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    Roadmap For Public Higher Education Reform PDF

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    ROADMAP PUBLIC HIGHER EDUCATION REFORM ROADMAP FOR PUBLIC HIGHER EDUCATION REFORM. ABBREVIATIONS ii INTRODUCTION 1 VISION FOR PUBLIC HIGHER EDUCATION 2 RATIONALE, 3 PUBLIC HIGHER EDUCATION REFORM OBJECTIVES AND INITIATIVES, 2011-2016 3 MAJOR TARGETS AND MILESTONES, u ACTION PLAN, 2011-2016 4 BUDGETARY REQUIREMENTS 18 APPENDICES A. HIGHER EDUCATION REFORM AGENDA (HERA) STRATEGIC DIRECTIONS B, INITIATIVES,PERFORMANCE INDICATORS AND MILESTONES, 2011-2016 C. LIST OF LEADING STATE UNIVERSITIES D. LIST OF DEVELOPING STATE UNIVERSITIES AND COLLEGES CHED cmMo COES/CODs CSIs DAP DBM EDCOM FDP GAA GIA GIFMIS, HEDP HEIs HERA TAU IQUAME, LLU LUCs MRU NAPC NFF NHERA OBE PESS PCER PDP Qa R&D RDE RUS STUFAPs ABBREVIATIONS Commission on Higher Education CHED Memorandum Order Centers of Excellence/Centers of Development CHED Supervised Institutions Disbursement Acceleration Program Department of Budget and Management Congressional Commission on Education Faculty Development Program General Appropriations Act Grant in Aid Government Integrated Financial Management Information System Higher Education Development Fund Higher Education Institutions Higher Education Reform Agenda Internal Audit Unit Institutional Quality Assurance through Monitoring and Evaluation Legislative Liaison Unit Local Universities and Colleges Media Relations Unit National Anti-Poverty Commission Normative Funding Formula National Higher Education Research Agenda Outcomes Based Education Philippine Education Sector Study Presidential Commission on Educational Reform Philippine Development Plan Quality Assurance Research and Development Research Development and Extension Regional University System Student Financial Assistance Programs ii INTRODUCTION In line with the thrusts of the Philippine Development Plan 2011-2016 and as articulated in the CHED Strategic Plan, reforms in higher education are aimed at maximizing the system’s contribution towards developing competent and high-level human resources and generating knowledge and technologies needed for advancing the country’s national development and competitiveness. These urgently needed workable changes are systematically packaged and harmonized into the Administration’s Higher Education Reform Agenda (HERA) which seeks to exact from the entire higher education system higher accountability of outcomes and impacts. This unified agenda of reform is CHED’s response to three fundamental and long-running weaknesses of Philippine higher education © Lack of overall vision, framework and plan for higher education © deteriorating quality of higher education limited access to quality higher education by those who need it most and have potentials to maximize its benefits In addressing these weaknesses, HERA shall be underpinned by the vision and organizing thrusts of the Administration’s agenda of accountability « Expanded and enhanced career and life chances and choices for students; and © Higher education and its institutions placed in the full service of national development. The policy package will pursue the twin strategic roles of higher education in national development outlined in the Philippine Development Plan 2011- 2016: As an instrument for poverty alleviation, and © as a vehicle for technologically-driven national development and global competitiveness These reforms proposed for implementation in the next six years reaffirm and build on reform measures that were proposed in the Congressional Commission on Education (1992), the Philippine Education Sector Study (1998), the Presidential Commission on Educational Reform (2000), the Higher Education Development Project (HEDP) in 2004-2009, and the Presidential Task Force for Education (2008). Thus, the general objectives of higher education reform are: A. To rationalize higher education, improve its internal and external efficiency, optimize resource utilization and maximize resource generation; B, to improve quality and standards of higher education, raise the level of educational outcomes and increase the social relevance of its developmental functions; and C. to expand access to quality higher education among lower income and disadvantaged groups The roadmap which reflects the vision and directions of the HERA for public higher education is accompanied by an Action Plan that covers a six-year period (2011-2016), lays out the initiatives and performance measures, as well as the significant milestones to be achieved towards the realization of the needed reforms. VISION FOR PUBLIC HIGHER EDUCATION The publicly-funded higher education institutions, especially the state universities and colleges, made more capable and accountable to the State through enhanced public investments are main instruments in developing high-level professions to meet the manpower needs of industry, public service and civil society. Through their triad of functions, e.g. instruction, research and extension, SUCs significantly contribute to the urgent tasks of alleviating poverty, hastening the pace of innovations, creating new knowledge and functional skills; and increasing the productivity of the workplace and the dynamism of communities. » Roadmap for Public Higher Education Reform nt, Goal: Relevant & quality publichigher education accessible to all who seek and deserve it. Tangible Outputs Sy, ae Major Initiatives RATIONALE It is generally recognized that compared to higher education, basic education yields greater social returns and its provision is the more fundamental duty of the state. As the present Administration gears up to implement the K-12 program in order to make the country’s basic education internationally comparable and enable it to adequately prepare secondary school graduates for higher education or for the world of work, scarce government resources will understandably have to be prioritized for basic education. It may be presumed, however, that in a market-based context, the robust private education subsector which has historically contributed significantly to the delivery of higher education, shall continue to do so, provided appropriate government policies are put in place to ensure a levelled playing field for both private and public institutions. The main rationale for the creation and maintenance of state universities and colleges is to provide access to more affordable, good quality education for the poor and disadvantaged, to ensure equity of access to higher education while at the same time serving as instruments of development in their regional and national contexts. SUCs should therefore ideally focus on priority programs in instruction, research and extension, which the private sector cannot adequately provide. These HEIs, as a matter of priority, should also cater to the geographic areas that are not covered by the private sector. But the unplanned and unchecked proliferation of SUC campuses and programs has resulted in uneven distribution and provision of education services and has given rise to inefficiently utilized resources and duplicative programs. Moreover, without corresponding increase in funding, the expansion of SUCs campuses, programs and enrolments would spread resources thinly across a big number of beneficiaries, leading to underinvestment per capita and poor quality of education that undermine the capacity to perform their special developmental roles. PUBLIC HIGHER EDUCATION REFORM OBJECTIVES A! INITIATIVES, 2011-2016 In view of the above, the priority thrusts and deliverable actions of the publicly-funded HEIs shall be guided by or conform to the critical areas of directional changes outlined by the HERA. (Appendix A) The objectives of improving efficiency, upgrading quality and expanding access will be achieved through the implementation of a set of nine reforms and strategic initiatives. These are shown below. Public Higher Education Reform Overall Framework Objective A. Improve efficiency: ationalize the public higher education system Objective B. Upgrade quolity of publichigher education Objective C. Enhance access to ‘quality higher education 4, Rationalizing the number, distribution. and growth of SUCS& LUCS. ~mapping ~piloting of governance and restructuring models lke amalgamation 2. Rationalization of SUC/LUC program offerings ~typolory “SUC leveling review, phase out/closure of Inefficient, duplicative progams development of priory brograms 3. Rationalzing resource Uubikeation and maximizing resource generationby sues normative financing socialized tuttion fee schemes. ~assets inventory and management for resource (generation ~ improving public financtad management of SUCS & ‘synchronizing this with rms. 4, Strengthening quality assurance in SUCS and tues monitoring & evaluation phase out/closure of sub- standard programs accreditation S. Upgrading qualification of faculty Faculty Development. Program 6. Upgrading leading SUCS to International standards ~Establshing R&D centers ‘with state- ofthe-art faciities ~Grants-inrAid for ROE Centers of Excellence/ Development Program 7. Modernkringfecities of developingSUCs 8. Strengthening student Financial Assistance Programs '9._ Strengthening Public HEI Management thru Executive Development Objective A. Improve efficiency: Rationalize the public higher education system ‘Three interventions are aimed at rationalizing the system of public higher education. The first will focus on governance and restructuring, the second on program offerings and the third on allocation of public subsidy and resource generation by SUCs . 1. Rationalizing the number, distribution and growth of SUCs and LUCs Streamlining and restructuring the system will necessitate concerted advocacy among legislators, administrators and the general public. The rationalization activities to be undertaken will lay down the bases for consensus building on minimum standards and conditionalities for creation and conversion of public colleges and universities. These include: © Mapping of programs and institutions — to identify areas of program duplication, overserved and underserved areas, and redirect SUCS/LUCS programs to priority disciplines and towards geographic areas that are not adequately covered by the private or existing higher education institutions, and © Pilot implementation of governance and restructuring models. The outcomes of the Integration Program that integrated 102 CHED- supervised institutions to host SUCs, DepEd or TESDA, and the phase-out of non-laboratory programs in SUCs should be reviewed to identify learnings that could inform and guide the design and implementation of various models of governance and restructuring. One such model that has been piloted is amalgamation of SUCs in a region into a Regional University System. This is currently being piloted in Region XI and could be replicated in other regions. Another model to be studied and tried on a pilot basis is the specialized institution that would cater to the needs of and work closely with key industry partners in identified vital growth areas. 2. Rationalizing of SUCs/LUCs program offerings This will be effected through: «Implementation of the typology of HEIs. A typology of HEIs has. been developed which classifies and defines the roles of degree level institutions. Once applied, this rational classification would minimize duplication of program offerings and promote specialization and complementation. It could also provide a basis for identifying SUCs with the greatest potential for development to international standards which should be targeted for investments for quality improvement * Review and evaluation of SUCs/LUCs mandates and their program offerings and phase out/closure of programs outside the mandates of the institutions Phase out/closure of inefficient and duplicative programs particularly those that tend to crowd out private provision, and ¢ Formulation and offering of programs that are responsive to industry needs in the government’s five priority areas for job generation and economic development-semiconductor and electronics, business process outsourcing, tourism, agriculture and fisheries, and general infrastructure. 3. Rationalizing resource utilization and maximizing resource generation by SUCS This component will include: © Expanded implementation of the Normative Funding Formula (NFF) in the allocation of SUCs budget. The NFF applies a set of prescribed objective criteria and norms that are designed to promote and reward quality instruction, research and extension services, financial prudence and responsibility. It takes into account quality indicators (low quality programs receive less funding), and government priorities for national development. In the past 6 years, the formula has been applied in the allocation of a small percentage of the Maintenance and Other Operating Expenses (MOOE) of SUCs. The formula shall be revised to factor in the typology and new priorities for national development, reflect updated student cost estimates, and incorporate sanctions to prevent duplication (and crowding out) of private sector provision as well as duplication of programs within a province or region. Its implementation shall be expanded to include all the MOOE and Personal Services allocation of SUCs. © Design and adoption of school fee scheme that would allow cost recovery without limiting access among the poor, guided by the principles underlying the socialized tuition fee scheme where students from financially capable families pay a larger share of the cost or tuition fee structure. This shall be supported by student financial assistance for students from low income families. © Assets inventory, management and development for resource generation. SUCs shall be encouraged and assisted to prepare and implement business or development plans that would make use of idle lands and assets, and to engage in income generating projects, in partnership with the private sector if feasible. The objective is to enable SUCs to become more self reliant financially and less dependent on government subsidy. Improving public financial management of SUCs and synchronizing this with GIFMIS. A Management Audit of SUCs should be conducted, focusing on their internal control systems, among others. The project will also include digitization and automation of SUCs operations, development of systems and procurement of requisite equipment. Objective B. Upgrade quality of public higher education ‘Three components supportive of quality improvements in the public higher education system shall be implemented: Strengthening the quality assurance in SUCs and LUCs, improving quality of teaching through faculty development, and upgrading leading SUCs to international standards. 4. Strengthening quality assurance in SUCs and LUCs Unlike private HEIs, SUCs and LUCs are able to start new academic programs on the authority of their individual boards, without going through the process of getting permit and recognition from the Commission on Higher Education. Intensive monitoring and evaluation of SUCs and LUCs and their programs shall be conducted to ensure compliance with minimum standards. Non-compliant or sub-standard programs shall be ordered closed or phased out. SUCs and LUCs shall also be encouraged and supported to have their programs accredited. 5. Upgrading qualification of faculty One of the causes of poor quality in higher education is the inadequate preparation of teachers. This component seeks to improve the quality of higher education by upgrading the academic qualifications of university and college faculty. Of the 39,532 SUC faculty, only 58% or 22,966 have graduate degree. Through the Faculty Development Program, scholarships shall be provided to enable faculty to obtain master’s or doctorate degree in priority fields including natural sciences, mathematics, engineering, information technology, and social sciences, and/or to avail of Continuing Professional Education programs. 6. Upgrading leading state universities to international standards The strategy is to concentrate public resources in a few institutions in order to achieve critical mass and create appreciable impact. Investments shall be focused on a realistic number of institutions that could be developed into globally competitive universities. This component includes: « Establishment of R & D centers with state of the art facilities. Local institutions that are most productive in terms of intellectual property (IP) generation (publications and patented products) shall be recognized and provided technical and financial assistance to further build up their research capacity and enhance their research productivity. The Commission has initially identified 22 leading SUCs to be prioritized for Capital Outlay allocation for the acquisition of state of the art facilities and equipment as well as for grants in aid for R & D and extension. © Grants-in-Aid for Research, Development and Extension (RDE). The identified R & D Centers shall be eligible for grants for the conduct of basic and applied, interdisciplinary research aimed at intellectual property generation in their known field(s) of excellence and on identified priority areas; initiate collaborative R & D with foreign counterparts/regional or area partners and act as major linkage to international programs; and provide high quality post graduate education and training environments for researchers. GIAs shall also be made available to capable public colleges and universities for Extension programs that are aimed at development/adaptation/transfer of technologies for enhancing productivity and quality of life, improving social services , and promoting environmental protection, climate change mitigation and disaster risk reduction. * Centers of Excellence and Centers of Development (COEs/CODs) Program. This is a continuing program aimed at promoting and rewarding achievements in the advancement of knowledge in the various disciplines. COEs/CODs are HEI colleges or departments that are identified and recognized by CHED to serve as models of excellence in particular disciplines and as resource centers for the other HEIs. Support to the COEs/CODs includes provision for student scholarships, faculty development, library and laboratory upgrading, research towards the development of academic programs in cutting edge disciplines, production of instructional materials and implementation of networking and linkaging activities. Objective C. Enhance access to quality higher education A significant number of SUCs, particularly those located in less urbanized regions outside Metro Manila and Metro Cebu, cater largely to students from poor families. These will be provided with funds to upgrade their facilities and improve their capacity to deliver quality tertiary education Students from the focus communities identified by the National Poverty Commission (NAPC) as poorest of the poor, shall also be given priority for student financial assistance to enable them to enrol in the leading SUCs or private institutions of their choice. 7. Modernizing facilities in developing SUCs Funding assistance for facilities upgrading shall be provided to developing SUCs — those classified as Level III, II and I, particularly those that are located outside the highly urbanized areas. The assistance shall enable these institutions to improve their capacity to deliver identified priority programs that do not duplicate those already being adequately offered by private or existing campuses. 8. Strengthened Student Financial Assistance Programs (STUFAPs) The ongoing student financial assistance programs consist of merit-based scholarships, essentially need- based grants-in-aid, and loans. The system of financial aid requires major reforms to improve its equity, efficiency and effectiveness. This will be streamlined and targeted better to benefit the really poor and disadvantaged. The selection system will be improved and administrative procedures simplified. As more funds become available, the number of slots for financial assistance shall be increased. STUFAPs shall serve as a mechanism for providing access through direct channelling of support to student beneficiaries. Students coming from the NAPC focus communities shall be prioritized and given sufficient tuition and allowances to enable them to enrol in leading SUs or private institutions of their choice. Cross-cutting 9. Strengthening Public HEI Management ‘An Executive Development Program will be designed and implemented to enhance the capability of managers of public HEIs to implement the above reforms and initiatives. The EDP will address identified training needs of top administrators, middle level academic managers, RDE managers, managers of administrative services, and management trainers. Specialized courses will be developed and delivered in such topics as strategic planning and executive leadership, benchmarking, quality management, curriculum development, financial management, entrepreneurial management, income generation, personnel management and others. The EDP will focus on the SUCs, but may also involve private HEIs so that experiences can be shared. The experiences gained by the private sector will provide valuable learnings and insights for the SUCs and may foster closer ties and coordination between the public and private sectors. Senior managers of top public and private HEIs will be involved in the development and trialling of the modules and will participate in workshops focusing on specialized topics and experience sharing, The establishment of a Higher Education Academy and the institutionalization of an Executive Career System for SUCs shall be conceptualized and initiated. MAJOR TARGETS AND MILESTONES 1. Rationalization GIS based map of HEIs and programs completed by 2011, and continuously updated thereafter. Blueprint for public HEI system developed by 2012; Four (4) Regional University Systems (RUS) and two (2) specialized HEIs pilot tested from 2012 to 2016; RUS bill in process during the Plan period. The typology of HEIs framework developed by 2011 and initially implemented in 2012, and all SUCs and LUCs classified by 2013 SUC Leveling Phase II conducted; all SUCs classified by level of development/ performance by 2012 SUCs programs that are outside their mandates, duplicative and inefficient identified by 2011; 30% of these ordered for phase out/closure by 2012, and 100% in 2013-2016; Inefficient and duplicative extension campuses and programs closed/phased out by 2016 New academic programs developed and launched in critical high level professional disciplines, e.g. geology, meteorology by 2013, & increased enrolment in the said disciplines in 2013-2016 Generic socialized tuition fee scheme designed for SUCs by 2013, and piloted in 10 SUCs in 2014-2016 Normative funding formula revised by 2012, revised formula applied on 100% of SUCs MOOE and simulated on Personal Services by 2013, then fully applied on both MOOE and PS by 2016 22 leading SUCs with viable income generating projects by 2013, with 50% of their budgetary requirements accounted for by internally generated income by 2016 Plan for digitization and automation of SUC operations formulated by 2012; requisite systems and equipment in place by 2013, and the Plan fully implemented in accordance with the GIFMIS — in 20% of SUCs by 2014 in all SUCs by 2016 2. Upgrading quality Ail authorized unaccredited programs evaluated by 2012; 20% substandard and non-performing programs closed or phased out in 2012 and 80% substandard and non-performing programs closed or phased out from 2013 to 2016 Improved performance of graduates of leading SUCs in licensure examinations in priority disciplines (within their mandated areas) up to 50% passing by 2016 85 SUCs programs supported for accreditation in 2012, and 340 programs from 2013 to 2016 500 SUC faculty scholars supported in 2012 and 2000 from 2013 to 2016 5 Research and Development Centers established in SUCs and supported in 2012, and 10 from 2013 to 2016 15 CHED-funded SUCs R&D projects implemented in 2012, and 30 during 2013-2016 6 SUCs extension programs conducted for the NAPC identified focus municipalities for adaptation transfer of technologies for enhancing productivity and quality of life, improving social services to include health education, sanitation and feeding programs, and promoting environmental protection, climate change mitigation and disaster risk reduction. 45 COEs/Ds in SUCs identified & processed with 25 supported in 2012; 150 processed with 100 supported from 2013-2016 3 SUCs join the ranks of leading universities in the world by 2016 3. Enhancing access to quality higher education ~88 developing SUCs outside highly urbanized areas upgraded; Harmonized/integrated scheme of student financial assistance programs instituted through inter-government agency collaboration Improved clientele targeting of the expanded scholarship, grants and student loans and other forms of student financial assistance expected to provide in 2012 financial assistance to 11,360 students from poor and disadvantaged families, especially in NAPC focus communities, and to 44,000 students from 2013-2016 4. 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yy, uouvedep 2saje9| wuausosraa70 58> 5] salewra/rsc0 e wantooujuoeysuap amy] 03H oo sutok So02/300216 523] _pemsyamtosayijwuapoul susiaon joins e9 SaIvonao¥ ‘snooino SaIMuoy 013 Vid NOULYOUIN 648 sounosonny | owunanten causa (Sundunos30uvL Ssanuoarao sioaroud envious 9402-102 ‘WHOI3Y NOLLWONGS YSHOIH OITENd :NVTd NOILOV| BUDGETARY REQUIREMENTS (in Million Pesos) nklstives Fund source [2012-2012] 2013 | 2014 | 205 | 2016 | Tota EDF (2) 20; mol ma) m2) mul ima 1 Forefficiency|GIA for RDE (2) seco] oro] 776) ese] ig) santo subotal vaco] seo] ose) saa) saez0| a7az0 EDF (3) ma500| 3460] 34506 80.47 «8.73 1745.06 xP GIAtorRDEforteading| $04.00 soso Infra and Facies aen.eo eexco upgrading for Leading 2 loancHeD 2 Forausit NAFES and Fac usity ss vy gras} 0688] arse) 9ar| ana) sonar Development Growth Areas 500.00 so000 Infra and Facies zasa| 3,1ss40| 350.74| a¢sic1| 134s105 upgrading for Leading » * - * GIA for ROE forLeading so] pao) g7o.sa) 7377) asmiat subtotal ‘somaic| Ssccea[ 42sce| 4emo7| 525027| 2497600 EDE(@) woof 3] 199] oof am] soaae one Infor pover sievaton soc sooo Modemizingacities | 4395 as of Developing sits GaRcHED 3 ForAccess sruraP com! na] 680] 7o028| rea2i| 7028 Stevan som sam cansucs Modernizing Facilities, 7 Mrocwionng sues ose] sizs| —seo.uo| esa | 2,183.96, subtotal one7a| —ss628[ 1asesa[ azmece[ eons [ Sa7a7e DAP Executive Develosment Program(s) | 18809} 10000] 11000] 2x00] s3310| sano subtotal 1500] t0000| 11000| az100| iza0| 2330 ToT joo] aes | 5e35 | euassr| gooeta| asseen| (1) HEDF allocation for nstitutional Capacity Building for SUCS (2) Disbursement Acceleration rogram Grants-In-Aid for SUCS ROE, retained by PIDs (3) HEDF allocation for COL/COO, Quality Assurance, Research and Faculty Development Programs (FDP) For SUCS (4) HEDF allocation for sTUFAP (5) Released through Development Academy of the Philippines 18 APPENDICES Appendix A Higher Education Reform Agenda (HERA) Strategic Directions 1. Restructuring higher education institutions by amalgamation along regional systems and specified institutions, 2. Developing and implementing a typology of HEIs and a developmental incentives scheme to support quality assurance; 3. Rationalizing programs through moratorium/phase-out of oversubscribed, inefficient, duplicative programs and support of priority programs; 4. Leveling the playing field in higher education through harmonization between public and private HEIs; 5. Institutionalizing and strengthening partnership with Basic Education; 6. Reviewing organizational structures and rationalizing resources for higher education; 7. Strengthening quality assurance; 8. Upgrading of qualifications of faculty; 9. Achieving excellence and global competitiveness; 10.Enhancing institutional governance through an executive development program; 11.Strengthening student financial assistance programs; and 12. 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GAROIA AV RESOLUTION Ne. 910 ~ 2012 RESOLVED, AB IT IS HEREEY KESOLVED, thar upon its awcusson and in view of the favorable sadoruement of the Management Committee. the Commissior pursement Acceleration Plan for CHED for the Siditiona! Budget of State Univeratties and Colleges (SUCs}. The approved lint of leading SUC recipients is heretc-atached a SINNEX A. RESOLVED FINALLY, AB IT 1) KERERY PINALLY RESOLVED, that gon its deliberation and in view of tne agrecmen: that Quality und Sxceilence shall be ibe anly criteria [or the firs eu the Commiasion approved the following cueria sn deterring the Gre batcit/ cut of ieacimg SUCs qualified tor the Disbursement Acceleration Plan (DAPY 1. Must be SUC Level IV aad Ml oaiv; and 2. Muse have at least ene (i) Center of Excellence or two 12) Cemers of Development; and Mua have at Joagt sever (7 Level Tl Accredited programs of 5 atust he wentifed Philippine Higher Education Research Network (PHERNet) or [igher Education Reseurch Wenter GAERR) hon A BL PATRICIA 8. LICUARAN hairperson and Presiding Officn gular Commission En Banc Meeting, yi Smet f hehe + hitb td tet Gonna Comat ‘C. MEDBAMO Commissioner APPENDIX C Repunlic of the Philipp: OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION EXCERPTS FROM THE MINDTES OF THE 390" REGET AR COMMISSION MELTING ELD Ob THE 26" DAY OF MARCH 20(2 AT THE HED CONFERENCE KOO, MEDC BUF DING, C2. GARCla AVE. U, DILIMAN, QUEZON CTF RESOLUTION No. 065 ~ 2012 RESOLVED, AS IT 1S HEREBY RESOLVED, car upon fui! deltrestion aod ix ew of the favorable recommendation of the Management Committee (MarCom). the suion approved the following criceria for the telecon of tee Of Leading State Unsecrsitien and Colleges [SUCs! 2! 7 COL or Con: ang SUC Cevel if ur 1; or est SUC relative fe other SUCE in the region, RESOLVED FIRALLY, AS IT IS SEREEY FINALLY RESOLVED, that based on the shove cites, the Commission approved the following SUCS, whieh quale’ fon the 2 1. Paawan State University 2 Western Mincanae State University. and 3 Umversity af Southenster Parecia 8 < charpetaon and desing Officer 190 Regular Commission En Banc Meeting Vee ce wan 2019 7 ] B10 , ¢ g24 Crit of 4 ga ike led Sibeet Linde Ohh WILLIAM C'MEDRANO MARIA CYXTuta ROSE B. BAUTISTA Commissioner Commissioner RRNES 2” UST OF LEADING JNIVERSITIES INCLUDED IN THE SIRST CLT/BATCr F THE CHED DISBURSEMENT ACCELERATION PLAN (Based on Excellence} REGON STATE UNIVERSITIES ANG COUEG: | i Mariano Marcos State University | ' | Don Manano Marcos Memorial Staze University ~~! Gabele State University Nueva viecaya State Un! ti " Cental Luzon State University | Veavas Biate University Leyte Normal Univ Central Mladanaa University Mindanao Urlversity of Science and Technolog NCR Trilippine Normal University (a0 State University Sysiem sity of the Philippi LIST OF TIER | DEVELOPING STATE UNIVERSITIES AND COLLEGES State Universities and Colleges Region 1._| Pangasinan State University i 2__ | University of Northern Philippines i 3__ | Cagayan State University W 4__| Bataan Peninsula State University m 5 __| Bulacan State University i 6 _ | Nueva Ecija University of Science and Technology uL 7 | Pampanga Agricultural College mM 8 _| Philippine Merchant Marine Academy um 9 | Ramon Magsaysay Technological University 1K 10 _| Tarlac College of Agriculture uw [41 _| Tarlac State University UL 12 _| Batangas State University Vv 13 _| University of Rizal System _ Vv 14 _| Wester Philippine University Vv 15 _| Partido State University v 16 | Catanduanes State Colleges v [17 | Capiz State University w 18 _| University of Antique vi 19 _| Western Visayas College of Science and Technology vi 20_| Cebu Technological University vil 21_| Negros Oriental State University vil 22 _| Eastern Samar State University vil 23 _| Eastern Visayas State University Vill 24_ | Palompon institute of Technology Vil 25_| Naval State University vin 26_| Northwest Samar State University vu 27_| University of Eastern Phil Vil 28_| Samar State University vil 29_| Bukidnon State University K 30 _| Davao Oriental State College of Science and Technology XL BL xil 32 CAR 33 CAR 34__| Mountain Province State Polytechnic College CAR 35__| Technological University of the Philippines NCR | 36 _| Polytechnic University of the Philippines NCR 37_| Rizal Technological University NCR ‘APPENDIX D ‘APPENDIX D LIST OF TIER 2 DEVELOPING STATE UNIVERSITIES AND COLLEGES State Universities and Colleges Region 1. | Tlocos Sur Polytechnic State Coliege q 2__| North Luzon Philippine State College 1 3 | Batanes state University i ‘4 _| Quirino State College w 5 | Aurora State College ul 6 | Don Honorio Ventura Technological State University WW 7 __| Bulacan Agricultural State College MW 8 | Laguna State Polytechnic University WA ‘9 | Southern Luzon State University 10 _| Marinduque State College 11_| Mindoro State College of Agriculture and Technology vB 12 _| Occidental College VB 13 _| Rombion State University 14 _| Camarines Norte State College Vv 15 _| Camarines Sur Polytechnic College Vv 16 _| Dr. Emilio B. Espinosa Sr. Memorial State College v 17_| Sorsogon State College Vv 18 | Aklan State University ve 19_| Carlos Hilado Memorial State College vi 20_| Iloilo State College of Fisheries vr 21_| Northern lloilo Polytechnic State College vi 22_| Northern Negros State College of Science and Technology vi 23 _| Guimaras State College vi 24 _| Negros State College of Agriculture vi 25_| Bohol Island State University vil 26 _| Siquijor State College vil 27_| Southen Leyte State University Vil 28 | Zamboanga City State Polytechnic College K APPENDIX D LIST OF TIER 2 DEVELOPING STATE UNIVERSITIES AND COLLEGES State Universities and Colleges Region 29 | Zamboanga State College of Marine Science and Technology ik "30__| Jose Rizal Memorial State University K 31_| Basilan State College ik 32_[1.H. Cerilles State College ik 33__| Camiguin Polytechnic State College xil '34_| Misamis Oriental State College of Agriculture and Technology XxIl '35_| Northwest Mindanao State College of Agriculture and Technology xil 36 _| Davao Del Norte State College xil 37_| Southern Philippine Agri-Business Marine and Aquatic School of Tech XiL '38_| Cotabato City State Polytechnic College xil 39_| Cotabato Foundation College of Science and Technology Xxil 40 __| Sulu State College ARMM. “41_| Tawi-Tawi Regional Agriculture College ‘ARMM 42_[ Adiong Memorial Polytechnic State College ‘ARMM. 143 _| Abra State Institute of Science and Technology CAR ‘44 | Apayao State College CAR ‘45 _| Agusan Del Sur State College of Agriculture and Technology CARAGA ‘46 _| Surigao Del Sur State University ‘CARAGA 47 _| Surigao State College of Technology ‘CARAGA 48_| CARAGA State University CARAGA 49 _| Eulogio “Amang” Rodriguez Institute of Science and Technology NCR 50_| Philippine State College of Aeronautics NCR '51_| Marikina Polytechnic College NCR COVENANT ON PHILIPPINE PUBLIC HIGHER EDUCATION REFORM We, the Presidents of the 110 state universities and colleges of the Philippines have gathered today May 17, 2012 at the Higher Education Development Center in Diliman, Quezon City in the presence of His Excellency President Benigno S. Aquino 1, to manifest our commitment and support to reform in public higher education We are aware of the fundamental and long-running deficiencies of Philippine higher education: the lack of overall vision, framework and plan; deteriorating quality; and limited access. We recognize that Philippine higher education should expand and enhance career and life chances and choices for students and that higher education and its, institutions should be placed in the full service of national development. We acknowledge the role of higher education in national development as an instrument for poverty alleviation and as a vehicle for technologically-driven development and competitiveness. We accept the strategic thrusts of higher education reform of the Aquino government to rationalize higher education, improve its internal and external efficiency, optimize resource utilization and maximize resource generation; to improve quality and standards, raise the level of educational outcomes and increase the social relevance of its developmental functions; and to expand access to quality higher education among lower income and disadvantaged groups. Thus, we commit ourselves and our institutions to pursuing and institutionalizing the reforms proposed in the Roadmap of Public Higher Education Reform 2011- 2016 as follows: 1. Rationalizing the number, distribution and growth of public higher education institutions 2. Rationalizing program offerings 3. Rationalizing resource utilization, maximizing resource generation and improving financial management 4. Strengthening quality assurance 5. Upgrading qualifications of faculty 6. Upgrading leading SUCs to international standards Modernizing facilities of developing SUCs Strengthening student financial assistance programs gp @ oN Strengthening public higher education management through an Executive Development Program We further promise that these reforms as well as all aspects of our work will be pursued and performed with utmost honesty, integrity and ethical teadership and that we will be worthy stewards and partners in the great task of building our nation. ( -y/ Vy Dr. RicardoJE. Rotoras 7 Presicent-PASUC..- Uf Que At a Dr. Olympio V, Caparas Dr. Miriany’E. Pascua Vice-President for NCR Vice-President for Luzon pf [/. h i [ Cafihe Atty.'Mar De Asis Dr. Perfecto’ A. Alibin for visayas Vice-President for Mindanao Vice-Presiden COVENANT ON PUBLIC HIGHER EDUCATION REFORM COMMISSION ON HIGHER EDUCATION MAY 17, 2012 REGION 1 sain DR BENTAMIN PSAPITULA President Don Mariano Marcas Memarial State University . locas Sur Polytechnic State College : on. winiay Pascua President Mariano Marcos State University ', doy DR, CARIDAD 0, ABUAN Officer-In-Charge, Office of the President North Luzon Pfilippines State College DR. VICTORYANO G. ESTIRA Presicent versity of Northern Paiiapines REGION 2 A a MAMAUAG. President Batenas State College DR. ALE ATTYSFONORATO M. GARAG, JR. Officer-In-Charge, Office of the President niversity OR ROMEO.R-GHILANG , ——. hatge-Otigd-otthe-Président Isabela Statp University ao DR. FLOREN;INA S. DUMLAO President Nueva Vizcaya State University ee , President” Quirino State College OR, EUSEBI fy an Pregident Aurora State College of Technology NO, Tandeanray President Bataan Péninsuis State University oR. bat DR, GERARD. MENDOZA President Bulacan Agricuitural State College COVENANT ON PUBLIC HIGHER EDUCATION REFORM COMMISSION ON HIGHER EDUCATION MAY 17, 2012 ae © oR. ENRIQUE G. BAKI! President Don Honerlo Ventura Technolo: al State University DR. HILARIO C. ORTIZ President Nueva Ecija University of Science and Technology on lind SR ax se Ng Pampange Agpsntops sat RICHARD U, RITUAL President Piipoide Merchant Maxine Academy Wn oR. FEUIcIANO S-ROSETE, ( ‘ sesident yc Ramon Magsaysay Technolo: iéah Ufiversity 4\ ee { \ \ DR. WAX P. QUILLERMO Aresident Tarlac College of Agriculture Tring oe Tarlac State University REGION 4A wht DR. NORA L. MAGNAYE WU President Batangas Slate University 7 ov. oy a este President Cavile State pniversity on, renglicscra DE VERA President Laguna State Polytechnic University DR. MARITA R. CANAPI President University af Rizal System Cored ype OR, CEGILIA/N, GASCON President Southern Luzon State University REGION 4B DR. ROMULO H, MALVAR President Marinduque State College COVENANT ON PUBLIC. HIGHER EDUCATION REFORM alloy COMMISSION ON HIGHER EDUCATION \ REGION 48 — { or.Ggssid 7. zamoRa \ \Prediden Mindoro State-Collede-tf Agriculture ena Technelogy foe Ci WOR. ARHOLD N. VENTURING presivent = College Pw aa Coosteie retent 2 iarglate UNversity ney DE LUNA Prebident Rojnblon State University [forse par. ELok/#, MANARPARC President Western Philippines University DR. ARI NIFREDO T. ONATE / President Camarines Norte State College MAY 17, 2012 Prepide Centra Biel Stfe \ he on. afer 1 MoRaLes Catanduanes Sita cologe Statacoles DR. M, refs iversity of Agriculture DR. ERWITH, MALTO Presi Dr, Emilio 8. Espinosa S¢. Me of Agriculture and 7 al State College DR. NIT esident Panos song yor | 4 DR. ANTONIO E. FUENTES President Sorsogon State College (BESION 6 om gehts £7 aBAVON President Aklan State University COVENANT ON PUBLIC HIGHER EDUCATION REFORM Roa) WW COMMISSION ON HIGHER EDUCATION MAY 17, 2012 REGION 6 Pi “7 a or/BENNY X. Officer-in-Charge, Dtfice of the Presicent Carlos al Memorial State College oe. Gas fl ihe? ident cumeras"state bo bh DR. MA, nosanad skdagse/ Peenient. Hallo State Collebe ot Flsneries MANINGO, Nagros Staie-Collage of Agriculture DR, JOEL P, LIMSON President Northern lloilo Polytechnic State College REGION7 DR, MARCELO T. LOPEZ Presiaent Cebu Normal University NO DR. BONIFACIO s,\AELANUEVA President / Cebu Technological University ch Se aes drm 7 Bohol tsipnd S: fe Universi oR LS BOJOR Président “Ya ( | Stat REGION 8 waiversity DR. REYNALDO A. LOMBRIO President Eastern Samaf State University a DR. CNTALINO B. BELTRAN President Eastern Visayas State University 6, } £.( j Lasso a. A DR: EVELYN C. CRUZAKA Bresiaant Leyte. Normal University vty (Ue. DR. EDITHA 8, BENSON Presiieft Naval State Usiversity COVENANT ON PUBLIC” HIGHER EDUCATION REFORM COMMISSION ON HIGHER EDUCATION MAY 17, 2012 REGION 12 as — To oR a Presider Presicent Misprf’s orfentaiysiate College Cotabato Foundation Collage _piheribalare dye fsenneieby of Science and Technology Ser y eee ~ oR. ibang’ ROTORAS DR. TERESITA L. CAMBEL, Otficer-in-Charye, Safe of the Prdgident President Northwestern Mindghde State Sofiege Sultan Kudarat Stats Univer or Scignce and Teeroteay OA if Lo “DRS JE Stironio s. o¢4 € REGION 11 t Presigent oe Uhiversity of Southern Min Jy Ly oR, hi NAY BXYOGAN ~esioan 1 Si cane, NCR REGION . reaid President Eulogio "Amang” Rodriguez institute of Daveb Oriental a college of Selence and Technology = rrolesy

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