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GOVERNOR ANDRES PASCUAL COLLEGE

GRADUATE SCHOOL
1045 M. Naval San Jose, Navotas City

A Reflection Paper on

DepEd, CHED and TESDA: A Summary of Organizational Structures,


Visions, Missions and Functions
In partial fulfillment of the Requirements in

LEGAL FOUNDATIONS OF EDUCATION

(EA103)

Submitted by:

Ms. Dancel A. Udquim


MEM Student
M13118

Submitted to:

DR. CRISTY CASTILLO MICLAT


Professo
DEPED, CHED AND TESDA: A SUMMARY

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

A. ORGANIZATIONAL STRUCTURE OF DEPED

Based from the organizational structure of the Department of Education, the highest office of the organization is the Office of the Secretary which is
headed by Secretary of Education, now Bro. Armin Luistro. He was nominated by the President of the Philippines and confirmed by the Commission
on Appointments. The main divisions of the DepEd Office are:
 Administrative Service
 Financial Management Service
 Human Resource Development Service
 Planning Service
 Technical Service
 Educational Development Project Implementing Task Force
 National Education and Research Center
 School Health and Education Center
 National Educators Academy of the Philippines
 National Science Teaching Instrumentation Center
 Staff Development Division
 Regional Office

At present, the Department is headed by the Secretary of Education, with the following undersecretaries and assistant secretaries:

 Undersecretary for Finance and Administration


 Undersecretary for Legal Affairs
 Undersecretary for Programs and Projects
 Undersecretary for Regional Operations
 Assistant Secretary/Chief of Staff
 Assistant Secretary for Finance
 Assistant Secretary for Legal Affairs
 Assistant Secretary for Planning
 Assistant Secretary for Programs & Projects

Under the Office of the Secretary are the following offices and services:

 Administrative Services
 Financial and Management Service
 Human Resource Development Service
 Planning Service
 Technical Service

A regional director is assigned to each of the 17 regions of the Philippines. A division superintendent is assigned to each of the school divisions
defined by the Department.

Bureaus

DepEd is composed of eight bureaus,[8] namely:


 Bureau of Alternative Learning Systems (BALS), formerly the Bureau of Non-Formal Education
 Bureau of Elementary Education (BEE)
 Bureau of Secondary Education (BSE)
 Educational Development Projects Implementing Task Force (EDPITF)
 Health and Nutrition Center (HNC)
 National Education Testing and Research Center (NETRC)
 National Educators Academy of the Philippines (NEAP)
 Technical-Vocational Education Task Force (TVTF)

Attached Agencies

The following agencies, councils and schools are attached to DepEd for policy and program coordination:

 Instructional Materials Council (IMC)


 National Book Development Board (NBDB)
 National Council for Children's Television (NCCT)
 National Museum
 National Science Teaching Instrumentation Center (NSTIC)
 Philippine High School for the Arts (PHSA)
DEPED, CHED AND TESDA: A SUMMARY

CHED ORGANIZATIONAL STRUCTURE


DEPED, CHED AND TESDA: A SUMMARYThe CHED was established on May 18, 1994 through Republic Act No. 7722 or the Higher Education Act of 1994
which was authored by Senator Francisco Tatad.

The Chairman of CHED is also the Chairperson of the Board of Regents of the University of the Philippines and she is now Patricia
B. Licuanan. She holds the office of the chairperson and leads the 3 Major Department of CHED: Higher Education Development
Fund Staff , International Affairs Staff and the Office of the Executive Director in charge 6 services including the Administrative-
Financial Management Service, Legal and Legislative, Office of the Planning, Office of the Programs and Standard Development,
Office of the Institutional Quality Assurance and Government, Office of the Student Development and the 17 Regional Services.

TESDA Organizational Structure


TESDA BOARD MEMBERS
GOVERNMENT SECTOR LABOR SECTOR BUSINESS AND TESDA BOARD
INVESTMENT SECTOR SECRETARIAT
ATTY. ROSALINDA D. BALDOZ MR. ISIDRO ANTONIO C. ASPER MR. FERNANDINO T. ATTY. IMELDA “Mel” T.
CHAIRPERSON Vice President for External LISING ONG, Designated Board
Secretary, Department of Labor and Affairs, Federation of Free Consul a.h. Secretary
Employment (DOLE) Workers (FFW) Consulate General of the LIGAYA “Gay” D.
SECRETARY EMMANUEL JOEL J. ATTY. BAYANI G. DIWA Republic of Poland ALCAZAREN,
VILLANUEVA President LTCOL MARIA ROXANNE Administrative Officer V
ALTERNATE CHAIR ANTONIO-SINGSON, CSP CANDIDO “Dong” S.
Director General, Technical Education President/Owner DAPULAYAN,
& Skills Development Authority Right Eight Security Agency Inc. Administrative Assistant III
(TESDA)
SECRETARY ARMIN A. LUISTRO, FSC
CO-CHAIR
Department of Education (DepEd)
SECRETARY GREGORY A. DOMINGO
CO-CHAIR
SECRETARY PROCESO J. ALCALA
Department of Agriculture (DA)
SECRETARY MANUEL A. ROXAS III
Department of Interior and Local
Government (DILG)
SECRETARY MARIO G. MONTEJO
Department of Science and
Technology (DOST)
DR. PATRICIA B. LICUANAN, Ph. D
Chairman, Commission on Higher
Education (CHED)
LOGO

DEPARTMENT OF EDUCATION COMMISSION OH HIGHER EDUCATION TECH. EDUC. IN SKILLS DEV. AUTHORITY
VISION We dream of Filipinos who passionately love their The Commission on Higher Education (CHED) is TESDA is the leading partner in the
country the key leader of the Philippine Higher Education development of the Filipino workforce with
and whose values and competencies enable them System effectively working in partnership with world-class competence and positive work
to realize their full potential and contribute other major higher education stakeholders in values.
meaningfully to building the nation. building the country’s human capital and
innovation capacity towards the development of
As a learner-centered public institution, the a Filipino Nation as a responsible member of the
Department of Education continuously improves international community.
itself to better serve its stakeholders.

MISSION To protect and promote the right of every Filipino Given the national government’s commitment to TESDA provides direction, policies,
to quality, equitable, culture-based, and complete transformational leadership that puts education as programs and standards towards quality
basic education where: the central strategy for investing in the Filipino technical education and skills development.
people, reducing poverty, and building national
- Students learn in a child-friendly, gender- competitiveness and pursuant to Republic Act
sensitive, safe, and motivating environment 7722, CHED shall:
- Teachers facilitate learning and constantly -Promote relevant and quality higher education
nurture every learner (i.e. higher education institutions and programs
- Administrators and staff, as stewards of the are at par with international standards and
institution, ensure an enabling and supportive graduates and professionals are highly
environment for effective learning to happen competent and recognized in the international
- Family, community, and other stakeholders are arena);
actively engaged and share responsibility for -Ensure that quality higher education is
developing life-long learners accessible to all who seek it particularly those
who may not be able to afford it;

guarantee and protect academic freedom for


continuing intellectual growth, advancement of
learning and research, development of
responsible and effective leadership, education
of high level professionals, and enrichment of
historical and cultural heritages; and
-Commit to moral ascendancy that eradicates
corrupt practices, institutionalizes transparency
and accountability and encourages participatory
governance in the Commission and the sub-
sector.
FUNCTION The Department of Education (DepEd) formulates, Per Section 8 of R.A. 7722, the CHED has the The Technical Education and Skills
implements, and coordinates policies, plans, following powers and functions: Development Authority (TESDA) is the
programs and projects in the areas of formal and government agency tasked to manage and
non-formal basic education. It supervises all ● Formulate and recommend development supervise technical education and skills
elementary and secondary education institutions, plans, policies ,priorities, and programs development (TESD) in the Philippines.
including alternative learning systems, both public on higher education;
and private; and provides for the establishment and
maintenance of a complete, adequate, and ● Formulate and recommend development
integrated system of basic education relevant to the plans, policies, priorities, and programs
goals of national development. on research;
● Recommend to the executive and
legislative branches priorities and grants
on higher education and research;
● Set minimum standards for programs and
institutions of higher learning
recommended by panels of experts in the
field and subject to public hearing, and
enforced the same;
● Monitor and evaluate the performance of
programs and institutions of higher
learning for appropriate incentives as well
as the imposition of sanctions such as, but
not limited to, diminution or withdrawal
of subsidy, recommendation on the
downgrading or withdrawal of
accreditation, program termination or
school course;
● Identify, support and develop potential
centers of excellence in program areas
needed for the development of world-
class scholarship, nation building and
national development;
● Recommend to the Department of
Budget and Management (DBM) the
budgets of public institutions of higher
learning as well as general guidelines for
the use of their income;
● Rationalize programs and institutions of
higher learning and set standards, policies
and guidelines for the creation of new
ones as well as the conversion or
elevation of schools to institutions of
higher learning, subject to budgetary
limitations and the number of institutions
of higher learning in the province or
region where creation, conversion or
elevation is sought to be made;
● Develop criteria for allocating additional
resources such as research and program
development grants, scholarships, and
the other similar programs: Provided, that
these shall not detract from the fiscal
autonomy already enjoyed by colleges
and universities;
● Direct or redirect purposive research by
institutions of higher learning to meet the
needs of agro-industrialization and
development;
● Devise and implement resource
development schemes;
● Administer the Higher Education
Development Fund, as described in
Section 10 of R.A. 7722, which will
promote the purposes of higher
education;
● Review the charters of institutions of
higher learning and state universities and
colleges including the chairmanship and
membership of their governing bodies
and recommend appropriate measures as
basis for necessary action;
● Promulgate such rules and regulations
and exercise such other powers and
functions as may be necessary to carry
out effectively the purpose and objectives
of R.A. 7722; and
● Perform such other functions as may be
necessary for its effective operations and
for the continued enhancement, growth
and development of higher education

All vision and mission statements of the three agencies are conceptualized and framed in response to and in adherence to Governance of Basic Education Act of
2001 (RA 9155) which affirms that:

 all citizens have the right to access quality basic education


 attendance at elementary school is compulsory for Filipino Children
 the goal of basic education, higher education and even technical education institution is the provision of skills, knowledge and values enabling
learners to become caring, self-reliant, productive and patriotic citizens
 All three agencies have single aim of providing the best possible basic education for all learners
 No Child Left Behind (NCLB) regardless of students’ characteristics, accountable for achieving mastery, proficiency in the skills, values to be learned
 Prepare them to real life situation where in they can be a productive members of the society.

All three agencies shall have authority, accountability and responsibility for the following:
 Setting the mission, vision, goals and objectives of the school;
 Creating an environment within the school that is conducive to teaching and learning;
 Implementing the school curriculum and being accountable for higher learning outcomes;
 Developing the school education program and school improvement plan;
 Offering educational programs, projects and services which provide equitable opportunities for all learners in the community;
 Train the learners to the best that they can be.