a two-year
preliminary foundation program with a sizeable general education component before
commencing professional studies. Students graduate with the Doctor of Dental Medicine Doctor
of Veterinary Medicine after a total of six years of study.

In order to practice, graduates from professional programs must pass licensing examinations, the
standards of which are set forth by a national Professional Regulation Commission. This
Commission regulates most professions and oversees more than 40 Professional Regulatory
Boards that conduct the relevant licensing exams. Lawyers have to pass bar exams administered
by a Bar Examination Committee under the jurisdiction of the Supreme Court of the Philippines.
 Teacher Education
The standard teaching credential in the Philippines is a four-year bachelor’s degree. Elementary
school teachers earn a Bachelor of Elementary Education, whereas secondary school teachers
earn a Bachelor of Secondary Education, with curricula being tailored to the respective level of
education. Curricula are set by CHED and consist of general education subjects, education-
related subjects, specialization subjects and practice teaching. Holders of bachelor’s degrees in
other fields can earn a teacher qualification by completing a post-graduate program in education.
These programs are between one semester and one year in length and lead to a credential most
commonly referred to as the Certificate of Professional Education.

Grading Scales
There is no standard grading scale at the tertiary level that all institutions follow. It is more
common for HEIs to use their own unique grading scales and include a legend or description of
the scale on their academic transcripts. However, there are a few scales which are more common
than others. The most common one is the 1-5 scale, with 1 being the highest grade. Also
commonly used is a 0-100 scale with a minimum passing grade of 75.

CREDIT SYSTEM
The credit system, on the other hand, is fairly standardized. One credit unit usually represents at
least 16 semester-hours of classroom instruction and most classes require three hours of in-class
study per week. In a typical three-credit course, students, thus, attend classes for 48 hours per
semester. In non-lecture based classes, such as labs or other practical courses, one credit is
usually equivalent to 32 semester hours.
WES Documentation Requirements
Secondary Education
 Graduation Certificate/Diploma – submitted by the applicant
 Academic Transcript – sent directly by the institution attended
Higher Education
 Academic Transcript – sent directly by the institution (if study for one degree was completed at multiple
institutions, the last institution attended sends a consolidated transcript)
 For completed doctoral degrees – a written statement confirming the award of the degree sent directly by
the institution

NOTABLE DOCUMENTATION PECULIARITIES

All study reported on a single transcript: If a student completes study at multiple institutions,
the courses taken by this student at different schools (subjects, credits and grades) are all
included on the final transcript issued by the last institution attended. The institutions at which
the student studied previously will not issue separate transcripts. To document study completed
at multiple institutions, it is therefore sufficient to only request a consolidated transcript from the
last institution attended (see the sample documents below for an example).
Recognition status of programs: Academic records issued by private institutions may provide
cues about the official CHED recognition status of the program in question. The academic
records will either indicate the mandatory special order number, or in the case of exempted
institutions note their autonomous or deregulated status. If neither a special order number nor the
autonomous/deregulated status is indicated on the documents, the program was either not
completed, the special order number request is still pending with CHED, or the program is not
recognized.
Click here for a PDF file of the academic documents referred to below.
Sample Documents
 High school diploma and academic transcript (old system)
 High school diploma and academic transcript (K-12)
 National Certificate II
 Bachelor of Arts
 Bachelor of Science
 Master of Science
 Doctor of Philosophy
 Doctor of Medicine
Supporting Effective
Instruction (Preview)
Part 1: Intro & Objectives
In order to be an effective instructional leader, school leaders must be able to coach teachers on
ways to improve their instruction. Having a knowledge of research on curriculum and instruction
allows leaders to engage their teachers in deep conversations about effective practices. in their
classrrom. This module focuses on ways leaders can support their teachers classroom practices.

GRADUATION REQUIREMENTS

1. A student shall be recommended fir graduation only after he gas satisfied all
academic and other requirements for graduation prescribed in his curriculum.
2. A graduating student shall accomplish an application for graduation and submit
to the Dean for evaluation and subsequently submit the application in bunch to
the Registrar for evaluation and assessment within two weeks after enrollment of
the student during their last semester at the College.
3. The college Registrar shall post on the bulletin Board a complete list of
candidates for graduation at least two months before the date of graduation. The
list of candidates for graduation must be deliberated upon and endorsed by the
Academic Council to the Board of Trustees at least a month before the date of
graduation.
4. All candidates for graduation shall have their deficiencies settled and their
records cleared two months before the date of graduation.
5. No student shall be conferred any title or degree if he has no money or property
clearance.
6. No diploma for the completion of the curriculum will be issued to a student unless
he has completed the last two curriculum years for a four-year degree course
and the last one curriculum year for a two-year non-degree course.

GRADUATION WITH HONORS

In order to qualify for the Roll of Honor, a student must obtain an average of at least 1.7
(88%) and have no final grade lower than 2.0 (85%) in any subject and must have
earned the full load or equivalent including PE.

Students who are candidates for graduation with honors must have completed in the
College at least 75% of the total number of academic units required for graduation and
must have been in residence therein for at least 3 years prior to graduation.

Credits starting from the first year are included in the computation. For transferees, only
credits earned in the College should be included in the computation provided however
that they have no grade lower than 2.0 or its equivalent obtained in another school. The
average of the final ratings of the second semester of the senior year and the average
for the seven other semesters are considered in computing in the general average.

NSTP grade is not included in the computation of general point average, however such
grade should not be lower than 2.0 to qualify in the honor list. To be eligible for honors,
a student must have:

 Exemplary character
 Been regular in attendance
 No record of any violation of school regulations
 Never been accused of misdemeanor
 No grade lower than 2.0 (85%) in any subject, Dropped, INC or withdrawn

Students, who complete their courses with the following range of weighted averages
computed to the decimal place, shall be graduated with honors:

Summa Cum Laude 1.0 – 1.24

Magna Cum Laude 1.25 – 1.49

Cum Laude 1.50 – 1.75

In case of students graduating with honors, the prescribed length of which is less than
four (4) years, the English equivalent name “With Honors”, With High Honors & With
Highest Honors shall be used instead.

The final selection of honor students is approved by the Committee created by the
College.

Extracurricular or extra academic activity (EAA) are those that fall outside the realm of the
normal curriculum of school or university education, performed by students. Extracurricular activities
exist for all students.
Such activities are generally voluntary (as opposed to mandatory), social, philanthropic, and often
involve others of the same age. Students and staff direct these activities under faculty sponsorship,
although student-led initiatives, such as independent newspapers, are very common.
PHILIPPINE LAWS, STATUTES AND CODES - CHAN ROBLES
VIRTUAL LAW LIBRARY

A collection of Philippine laws, statutes and codes

not included or cited in the main indices

of the Chan Robles Virtual Law Library

This page features the full text of

Batas Pambansa Bilang 232
"Education Act of 1982"
AN ACT PROVIDING FOR THE ESTABLISHMENT AND
MAINTENANCE OF AN INTEGRATED SYSTEM OF
EDUCATION.

chan robles virtual law library

BATAS PAMBANSA BILANG 232

AN ACT PROVIDING FOR THE ESTABLISHMENT AND

MAINTENANCE OF AN INTEGRATED SYSTEM OF
EDUCATION.

chan robles virtual law library

chan robles virtual law library

I.
GENERAL PROVISIONS

CHAPTER 1
Preliminary Matters
chanrobles virtual law library
Section 1. Title. — This Act shall be known
as the "Education Act of 1982." chanrobles virtual

law library

Sec. 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. chanrobles virtual law library

CHAPTER 2
Declaration of Basic State Policy and
Objectives

chanrobles virtual law library

Sec. 3. Declaration of Basic Policy. — It is

the policy of the State to established and
maintain a complete, adequate and
integrated system of education relevant to
the goals of national development. Toward
this end, the government shall ensure,
within the context of a free and democratic
system, maximum contribution of the
educational system to the attainment of the
following national developmental goals:

1. To achieve and maintain an accelerating

rate of economic development and social
progress;

2. To ensure the maximum participation of

all the people in the attainment and
enjoyment of the benefits of such growth;
and

3. To achieve and strengthen national unity

and consciousness and preserve, develop
and promote desirable cultural, moral and
spiritual values in a changing world.

The State shall promote the right of every

individual to relevant quality education,
regardless of sex, age, creed, socio-
economic status, physical and mental
conditions, racial or ethnic origin, political
or other affiliation. The State shall therefore
promote and maintain equality of access to
education as well as the enjoyment of the
benefits of education by all its
citizens. chanrobles virtual law library

The state shall promote the right of the

nation's cultural communities in the
exercise of their right to develop themselves
within the context of their cultures,
customs, traditions, interest and belief, and
recognizes education as an instrument for
their maximum participation in national
development and in ensuring their
involvement in achieving national unity.
chanrobles virtual law library

Sec. 4. Declaration of Objectives. — The

educational system aim to: ch anroblesvirtuall awlibrar y

1. Provide for a broad general education

that will assist each individuals in the
peculiar ecology of his own society, to (a)
attain his potentials as a human being; (b)
enhance the range and quality of individual
and group participation in the basic
functions of society; and (c) acquire the
essential educational foundation of his
development into a productive and versatile
citizen; chanrobles virtual law library
2. Train the nation's manpower in the
middle-level skills for national
development;

3. Develop the profession that will provide

leadership for the nation in the
advancement of knowledge for improving
the quality of human life; and

4. Respond effectively to changing needs

and conditions of the nation through a
system of educational planning and
evaluation.

Towards the realization of these objectives,

and pursuant to the Constitution, all
educational institutions shall aim to
inculcate love of country, teach the duties of
citizenship, and develop moral character,
personal discipline, and scientific,
technological, and vocational efficiency.
chanrobles virtual law library

Furthermore, the educational system shall

reach out to educationally deprived
communities, in order to give meaningful
reality to their membership in the national
society, to enrich their civic participation in
the community and national life, and to
unify all Filipinos into a free and just nation.

II.
THE EDUCATIONAL COMMUNITY

CHAPTER 1
Preliminary Provisions
chanrobles virtual law library

Sec. 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: chanroblesvirtu allawlibrar y

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. chanrobles virtual law library

4. Extend support to promote the viability of

those institutions through which parents,
students and school personnel seek to
attain their educational goals.

Sec. 6. Definition and Coverage. —

"Educational community" refers to those
persons or groups of persons as such or
associated in institutions involved in
organized teaching and learning systems.
The members and elements of the
educational community are: ch anroblesvirtuall awlibrar y chanrobles virtual

law library

1. "Parents" or guardians or the head of the

institution or foster home which has custody
of the pupil or student.

2. "Students," or those enrolled in and who

regularly attend and educational institution
of secondary or higher level of a person
engaged in formal study. "Pupils," are those
who regularly attend a school of elementary
level under the supervision and tutelage of
a teacher.

3 "School personnel," or all persons

working for an educational institution,
which includes the following: ch anroblesvirtu allawlibrar y

a. "Teaching or academic staff," or all

persons engaged in actual teaching and/or
research assignments, either on full-time or
part-time basis, in all levels of the
educational system.

b. "School administrators," or all persons

occupying policy implementing positions
having to do with the functions of the school
in all levels.

c. "Academic non-teaching personnel," or

those persons holding some academic
qualifications and performing academic
functions directly supportive of teaching,
such as registrars, librarians, research
assistants, research aides, and similar staff.

d. "Non-academic personnel," or all other

school personnel not falling under the
definition and coverage of teaching and
academic staff, school administrators and
academic non-teaching personnel. chanrobles
virtual law library
4. "Schools," or institutions recognized by
the State which undertake educational
operations.chanrobles virtual law library

Sec. 7. Community Participation. — Every

educational institution shall provide for the
establishment of appropriate bodies
through which the members of the
educational community may discuss
relevant issues, and communicate
information and suggestions for assistance
and support of the school and for the
promotion of their common interest.
chanrobles virtual law library

Representatives from each subgroup of the

educational community shall sit and
participate in these bodies, the rules and
procedures of which must be approved by
them and duly published. chan robles virtual

chan robles virtual law librarylaw library

CHAPTER 2
Rights

chanrobles virtual law library

Sec. 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: chanrobles virtual law library
chanroblesvirt uallawlibrar y

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.

Sec. 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: ch anroblesvirtuall awlibrary

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. chanrobles virtual law library

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. chanrobles virtual law library

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.

Sec. 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: chan roblesvirtuallawlibrary

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.chanrobles virtual law library

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. chanrobles virtual law
library

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. chanrobles virtual law library

4. The right to be free from involuntary

contributions except those imposed by their
own organizations.

Sec. 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.

Sec. 12. Special Rights of School

Administration. — School administrators
shall, in accordance with existing laws,
regulations and policies of the Ministry of
Education, Culture and Sports, be accorded
sufficient administrative discretion
necessary for the efficient and effective
performance of their functions.
chanrobles virtual law library

School administrators shall be deemed

persons in authority while in the discharge
of lawful duties and responsibilities, and
shall therefore be accorded due respect and
protection.
chanrobles virtual law library

Sec. 13. Rights of Schools. — In addition to

other rights provided for by law, schools
shall enjoy the following: chanroblesvirtu allawlibrary

1. The right of their governing boards or

lawful authorities to provide for the proper
governance of the school and to adopt and
enforce administrative or management
systems. chanrobles virtual law library

2. The right for institutions of higher

learning to determine on academic grounds
who shall be admitted to study, who may
teach, and what shall be subjects of the
study and research. chanrobles virtual law library

CHAPTER 3
Duties and Obligations
chanrobles virtual law library

Sec. 14. Duties of Parents. — In addition to

those provided for under existing laws, all
parents shall have the following duties and
obligations: ch anroblesvirtuall awlibrar y

1. Parents, individually or collectively,

through the school systems, shall help carry
out the educational objectives in accordance
with national goals.

2. Parents shall be obliged to enable their

children to obtain elementary education and
shall strive to enable them to obtain
secondary and higher education in the
pursuance of the right formation of the
youth.

3. Parents shall cooperate with the school in

the implementation of the school program
curricular and co-curricular.

Sec. 15. Duties and Responsibilities of

Students. — In addition to those provided
for under existing laws, every student
shall: chanrobles virtuallawlibr ary

1. Exert his utmost to develop his

potentialities for service, particularly by
undergoing an education suited to his
abilities, in order that he may become an
asset to his family and to society. chanrobles
virtual law library

2. Uphold the academic integrity of the

school, endeavor to achieve academic
excellence and abide by the rules and
regulations governing his academic
responsibilities and moral integrity. chanrobles

virtual law library

3. Promote and maintain the peace and

tranquility of the school by observing the
rules and discipline, and by exerting efforts
to attain harmonious relationships with
fellow students, the teaching and academic
staff and other school personnel.

4. Participate actively in civic affairs and in

the promotion of the general welfare,
particularly in the social, economic and
cultural development of his community and
in the attainment of a just, compassionate
and orderly society.

5. Exercise his rights responsibly in the

knowledge that he is answerable for any
infringement or violation of the public
welfare and of the rights of others.

Sec. 16. Teacher's Obligations. — Every

teacher shall: chanroblesvirtu allawlibrar y

1. Perform his duties to the school by

discharging his responsibilities in
accordance with the philosophy, goals, and
objectives of the school. chanrobles virtual law library

2. Be accountable for the efficient and

effective attainment of specified learning
objectives in pursuance of national
development goals within the limits of
available school resources. chanrobles virtual law
library

3. Render regular reports on performance of

each student and to the latter and the
latter's parents and guardians with specific
suggestions for improvement.
4. Assume the responsibility to maintain
and sustain his professional growth and
advancement and maintain professionalism
in his behavior at all times.

5. Refrain from making deductions in

students' scholastic rating for acts that are
clearly not manifestations of poor
scholarship.

6. Participate as an agent of constructive

social, economic, moral, intellectual,
cultural and political change in his school
and the community within the context of
national policies.

Sec. 17. School Administrators'

Obligations. — Every school administrator
shall: chanrobles virtuallawlibr ary

1. Perform his duties to the school by

discharging his responsibilities in
accordance with the philosophy, goals and
objectives of the school. chanrobles virtual law library

2. Be accountable for the efficient and

effective administration and management
of the school.

3. Develop and maintain a healthy school

atmosphere conducive to the promotion and
preservation of academic freedom and
effective teaching and learning, and to
harmonious and progressive school-
personnel relationship. chanrobles virtual law library

4. Assume and maintain professional

behavior in his work and in dealing with
students, teachers, academic non-teaching
personnel, administrative staff, and parents
or guardians.
5. Render adequate reports to teachers,
academic non-teaching personnel and non-
academic staff on their actual performance
in relation to their expected performance
and counsel them on ways of improving the
same.

6. Observe due process, fairness,

promptness, privacy, constructiveness and
consistency in disciplining his teachers and
other personnel.

7. Maintain adequate records and submit

required reports to the Ministry of
Education, Culture and Sports.

Sec. 18. Obligations of Academic Non-

Teaching Personnel. — Academic non-
teaching personnel shall: chanroblesvirtu allawlibrar y

1. Improve himself professionally be

keeping abreast of the latest trends and
techniques in his profession.

2. Assume, promote and maintain an

atmosphere conducive to service and
learning. chanrobles virtual law library

3. Promote and maintain an atmosphere

conducive to service and learning. chanrobles
virtual law library

III.
THE EDUCATIONAL SYSTEMS

CHAPTER 1
Formal Education
chanrobles virtual law library

Sec. 19. Declaration of Policy. — The State

recognizes that formal education, or the
school system, in society's primary learning
system, and therefore the main instrument
for the achievement of the country's
educational goals and objectives.
chanrobles virtual law library

Sec. 20. Definition. — "Formal Educational"

refers to the hierarchically structured and
chronologically graded learning organized
and provided by the formal school system
and for which certification is required in
order for the learner to progress through
the grades or move to higher levels. Formal
education shall correspond to the following
levels: chanrobles virtual law library
chanrobles virtuallawlibr ary

1. Elementary Education. — the first stage of

compulsory, formal education primarily
concerned with providing basic education
and usually corresponding to six or seven
grades, including pre-school programs.

2. Secondary Education. — the state of

formal education following the elementary
level concerned primarily with continuing
basic education and expanding it to include
the learning of employable gainful skills,
usually corresponding to four years of high
school.

3. Tertiary Education. — post secondary

schooling is higher education leading to a
degree in a specific profession or discipline.

Sec. 21. Objectives of Elementary

Education. — The objectives of elementary
education are: chanrobles virtual law library
ch anroblesvirtuall awlibrary

1. To provide the knowledge and develop

the skills, attitudes, and values essential to
personal development and necessary for
living in and contributing to a developing
and changing social milieu;

2. To provide learning experiences which

increase the child's awareness of and
responsiveness to the changes in and just
demands of society and to prepare him for
constructive and effective involvement;

3. To promote and intensify the child's

knowledge of, identification with, and love
for the nation and the people to which he
belongs; and

4. To promote work experiences which

develop the child's orientation to the world
of work and creativity and prepare himself
to engage in honest and gainful work.

Sec. 22. Objectives of Secondary Education.

— The objectives of secondary education
are:chanrobles virtuallawlibr ary

1. To continue to promote the objectives of

elementary education; and

2. To discover and enhance the different

aptitudes and interests of the students so as
to equip him with skills for productive
endeavor and/or prepare him for tertiary
schooling. chanrobles virtual law library

Sec. 23. Objective of Tertiary Education. —

The objectives of tertiary education
are:chanrobles virtuallawlibr ary chanrobles virtual law library

1. To provide a general education program

that will promote national identity, cultural
consciousness, moral integrity and spiritual
vigor;

2. To train the nation's manpower in the

skills required for national development;

3. To develop the professions that will

provide leadership for the nation; and

4. To advance knowledge through research

work and apply new knowledge for
improving the quality of human life and
responding effectively to changing societal
needs and conditions.

CHAPTER 2
Non-Education and Specialized Educational
Services

chanrobles virtual law library

Sec. 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: chanrobles virtual law library
chanrobles virtuallawlibr ary

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: chanrobles virtual law library
chanrobles virtuallawlibr ary

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.

CHAPTER 3
Establishment of Schools

chanrobles virtual law library

Sec. 25. Establishment of Schools. — All

schools shall be established in accordance
with law. The establishment of new national
schools and the conversion of existing
schools from elementary to national
secondary or tertiary schools shall be by
law: Provided, That any private school
proposed to be established must
incorporate as an non-stock educational
corporation in accordance with the
provisions of the Corporation Code of the
Philippines. This requirement to incorporate
may be waived in the case of family-
administered pre-school institutions.
chanrobles virtual law library

Government assistance to such schools for

educational programs shall be used
exclusively for that purpose. chanrobles virtual law
library

chanrobles virtual law library

Sec. 26. Definition of Terms. — The terms

used in this Chapter are defined as
follows: ch anroblesvirtuall awlibrar y

1. "Schools" are duly established

institutions of learning or educational
institutions.

2. "Public Schools" are educational

institutions established and administered
by the government.chanrobles virtual law library

3. "Private Schools" are educational

institutions maintained and administered by
private individuals or groups.

Sec. 27. Recognition of Schools. — The

educational operations of schools shall be
subject to their prior authorization of the
government, and shall be affected by
recognition. In the case of government
operated schools, whether local, regional,
or national, recognition of educational
programs and/or operations shall be
deemed granted simultaneously with
establishment.

In all other case the rules and regulations

governing recognition shall be prescribed
and enforced by the Ministry of Education,
Culture and Sports defining therein who are
qualified to apply, providing for a permit
system, stating the conditions for the grant
of recognition and for its cancellation and
withdrawal, and providing for related
matters. chanrobles virtual law library

Sec. 28. Effects of Recognition; Punishable

Violations. — The issuance of a certificate of
recognition to a school shall have the
following effects: chanrobles virtuallawlibr ary

1. It transforms the temporary permit to a

permanent authority to operate;

2. It entitled the school or college to give

the students who have completed the
course for which recognition is granted, a
certificate, title or diploma; and chanrobles virtual
law library

3. It shall entitle the students who have

graduated from said recognized course or
courses to all the benefits and privileges
enjoyed by graduates in similar courses of
studies in all schools recognized by the
government.

Operation of schools and educational

programs without authorization, and/or
operation thereof in violation of the terms of
recognition, are hereby declared punishable
violations subject to the penalties provided
in this Act.
chanrobles virtual law library
Sec. 29. Voluntary Accreditation. — The
Ministry shall encourage programs of
voluntary accreditation for institution which
desire to meet standards of quality over and
above minimum required for State
recognition.

CHAPTER 4
Internal Organization of Schools
Sec. 30. Organization of Schools. — Each
school shall establish such internal
organization as will best enable it to carry
out its academic and administrative
functions, subject to limitations provided by
law. chanrobles virtual law library
Each school establish such arrangements
for the peaceful settlement of disputes
between or among the members of the
educational community. chanrobles virtual law library

Sec. 31. Governing Board. — Every

government college or university as a
tertiary institution and every private school
shall have a governing board pursuant to its
charter or the Corporation Code of the
Philippines, as the case may be.
Sec. 32. Personnel Transactions. — The
terms and conditions of employment of
personnel in government schools shall be
governed by the Civil Service, budgetary
and compensation laws and rules.
In private schools, dispute arising from
employer-employee relations shall fall
under the jurisdiction of the Ministry of
Labor and Employment as provided for by
law regulations: Provided, That in view of
the special employment status of the
teaching and academic non-teaching
personnel, and their special roles in the
advancement of knowledge, standards set
or promulgated jointly by the Ministry of
Education, Culture and Sports and by the
Ministry of Labor and Employment shall be
applied by the Ministry of Labor and
Employment: Provided, further, That every
private school shall establish and implement
an appropriate system within the school for
the prompt and orderly settlement of
provisions of Articles 262 and 263 of the
Labor Code. chanrobles virtual law library

CHAPTER 5
School Finance and Assistance
Sec. 33. Declaration of Policy. — It is
hereby declared to be the policy of the State
that the national government shall
contribute to the financial support of
educational programs pursuant to goals of
education as declared in the Constitution.
Towards this end, the government shall: chanroblesvirtu allawlibrar y

1. Adopt measures to broaden access to

education through financial assistance and
other forms of incentives to schools,
teachers, pupils and students; and

2. Encourage and stimulate private support

to education through, inter alia, fiscal and
other assistance measures.

A. FUNDING OF REPUBLIC SCHOOLS

Sec. 34. National Funds. — Public school

shall continue to be funded from national
funds: Provided, That local governments
shall be encouraged to assume operation of
local public schools on the basis of national
fund participation and adequate revenue
sources which may be assigned by the
national government for the purpose.

Sec. 35. Financial Aid Assistance to Public

Secondary Schools. — The national
government shall extend financial aid and
assistance to public secondary schools
established and maintained by local
governments, including barangay high
schools. chanrobles virtual law library
Sec. 36. Share of Local Government. —
Provinces, cities and municipalities and
barangays shall appropriate funds in their
annual budgets for the operation and
maintenance of public secondary schools on
the basis of national fund participation.
Sec. 37. Special Education Fund. — The
proceeds of the Special Education Fund
accruing to local governments shall be used
exclusively for the purposes enumerated in
Section 1 of Republic Act No. 5447, and in
accordance with rules and regulations
issued by the Ministry of Education, Culture
and Sports and the Ministry of the Budget.
Said proceeds shall be considered a local
fund and shall be subject to Presidential
Decrees No. 477, Presidential Decree No.
1375 and other applicable local budget laws
and regulations.
Sec. 38. Tuition and other School Fees. —
Secondary and post-secondary schools may
charge tuition and other school fees, in
order to improve facilities or to
accommodate more students.chanrobles virtual law
library
Sec. 39. Income from other Sources. —
Government-supported educational
institution may receive grants, legacies,
donations and gifts for purposes allowed by
existing laws.
Furthermore, income generated from
production activities and from auxiliary
enterprises may be retained and used for
schools concerned in accordance with rules
and regulations jointly issued consistently
with pertinent appropriation and budgetary
laws by the Ministry of the Budget, the
Ministry of Education, Culture and Sports
and the Commission on Audit.

B.
FUNDING OF PRIVATE SCHOOLS
Sec. 40. Funding of Private Schools. —
Private schools may be funded from their
capital investment or equity contributions,
tuition fees and other school charges,
grants, loans, subsidies, passive investment
income and income from other sources.
Sec. 41. Government Assistance. — The
government, in recognition of their
complementary role in the educational
system, may provide aid to the programs of
private schools in the form of grants or
scholarships, or loans from government
financial institutions: Provided, That such
programs meet certain defined educational
requirements and standards and contribute
to the attainment of national development
goals. chanrobles virtual law library
Sec. 42. Tuition and Other Fees. — Each
private school shall determine its rate of
tuition and other school fees or charges. The
rates and charges adopted by schools
pursuant to this provision shall be
collectible, and their application or use
authorized, subject to rules and regulations
promulgated by the Ministry of Education,
Culture and Sports. chanrobles virtual law library
Sec. 43. Income from Other Sources. —
Any private school duly recognized by the
government, may receive any grant and
legacy, donation, gift, bequest or devise
from any individual, institution, corporation,
foundation, trust of philanthropic
organization, or research institution or
organization as may be authorized by
law. chanrobles virtual law library
Furthermore, private schools are authorized
to engage in any auxiliary enterprise to
generate income primarily to finance their
educational operations and/or to reduce the
need to increase students' fees. chanrobles virtual
law library

Sec. 44. Institutional Funds. — The

proceeds from tuition fees and other school
charges, as well as other income of schools,
shall be treated as institutional funds.
Schools may pool their institutional funds,
in whole or in part, under joint management
for the purpose of generating additional
financial resources.
C.
INCENTIVES TO EDUCATION
Sec. 45. Declaration of Policy. — It is the
policy of the State in the pursuit of its
national education development goals to
provide an incentive program to encourage
the participation of the community in the
development of the educational sector.
Sec. 46. Relating to School Property. —
Real property, such as lands, buildings and
other improvements thereon used actually,
directly and exclusively for educational
purposes shall be subject to the real
property tax based on an assessment of
fifteen per cent of the market value of such
property: Provided, That all the proceeds
from the payment thereof shall accrue to a
special private education fund which shall
be managed and disbursed by a local private
school board which shall be constituted in
each municipality or chartered city with
private educational institutions with the
mayor or his representative as chairman
and not more than two representatives of
the institutional taxpayers, and, likewise,
not more than two residents of the
municipality or chartered city who are
alumni of any of the institutional taxpayers
as members: Provided, further, That fifty
percent of the additional one percent tax on
real estate property provided for under
Republic Act 5447, shall accrue to the
special private education fund: Provided,
finally, That in municipalities or chartered
cities wherein the number of private
institutions with individual enrollment of
pupils and students over five thousand
exceeds fifteen, the members of the private
school board shall be increased to not more
than fourteen members determined
proportionately by the Minister of
Education, Culture and Sports. The private
school board shall adopt its own rules which
shall enable it to finance the annual
programs and projects of each institutional
taxpayer for the following purposes;
student-pupil scholarships; improvement of
instructional, including laboratory, facilities
and/or equipment; library books and
periodicals acquisition; and extension
service in the community, in that order of
priority. chanrobles virtual law library
Sec. 47. Relating to Gifts or Donations to
Schools. — All gifts or donation in favor of
any school, college or university recognized
by the Government shall not be subject to
tax; Provided, That such gifts or donations
shall be for improvement of classrooms and
laboratory of library facilities, and shall not
inure to the benefit of any officer, director,
official, or owner or owners of the school, or
paid out as salary, adjustments or
allowance of any form or nature
whatsoever, except in support of faculty
and/or professorial chairs.
Sec. 48. Relating to Earnings from
Established Scholarship Funds. — All
earnings from the investment of any duly
established scholarship fund of any school
recognized by the government, constituted
from gifts to the school, and/or from
contributions or other resources assigned to
said fund by the school, if said earnings are
actually used to fund additional scholarship
grants to financially deserving students
shall be exempt from tax until the
scholarship fund is fully liquidated, when
the outstanding balance thereof shall be
subject to tax.
Sec. 49. School Dispersal Program. — All
gains realized from the sale, disposition or
transfer of property, real or personal, of any
duly established private school, college or
university, in pursuance of a school
dispersal program of the government or of
the educational institution as approved by
the government, shall be considered exempt
from tax if the total proceeds of the sale are
reinvested in a new or existing duly
established school, college, or university
located in the dispersal site, within one (1)
year from the date of such sale, transfer or
disposition; otherwise, all taxes due on the
gains realized from the transaction shall
immediately become due and payable.
Sec. 50. Conversion to Educational
Foundations. — An educational institution
may convert itself into a non-stock, non-
profit educational foundation, in accordance
with the implementing rules to be issued
jointly by the Ministry of Education, Culture
and Sports and the Ministry of
Finance.chanrobles virtual law library
In the case of stock corporations, if for any
reason its corporate existence as an
educational institution ceases and is not
renewed, all its net assets after liquidation
of the liabilities and other obligations may
be conveyed and transferred to any non-
profit educational institution or successor
non-profit educational institution or to be
used in such manner as in the judgment of
said court will best accomplish the general
purposes for which the dissolved
organization was organized, or to the State.

D.
ASSISTANCE TO STUDENTS
Sec. 51. Government Assistance to
Students. — The government shall provide
financial assistance to financially
disadvantaged and deserving students.
Such assistance may be in the form of State
scholarships, grants-in-aid, assistance from
the Educational Loan Fund, or subsidized
tuition rates in State colleges and
universities.
All the above and similar assistance
programs shall provide for reserve quotas
for financially needed but academically
qualified students from the national cultural
communities.

Sec. 52. Grant of Scholarship Pursuant to

Existing Laws. — Educational institutions
shall be encouraged to grant scholarships to
students pursuant to the provisions of
existing laws and such scholarship
measures as may hereafter be provided for
by law.
Sec. 53. Assistance from the Private
Sector. — The private sector, especially
educational institutions, business and
industry, shall be encouraged to grant
financial assistance to students, especially
those undertaking research in the fields of
science and technology or in such projects
as may be necessary within the context of
national development. chanrobles virtual law library
IV.
THE MINISTRY OF EDUCATION, CULTURE
AND SPORTS
CHAPTER 1
General Provisions
Sec. 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. chanrobles virtual law library
Sec. 55. Organization. — The Ministry shall
be headed by the Minister of Education,
Culture and Sports who shall be assisted by
one or more Deputy Ministers.
The organization of the Ministry shall
consist of (a) the Ministry Proper composed
of the immediate Office of the Minister, and
the Services of the Ministry, (b) the Board of
Higher Education, which is hereby
established, (c) the Bureau of Elementary
Education, the Bureau of Secondary
Education, the Bureau of Higher Education,
the Bureau of Technical and Vocational
Education, and the Bureau of Continuing
Education, which are hereby established,
(d) Regional offices and field offices, (e) the
National Scholarship Center and such other
agencies as are now or may be established
pursuant to law, and (f) the cultural
agencies, namely: the National Library, the
National Historical Institute, the National
Museum, and the Institute of National
Language. Such of the above offices as are
created or authorized to be established
under this provision, shall be organized and
staffed and shall function, subject to the
approval of the President, upon
recommendation of the Minister of
Education, Culture and Sports in
consultation with the Presidential
Commission on Reorganization.

Sec. 56. The National Board of Education is

hereby abolished, and its appropriations,
personnel, records, and equipment are
hereby transferred to the Office of the
Minister of Education, Culture and Sports.
Sec. 57. Functions and Powers of the
Ministry. — The Ministry shall: ch anroblesvirtuallawlibrary

1. Formulate general education objectives

and policies, and adopt long-range
educational plans;

2. Plan, develop and implement programs

and projects in education and
culture; chanrobles virtual law library
3. Promulgate rules and regulations
necessary for the administration,
supervision and regulation of the
educational system in accordance with
declared policy;

4. Set up general objectives for the school

system;

5. Coordinate the activities and functions of

the school system and the various cultural
agencies under it;

6. Coordinate and work with agencies

concerned with the educational and cultural
development of the national cultural
communities; and

7. Recommend and study legislation

proposed for adoption. chanrobles virtual law library

Sec. 58. Report to the Batasang Pambansa.

— The Minister of Education, Culture and
Sports shall make an annual report to the
Batasang Pambansa on the implementation
of the national basic education plan, the
current condition of the education
programs, the adequacy or deficiency of the
appropriations and status of expenditures,
the impact of education on the different
regions, the growth of enrollment, the
adequacy of academic facilities, the
concentration of low income groups, or the
supply of teaching and non-teaching
personnel, with such comments and
appropriate recommendations thirty (30)
days before the opening of its regular
session. chanrobles virtual law library

CHAPTER 2
Board of Higher Education
Sec. 59. Declaration of Policy. — Higher
education will be granted towards the
provision of better quality education, the
development of middle and high-level
manpower, and the intensification of
research and extension services. The main
thrust of higher education is to achieve
equity, efficiency, and high quality in the
institutions of higher learning both public
and private, so that together they will
provide a complete set of program offerings
that meet both national and regional
development needs. chanrobles virtual law library
Sec. 60. Organization of the Board of
Higher Education. — The Board of Higher
Education is reconstituted as an advisory
body to the Minister of Education, Culture
and Sports. The Board shall be composed of
a Deputy Minister of Education, Culture and
Sports designated as Chairman and four
other members to be appointed by the
President of the Philippines upon
nomination by the Minister of Education,
Culture and Sports for a term of four years.
The four members shall have distinguished
themselves in the field of higher education
and development either in the public or
private sector. In the initial appointment of
the non-ex officio members, the first
appointee shall serve for a term of four
years; the second for a term of three years;
the third for a term of two years; and the
fourth for a term of one year. The Director
of the Bureau of Higher Education shall
participate in the deliberation of the Board
but without the right to vote. The Bureau of
Higher Education shall provide the Board
with the necessary technical and staff
support: Provided, That the Board may
create technical panels of experts in the
various disciplines as the need arises.
Sec. 61. Function of the Board of Higher
Education. — The Board shall: ch anroblesvirtuall awlibrary

1. Make policy recommendations regarding

the planning and management of the
integrated system of higher education and
the continuing evaluation thereof.
2. Recommend to the Minister of Education,
Culture and Sports steps to improve the
governance of the various components of
the higher education system at national and
regional levels. chanrobles virtual law library

3. Assist the Minister of Education, Culture

and Sports in making recommendation
relatives to the generation of resources and
their allocation for higher
education. chanrobles virtual law library

CHAPTER 3
The Bureaus

Sec. 62. Bureau of Elementary Education.

— The Bureau shall perform the following
functions: chanrobles virtual law library
chanrobles virtuallawlibr ary

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 chanrobles virtual law library

3. Formulate guidelines to improve

elementary school physical plants and
equipment, and general management of
these schools.

Sec. 63. Bureau of Secondary Education. —

The Bureau shall perform the following
functions: chanrobles virtuallawlibr ary

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.

Sec. 64. Bureau of Technical and

Vocational Education. — The Bureau shall
perform the following: chanroblesvirtu allawlibrar y

1. Collaborate with other agencies in the

formulation of manpower plans; chanrobles
virtual law library

2. Conduct studies, formulate, develop and

evaluate post-secondary vocational-
technical programs and recommend
educational standards for these
programs; chanrobles virtual law library

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.

Sec. 65. Bureau of Higher Education. — The

Bureau of higher Education shall perform
the following functions: ch anroblesvirtuall awlibrar y

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 chanrobles virtual law library
5. Perform other functions provided for by
law. chanrobles virtual law library

Sec. 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: ch anroblesvirtuall awlibrary chanrobles virtual law

library

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; chanrobles virtual law library

2. Provide opportunities for the acquisition

of skills necessary to enhance and ensure
continuing employability, efficiency,
productivity, and competitiveness in the
labor market; chanrobles virtual law library

3. Serve as a means for expanding access to

educational opportunities to citizens of
varied interests, demographic
characteristics and socio-economic origins
or status.

CHAPTER 4
Regional Offices

Sec. 67. Functions. — A regional office

shall: chanrobles virtuallawlibr ary

1. Formulate the regional plan of education

based on the national plan of the Ministry
taking into account the specific needs and
special traditions of the region;

2. Implement education laws, policies,

plans, programs, rules and regulations of
the Ministry or agency in the regional area;

3. Provide economical, efficient and

effective education services to the people in
the area. chanrobles virtual law library
 V.
MISCELLANEOUS PROVISIONS

CHAPTER 1
Penal/Administrative Sanctions
Sec. 68. Penalty Clause. — Any person
upon conviction for an act in violation of
Section 28, Chapter 3, Title III above, shall
be punished with a fine of not less than two
thousand pesos (P2,000.00) nor more than
ten thousand pesos (P10,000.00) or
imprisonment for a maximum period of two
(2) years, or both, in the discretion of the
court. chanrobles virtual law library
If the act is committed by a school
corporation, the school head together with
the person or persons responsible for the
offense or violation shall be equally liable.

Sec. 69. Administrative Sanction. — The

Minister of Education, Culture and Sports
may prescribe and impose such
administrative sanction as he may deem
reasonable and appropriate in the
implementing rules and regulations
promulgated pursuant to this Act for any of
the following causes: chanr oblesvirtuallawlibrar y

1. Mismanagement of school
operations; chanrobles virtual law library

2. Gross inefficiency of the teaching or non-

teaching personnel; chanrobles virtual law library

3. Fraud or deceit committed in connection

with the application for Ministry permit or
recognition;

4. Failure to comply with conditions or

obligations prescribed by this Code or its
implementing rules and regulations; and

5. Unauthorized operation of a school or

course, or any component thereof, or any
violation of the requirement governing
 advertisements or announcements of
educational institutions.

Sanctions against the schools shall be

without prejudice to the interest of the
students, teachers and employees.

chanrobles virtual law library

CHAPTER 2
Administrative Provisions

Sec. 70. Rule-making Authority. — The

Minister Education, Culture and Sports
charged with the administration and
enforcement of this Act, shall promulgate
the necessary implementing rules and
regulations. chanrobles virtual law library
Sec. 71. Separability Provision. — Any part
or provision of this Act which may held
invalid or unconstitutional shall not affect
its remaining parts of provisions. chanrobles
virtual law library
Sec. 72. Repealing Clause. — All laws or
parts thereof inconsistent with any
provision of this Act shall be deemed
repealed or modified, as the case may
be. chanrobles virtual law library
Sec. 73. Effectivity. — This Act shall take
effect upon its approval. chanrobles virtual law library

Program Overview

The Master of Arts in Education major in Education Management and Supervision program
(MAED-EMS) enhances the knowledge and skills in emerging theories and principles of teaching
and assessment. The program includes topics in dynamics of change and leadership in the
workplace, educational planning and current issues and problems in education.
The MAED-EMS program aims to produce graduates who are able to assume managerial and
supervisory roles in the education system.
Admission requirements for MAEd in Education
Management and Supervision program in the Philippines

o Must have recommendation from previous college dean and previous employer
o Must take and pass the entrance examination for the master’s program
o Must have most recent medical and dental health record
o Must have the Original copy of the transcript of records
o Must have a copy of NSO certified birth certificate
o Must have a certificate of good moral character
o Must have a copy of the honourable dismissal
o Must have a copy of college diploma
o One 2”x 2” copy of latest photo

Duration of MAEd in Education Management and

Supervision program in the Philippines

The MAED-EMS program takes 2 years to complete.

Subjects included in the MAEd in Education Management

and Supervision program

o Human Relation and Organizational Behavior in Education

o Emerging theories and principles of teaching and assessment
o Information communication technology for teachers
o Dynamics of change and leadership in the workplace
o History and Philosophy of Contemporary Education
o Instructional Program Management and Evaluation
o Advanced Information Technology in Education
 o Human Resources management in Education
o Curriculum principles, design and evaluation
o Educational Research and Ethical Standards
o Current issues and problems in education
o Critical Issues, Educational Management
o Psycho-Social Perspectives of Education
o Principles of guidance and counseling
o Management behavior in education
o Comparative Models of Education
o School Governance and Control
o Advanced speech improvement
o Higher education pedagogies
o Foundations of education
o Management Internship
o Leadership in Education
o Educational leadership
o Methods of research
o Educational planning
o Inferential Statistics
o Statistical methods

What are the career opportunities for graduates of MAEd

in Education Management and Supervision in the
Philippines?

o School Administrator
o College Department Head
o School Principal
o Learning Center Supervisor
o College Dean
o Academician
o Researcher

HEIs are either classified as a college or a university, and either public or private, and also either
secular or religious. As of August 2010, records from CHED showed that the country had 1,573
private and 607 public HEIs.[1]
In the Philippines, college is a tertiary institution that typically offer a number of specialized courses
in the sciences, liberal arts, or in specific professional areas, e.g. nursing, hotel and restaurant
management and information technology. Meanwhile, to be classified as a university—such as
state universities and colleges (SUCs), CHED-supervised higher education institutions (CHEIs),
private higher education institutions (PHEIs) and community colleges (CCs)—it must meet the
following requirements:[2]

 operate at least eight different degree programs; including

 at least six undergraduate courses, specifically
 a four-year course in liberal arts,
 a four-year course in science and mathematics,
 a four-year course in the social sciences, and
 a minimum of three other active and recognized professional courses leading to
government licensures; and
 at least two graduate-level courses leading to doctoral degrees.
Local universities have less stringent requirements than private HEIs. They are only required to
operate at least five undergraduate programs—as opposed to eight for private universities—and two
graduate-level programs.[3]

Public higher education[edit]

Public universities are all non-sectarian entities, and are further classified into two types: State
university and college (SUC) or Local college and university (LCU).[4]
State universities and colleges[edit]
State universities and colleges (SUCs) refers to any public institution of higher learning that was
created by an Act passed by the Congress of the Philippines. These institutions are fully subsidized
by the national government, and may be considered as a corporate body.[5] SUCs are fully funded by
the national government as determined by the Philippine Congress.
The University of the Philippines System, being the "national university",[6][7] receives the biggest
chunk of the budget among the 456 SUCs, and has likewise been strengthened by law through
Republic Act 9500.[8]
Endowment[edit]
SUCs lamented the Philippine government's inadequate financial aid. For the fiscal year 2008, the
Congress of the Philippines allotted PHP 20.8 billion in subsidy for the operation of the SUCs, where
PHP 15.4 billion of the amount goes solely to the salaries of faculty members and employees.[9]
Collectively, SUCs have a student population of approximately 865,000, which means that every
student is subsidized by an average of PHP 24,000 per school year. Each Filipino family contributes
PHP 1,185 a year to run these schools through their tax payments.[10]
Naming conventions[edit]
During the growth and restructuring of the systems of SUCs, names such as University of the
Philippines have changed their meanings over time.

 In these five cases, the unqualified name has become the official name of the multi-campus
system that includes the campus which is the original bearer of the name. Examples include:
 University of the Philippines – Its flagship campus in Diliman, Quezon City is better
called U.P. Diliman, rather than U.P. The latter refers to the University of the Philippines
System.
  University of Rizal System – Its main campus in Tanay is better called URS-Tanay Main
than simply URS.
 Don Mariano Marcos Memorial State University – Its main campus in Bacnotan, La Union is
better called DMMMSU-North La Union than simply DMMMSU.
 In other cases, the unqualified name remains the official name of an individual main campus
which is now part of a larger system. Example include:
 Mindanao State University – Its flagship campus in Marawi City, Lanao Del Sur is better
called MSU Main or simply MSU.
Challenges[edit]
SUCs are confronted by annual budget cutbacks. As a result, these schools impose enrolment
quotas and increase fees. In recent years, tuition and miscellaneous fees in the SUCs have seen
huge increases.[9]
In 2007, the University of the Philippines hiked its tuition by 300 percent, from PHP 300 to PHP
1,000 per unit, while Eulogio "Amang" Rodriguez Institute of Science and Technologyimplemented a
600 percent tuition hike, from PHP 15 per unit to PHP 100 per unit, resulting in a 50 percent drop in
enrollment. During the same period, the Polytechnic University of the Philippines was poised to
increase its rate by 525 percent, but because of massive student demonstration the administration
had to shelve the plan.[9]
SUCs are also forced to accept only a limited number of students due to budget cuts. In 2007, some
66,000 high school graduates took the University of the Philippines College Admission
Test (UPCAT) but only around 12,000 were admitted. The same is true in Polytechnic University of
the Philippines where only 10,000 to 13,000 are admitted from more than 50,000 examinees
of Polytechnic University of the Philippines College Entrance Test (PUPCET).[9]
Enrollment rate[edit]
Only 10 percent of college students were in state-run schools in 1980, but this rose to 21 percent in
1994 and to almost 40 percent in 2008.[9]
List of SUCs per region[edit]
Main article: List of state schools, colleges and universities in the Philippines
The SUCs are banded together in one organization called the Philippine Association of State
Universities and Colleges (PASUC). As of 2004, PASUC's membership comprises 111 SUCs and 11
satellite associations.[5] There are 436 state universities and colleges in the Philippines (including
satellite campuses).
Local colleges and universities[edit]
Local colleges and universities (LCUs), on the other hand, are run by local government
units.[11] The Pamantasan ng Lungsod ng Maynila is first and largest among the LCUs.[12][13]
LCUs appeared to be having some political difficulties. On March 1, 2011, the Senate Committee on
Education, Arts and Culture of the Senate of the Philippines announced that it will push for a law
regulating LCUs all over the country. The Senate hearing received evidence from CHED that only a
few of the courses offered in LCU institutions have permits from the national government. Attorney
Lily Milla of the Commission on Higher Education (CHED) gave evidence to the hearing that out of
450 degree programs offered by the country's 93 LCUs, around 42 have permits to operate. The
chairman of the committee, Senator Edgardo Angara, told the same hearing that without a law
regulating LCUs, "We will add to the number of diploma mills. We already have enough mills. Many
of the poor send their kids to those schools and they're being shortchanged right now".[14]
Private tertiary institutions[edit]
Private colleges and universities may either be sectarian or non-sectarian entities. Institutions may
either be not-for-profit or profit-oriented.
Most private schools are not-for-profit Catholic like Adamson University (Vincentian), the Ateneo de
Manila University (Jesuit), De La Salle University (Christian Brothers), Don Bosco Technical
College (Salesian), Notre Dame of Dadiangas University (Marist Brothers of the Schools), Saint
Louis University (Philippines) (CICM), San Beda University (Benedictine),University of the
Immaculate Conception (Religious of the Virgin Mary) University of San Agustin (Augustinian), San
Sebastian College – Recoletos (Augustinian Recollects), University of San Carlos, and the Divine
Word College of Vigan (SVD), and the University of Santo Tomas and Colegio de San Juan de
Letran (Dominican). However, there are also non-Catholic not-for-profit sectarian institutions such
as Silliman University (Presbyterian), The MARIAM School of Nursing Inc. -Lamitan City
(Marians), Adventist University of the Philippines (Seventh-day Adventist), Wesleyan University
Philippines (Methodist), Central Philippine University (Baptist), Philippine Christian
University (Methodist), Trinity University of Asia (Episcopalian), New Era University (Iglesia ni
Cristo).
Non-sectarian private schools, on the other hand, are corporations licensed by the Securities and
Exchange Commission. Examples of these are AMA Computer University, Centro Escolar
University, Far Eastern University, Southern City Colleges and STI College which are likewise
registered on the Philippine Stock Exchange.

Accreditation[edit]
Accreditation is a process for assessing and upgrading the educational quality of higher education
institutions and programs through self-evaluation and peer judgment.[15] It is a system of evaluation
based on the standards of an accrediting agency, and a means of assuring and improving the quality
of education.[16] The process leads to a grant of accredited status by an accrediting agency and
provides public recognition and information on educational quality.[15]

Accreditation of Private institutions[edit]

Voluntary accreditation of all higher education institutions is subject to the policies of the
Commission on Higher Education. Voluntary accrediting agencies in the private sector are
the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU), the
Philippine Association of Colleges and Universities' Commission on Accreditation (PACUCOA), and
the Association of Christian Schools, Colleges and Universities Accrediting Association Inc.
(ACSCU-AAI) which all operate under the umbrella of the Federation of Accrediting Agencies of the
Philippines (FAAP), which itself is the certifying agency authorized by CHED.[17][18] Accreditation can
be either of programs or of institutions.
Programs offered by satellite campuses of non-system higher education institutions are subject to
separate accreditation of these accrediting agencies.
All of the institutions accredited by these three agencies certified by FAAP are private institutions.
Under CHED's Revised Policies and Guidelines on Voluntary Accreditation in Aid of Quality and
Excellence and Higher Education, there are four levels of program accreditation, with Level IV being
the highest.[15][19]
Two institutions, Ateneo de Manila University and De La Salle University-Manila were granted Level
IV accreditation pursuant to the provisions of CHED Order, CMO 31 of 1995, but their Level IV
institutional accreditation lapsed. Ateneo was granted Level IV re-accreditation in 2011.[20]
At present, nine universities have current institutional accreditation. Institutional accreditation is the
highest certification that can be given to an educational institution after a consideration of the
university's number of individual program accreditations and the result of an overall evaluation of the
quality of its facilities, services and faculty. These schools are Adventist University of the
Philippines, Ateneo de Manila University,[20] Ateneo de Davao University, Ateneo de Naga
University, Centro Escolar University, Central Philippine University, De La Salle University –
Dasmariñas, Silliman University, Trinity University of Asia, and University of Santo Tomas.[21]
At present the Ateneo de Manila University, is the only university in the Philippines that has been
simultaneously granted both Level IV Status and institutional accreditation. Silliman University on the
other hand is recorded to have the highest number of accredited programs in the country, fourteen of
which are on Level IV accreditation status while simultaneously bearing Institutional Accreditation by
the Federation of Accrediting Agencies of the Philippines.[22][23]

Accreditation for Public Institutions[edit]

Accrediting agencies for government-supported institutions are the Accrediting Agency of Chartered
Colleges and Universities in the Philippines (AACCUP), and the Association of Local Colleges and
Universities Commission on Accreditation (ALCUCOA). Together they formed the National Network
of Quality Assurance Agencies (NNQAA) as the certifying agency for government-sponsored
institutions. However NNQAA does not certify all government-sponsored institutions. Like private
institutions, satellite campuses of non-system public institutions of higher learning are subject to
separate accreditation.
The Technical Vocational Education Accrediting Agency of the Philippines (TVEAAP) was
established and registered with the Securities Exchange Commission on 27 October 1987. On 28
July 2003, the FAAP board accepted the application of TVEAAP to affiliate with FAAP.[24]
AACCUP and PAASCU[25] are active members of the International Network of Quality Assurance
Agencies for Higher Education (INQAAHE), and the Asia Pacific Quality Network (APQN).[17]

Autonomy and Deregulation[edit]

In an effort to rationalize its supervision of institutions of higher learning, CHED has also prescribed
guidelines for granting privileges of autonomy and deregulation to certain schools. According to the
guidelines, the general criteria examined by CHED are an institution's "long tradition of integrity and
untarnished reputation", "commitment to excellence", and "sustainability and viability of
operations".[26]

Autonomous status[edit]
Autonomous status allows HEIs to launch new courses/programs in the undergraduate and/or
graduate levels including doctoral programs in areas of expertise without securing a permit/authority
but informing CHED of the programs to be offered. HEIs granted autonomous status also enjoy the
privilege of increasing tuition fees without securing a permit from CHED provided, however, that they
fully comply with the existing CHED policies, standards, and guidelines (PSGs) on increases in
tuition and other school fees, especially those pertaining to the consultation process and other
requirements. Because of their autonomy, such HEIs will be free from CHED’s monitoring and
evaluation activities while complying with the submission of requested data for CHED’s data
gathering and updating of its management information systems and projects.[27]
Other benefits of HEIs granted autonomous status include exemption from the issuance of a Special
Order (S.O.) for their graduates, priority in the grant of subsidies and other financial
incentives/assistance from the CHED whenever funds are available, privilege to offer extension
classes to expand access to higher education, authority to grant honorary degrees to deserving
individuals in line with the provisions of the existing CHED issuance on conferment of honorary
degrees, privilege to establish linkages with recognized foreign higher education institutions,
provided that the existing CHED PSGs for twinning, networking, and linkages are fully complied
with.[27]
Aside from all host state colleges and universities and other chartered public universities, such as
the University of the Philippines System, Polytechnic University of the Philippines,[28][29] Mindanao
State University System and Pamantasan ng Lungsod ng Maynila,[30] sixty-two (62) private higher
education institutions (HEIs) have been granted autonomous status as of April 2016, which
are:[31] Satellite campuses of non-system universities or colleges are indicated with parentheses.