CHED UPDATES ON

REVISION OF PSG FOR

GRADUATE EDUCATION

AMELIA A. BIGLETE, Ph.D.

Director IV, Office of Programs &
Standards Development (OPSD)
PRESENTATION Higher Education Landscape
CONTENTS
Major Educational Reforms

Philippine Qualifications Framework (PQF)

Proposed Policies and Standards for

Philippine Graduate Education
 Philippine Higher Education Landscape

Academic Year
DISTRIBUTION OF HIGHER EDUCATION 2016-2017
INSTITUTIONS (HEIs)

88% 12% 1,710PRIVATE

1,710 233*
PRIVATE PUBLIC 233
PUBLIC
DISTRIBUTION OF STUDENTS
ENROLLED IN HEIs

55% 45% 1,943 TOTAL HEIs

1,949,015 1,624,719
PRIVATE PUBLIC

*excluding 453 SUC satellite campuses

 Philippine Higher Education Landscape
ENROLLMENT BY CLUSTER OF DISCIPLINES FOR AY 2016-2017

24%
876,571 26%
OTHERS 921,324
BUSINESS & RELATED

6%
203,561
MEDICAL &
ALLIED
21%
740,713
11% 398,765
EDUCATION &
TEACHER TRAINING
INFORMATION
TECHNOLOGY 12%
448,550
ENGINEERING & TECHNOLOGY
MAJOR KTO12 K to 12 Implementation
EDUCATION
REFORMS
New General Education
GEC
Curriculum

PQF PQF Institutionalization

Paradigm Shift to Outcomes-

OBE based Education
PHILIPPINE QUALIFICATIONS
FRAMEWORK (PQF) R.A. 10968, January 16, 2018

STANDARDS
LEVELS OF
NATIONAL FOR
EDUCATIONAL
POLICY QUALIFICATION
QUALIFICATIONS
OUTCOMES

COMPETENCY- LABOR MARKET- ASSESSMENT-BASED

BASED DRIVEN QUALIFICATION
RECOGNITION

PQF
PQF: COVERAGE
Covers three levels: Basic Education, technical & Vocational, and Higher Education

ALL
INSTITUTIONS TRAINING SPECIALIZATION
AND SYSTEMS

SKILLS AND WORK LIFELONG

COMPETENCIES EXPERIENCE LEARNING

PQF
 as per PQF-NCC Resolution No. 2014-03 adopted on December 11, 2014

THE PHL QUALIFICATIONS FRAMEWORK

LEVEL BASIC EDUCATION TECHNICAL EDUCATION HIGHER EDUCATION
AND SKILLS DEVELOPMENT

DOCTORAL AND
L8
POST DOCTORAL

L7 POST BACCALAUREATE

L6 BACCALAUREATE
BACCALAUREATE

L5 DIPLOMA

L4 NC IVNC IV

L3 NC III

L2 NC II

L1 NC I

GRADE 12
PQF
PQF: COVERAGE

▪ Has 8 Level Qualification Descriptors

▪ Defined in terms of 3 Domains:
- Knowledge, skills and values
- Application
- Degree of Independence
PQF
 PQF Descriptors
LEVEL 6
(as per PQF-NCC Resolution No. 2014-01 adopted on 22 July 2014)

KNOWLEDGE, SKILLS AND Demonstrated broad and coherent knowledge and skills in their field
VALUES of study for professional work and lifelong learning

APPLICATION Application in professional/creative work or research in a specialized

field of discipline and/or further study

DEGREE OF INDEPENDENCE Substantial degree of independence and or/in teams of related fields
with minimal supervision

QUALIFICATION TYPE Baccalaureate Degree

 PQF Descriptors
LEVEL 7
(as per PQF-NCC Resolution No. 2014-01 adopted on 22 July 2014)

KNOWLEDGE, SKILLS AND Demonstrated advanced knowledge and skills in a specialized or

VALUES multi-disciplinary field of study for professional practice, self-
directed research and/or lifelong learning

APPLICATION Applied in professional/creative work or research that requires self-

direction and/or leadership in a specialized or multi-disciplinary
professional work/research

DEGREE OF INDEPENDENCE High substantial degree of independence that involves exercise of

leadership and initiative individual work or in teams of multi-
disciplinary field

QUALIFICATION TYPE Post-Baccalaureate Program

 PQF Descriptors
LEVEL 8
(as per PQF-NCC Resolution No. 2014-01 adopted on 22 July 2014)

KNOWLEDGE, SKILLS AND Demonstrated highly advanced systematic knowledge and skills in
VALUES highly specialized and/or complex multi-disciplinary field of learning
for complex research and or professional practice and/or for the
advancement of learning.

APPLICATION Applied for professional leadership for innovation, research and/or

development management in highly specialized or multi-disciplinary
field

DEGREE OF INDEPENDENCE Full independence in individual work and/or in teams of multi-

disciplinary and more complex setting that demands leadership for
research and creativity for strategic value added. Significant level of
expertise-based autonomy and accountability

QUALIFICATION TYPE Doctoral Degree and Post-Doctoral Programs

Proposed
Policies and Standards of Philippine
Graduate Education
Need for Revision of Policy for Graduate Education
➢ Existing Policies for Graduate Education
• CMO 36, series of 1998 “ Policies and Standards on Graduate Education”
• CMO No. 9, series of 2003 “ Addendum to CMO No. 36, series of 1998
Entitled “Policies and Standards for Graduate Education”
• Issues on quality and relevance of graduate education
• Findings of the Evaluation of Graduate Education in the Philippines
(EGEP) which was commissioned to FAPE by CHED in 2003
• Recommendations of the CHED Task Force to Review the Current State of
Philippine Graduate Education and Formulate a Strategic Graduate
Education Plan which was constituted by CHED in 2013
EGEP key findings were:
1. Slightly more than half of the Teacher Education or Public
Administration programs of HEls were deemed fair, low or poor;
Public Administration, one out of five graduate programs received
a poor rating; Graduate programs in Business Education rated
better than the two other programs but still, 43% of BE graduate
programs were rated fair, low or poor
2. About 30% of the graduate programs were ranked fair, low or
poor in at least 10 of the 16 regions for Teacher Education and
Public Administration and 5 for Business Administration
Task Force to Review the Current State of Philippine
Graduate Education and Formulate a Strategic Graduate
Education Plan (2013-2015)
Chairperson: Dr. Ben S. Malayang III
Members: Dr. Federico M. Macaranas
Dr. Emmanuel De Dios
Dr. John Paul C. Vergara
Dr. Grace J. Alfonso
Dr. Dionisia A. Rola
CHED Technical Working Group (2016-2017)
➢Tasked to review the findings and recommendations of the Commissioned Task
Force for Graduate Education Review, specifically to:
▪ Establish the current philosophy and principles of graduate education
▪ Translate the Report/Recommendations of the TFGER into a policy document
▪ Improve the current CMO on graduate education while sustaining the still
significant provisions
▪ Provide a clear structure of graduate education
▪ Consider current education reforms (PQF, OBE, K to 12)
➢Composition:
▪ Chairperson: Dr. Minella Alarcon
Members: Dr. Amelia A. Biglete
Dr. Napoleon K. Juanillo, Jr.
Dir. Mark Karol Yee
Dir. Napoleon B. Imperial
ARTICLE I: RATIONALE FOR UPGRADING
GRADUATE EDUCATION
1. Generally hodge-podge, with a wide diversity of specialization offerings
2. Oriented toward career enhancements and prestige

3. Generally “more of the same” college-level education

4. Mainly school-based
5. Generally weak in supporting national development

6. Comparably a low performer when compared to graduate education in many other

countries
7. Responsiveness of graduate programs, curricular designs, faculty resources, learning
methods and facilities
Observations in the implementation of the K to 12
Transition Programs
➢While there may be a concentration of graduate programs in several areas
of expertise overall, there remain to be wide gaps in availability of and
access to graduate programs in many disciplines deemed to be critical in
supporting local growth, and as required in their respective professions
➢There remain many underdeveloped areas of specialization across
disciplines leading to the limited growth of said programs and
consequently, constraining the potential for development of its respective
sectors.
Major Considerations for Rationalization and
Upgrading of Graduate Education
• Anchor the development of programs in a manner that more closely
responds to the needs of the regions
• Urgent need to simultaneously and strategically invest in the
deepening of specializations in many fields to ensure the holistic
development of said programs and sectors.
 ARTICLE II. DEFINITION AND PHILOSOPHICAL
UNDERPINNINGS OF GRADUATE EDUCATION
➢Graduate education is an advanced program of study focused on a particular or
interdisciplinary academic discipline or profession and involves certain objective-
options, such as
a) rigorous evaluation of work and interaction with professors and peers;
b) professional experience via internships, teaching, and research, and
c) production of original research or creative work
➢Across all orientations and levels of graduate work, the ultimate goal is to
contribute to the process of knowledge acquisition and generation that is
distinct from the baccalaureate level.
OUTCOME OF GRADUATE EDUCATION

➢Level of outcome or competency is aligned with levels 7 and 8 of the Philippine

Qualification Framework (PQF).
➢General Outcomes:
▪ mastery of a specialized field of study
▪ development of original and critical thinking
▪ demonstration of problem-solving skills that prepare the holder of the degree
for advanced instruction and leadership positions in the areas of research, as
well as the practice of profession

ARTICLE II. DEFINITION AND PHILOSOPHICAL

UNDERPINNINGS OF GRADUATE EDUCATION
 OUTCOME OF GRADUATE EDUCATION
(based on PQF Qualification Levels)

Masters Level Outcomes Doctoral Level Outcomes

• demonstration of advanced knowledge and skills in • demonstration of highly advanced systematic
a specialized or multi-disciplinary field of study for
professional practice
• self-directed research and/or lifelong learning with
highly substantial degree of independence that
involves exercise of leadership and initiative
• individual work or teams of multi-disciplinary field
as applied in professional/creative work or research
knowledge and skills in highly specialized and/or
complex multi-disciplinary field of learning for
complex research and or professional practice
and/or for the advancement of learning
• full independence in individual work and/or in
teams of multi-disciplinary and more complex
setting that demands leadership for research and
creativity with strategic value added
• Significant level of expertise-based autonomy and
accountability is applied to professional leadership
for innovation, research and/or development
management in highly specialized or multi-
disciplinary field.

Note: Post-baccalaureate diploma/certificate programs shall be considered part of Level 7 and may lead to a master’s qualification.
• Given the above description of content and general policy on
delivery, the Commission shall ensure careful scrutiny and
intensive monitoring of all curricular programs of graduate
education, regardless of the mode of delivery, in order to do away
with the remedial function currently observed in many graduate
programs, and to rationalize research to be at par with global
standards and best practices

ARTICLE II. DEFINITION AND PHILOSOPHICAL

UNDERPINNINGS OF GRADUATE EDUCATION
ARTICLE III
Role of Graduate Education
1. Achieve a clear progression beyond basic education and baccalaureate/
undergraduate education by stressing:
a. Leading-edge integrative and interrogative teaching and learning contents and methods, above par of
many other countries
b. Recognizably higher competencies in knowledge production (research), knowledge transmission
(teaching) and knowledge application (professional practice, vocational arts, technology)
2. Produce higher human competencies that can spur and sustain –
a) Innovations
b) Scientific and technological growth
c) Learning and teaching
d) Agro-industrial productivity
e) Entrepreneurship
f) Politics and governance
g) Economic and environmental security
h) National sovereignty and productive international relations
i) Articulation of Filipino culture and arts, ethnicity, religious diversity, and nationalism
ARTICLE IV
Eligibility to Offer Graduate Education Programs
Section 1. Requisites for HEIs to Offer Graduate Education Programs
The following higher education institutions (HEIs) with strong research program are
allowed to offer graduate education programs:

1. Private HEIs with deregulated status by CHED or public and private HEIs with
programs designated as Centers of Excellence or Centers of Development in the field;
2. HEIs whose undergraduate programs with at least Level III accreditation by CHED-
recognized accrediting bodies or whose programs meet the CHED approved criteria for
high standard undergraduate programs.
3. HEIs whose undergraduate programs are accredited by international accrediting
bodies recognized by CHED, as maybe recommended by the Technical Panel for
Graduate Education.
 ARTICLE IV
Eligibility to Offer Graduate Education Programs
(Continuation)
4. HEIs whose offerings are exclusively graduate programs which are of high standard as
determined by CHED.
5. State universities and colleges with Level IV classification
Only the above-mentioned HEIs are allowed to offer new graduate education programs.
Special higher education institutions offering graduate programs intending to be classified
under CHED-recognized higher education institutions shall be subject to the herein policies.
Autonomous HEIs designated by CHED as such, are privileged to offer new programs in the
graduate levels in their areas of expertise, without securing permit/authority from CHED except
in disciplines/degree programs that are under moratorium, and any field duly specified by
CHED.
Section 2. Attributes of an HEI Offering Graduate Education Programs
A higher education institution (HEI) offering graduate program is expected to
have the following:
1. Institution of a RCW Council
2. Presence of RCW Unit
3. Policies
4. RCW Unit Facilities
5. RCW Funding
6. Research Collaboration, Partnerships or Networks.

ARTICLE IV
Eligibility to Offer Graduate Education Programs
Section 3. Attributes of a Strong Research Program

A strong research program is described by the following

indicators:
1. Pool of qualified faculty
2. RCW Agenda
3. Publications in Refereed Journals

ARTICLE IV
Eligibility to Offer Graduate Education Programs
 ARTICLE V
CURRICULAR AND DEVELOPMENTAL INITIATIVES
➢ Curricular content of graduate education programs shall be strengthened by the offering of
HEIs to include strategic learning and teaching competencies.
➢ In the teaching of graduate programs, integrative and interrogative methods shall be
stressed. Given the increased role of ICT, and the rationale of outcome-based education
(OBE) which gives importance to actual competencies, this new graduate education policy
likewise recognizes the validity of both options of delivery and management, e.g.
conventional and non-conventional such as the Expanded Tertiary Education Equivalency
and Accreditation Program (ETEEAP), open distance learning, transnational education,
and others.
➢ HEIs are expected to submit regularly to CHED a report on the implementation of the
graduate education program.
ARTICLE V
CURRICULAR AND DEVELOPMENTAL INITIATIVES
(Continuation)

➢integrative and interrogative methods shall be stressed in the teaching

of graduate programs
➢Given the increased role of ICT, and the rationale of outcome-based
education (OBE) which gives importance to actual competencies, this
new graduate education policy likewise recognizes the validity of both
options of delivery and management.
➢HEIs are expected to submit regularly to CHED a report on general
education and graduate education program.

ARTICLE V
CURRICULAR AND DEVELOPMENTAL INITIATIVES
Section 4. Institution and Recognition of Research Degrees
➢ To directly promote the culture of research and increase research productivity,
the eligible HEIs shall be encouraged to offer RCW degrees.
➢ For this purpose, the Commission shall prescribe the guidelines for the
operation of, and the selection of institutions to offer the said research
and creative work degree program within the framework of academic
freedom.
➢ In this context, graduate programs may be delivered "by Research" such
that the program has less coursework in favor of programmed research
or creative work activity.
 ARTICLE VI: General Types of Graduate Programs
Masters Program
1.1 Master of Science (M.Sc.)/ Master of Arts (M.A.) (Academic and Research Track)

• primary purpose to contribute to the generation, production and advancement of knowledge rather
than specific applications of knowledge to professional practices
• Research-focused and serve as preparation to doctoral research

1.2 Master’s degree (Professional Track)

• advanced studies in professional or vocational fields

• While they may have strong theoretical underpinnings, they must have as their primary purpose the
application of knowledge in professional practice
• primarily terminal in nature and are not really geared towards preparation for doctoral degree.

1.3 Master’s degree (Research and Creative Work)

• a master’s degree program that could be delivered “by Research”
• entails less coursework in favor of programmed research or creative work activity.

The MS/MA and Ph.D. may be delivered "by Research" such that the program has less coursework in
favor of programmed research or creative work activity.
 ARTICLE VI: General Types of Graduate Programs
Doctoral Program
2.1 Doctor of Philosophy (Ph.D.) (Academic and Research Track)

• focuses on research that prepares the graduate student for a life of scholarship in an academic discipline
• student must show the capacity to make an original contribution to the knowledge of their chosen field through the
dissertation, and to demonstrate ability to work independently throughout their entire career as a graduate student

2.2 Doctoral Degree (Professional Track)

• represents a mastery of the subject matter and techniques of a professional field to a stage of competence parallel to that
required for the Ph.D
• directed primarily towards distinguished practical performance
• prepares the student to train or supervise others in the field, to discover new knowledge that has practical application,
or to prepare the student for a life of practice in the student’s particular profession

2.3 Straight Doctoral Program (Baccalaureate-Masters-Doctoral Degree)

• doctoral degree designed for those who have shown exceptional performance in their secondary education
• normally taken for a minimum period of 7 years which will cover the bachelor’s, master’s and PhD studies
• must require at least a publication in a refereed journal or juried creative work to mark completion of each level, or at least
a total of 3 published works to mark completion of entire program.

The MS/MA and Ph.D. may be delivered "by Research" such that the program has less coursework in
favor of programmed research or creative work activity.
 HEIs shall offer the following types of graduate degree programs based on the respective
description/s and requirement/s as provided below.

DEGREE DESCRIPTION REQUIREMENTS

I. A. Master’s Academic Research Track

1. MSc/MS/MA Coursework Thesis

Master of Science/ Publishable
Master of Arts manuscript/Juried
creative work
Thesis
2. MS/MA by Research Less Coursework more Publication in refereed
research activity journal or Juried
creative work
I.B. Master’s Professional Track
Coursework Thesis (Optional)
3. Professional Master’s Capstone Project
(Master in/of____)
 HEIs shall offer the following types of graduate degree programs based on the respective
description/s and requirement/s as provided below.
DEGREE DESCRIPTION REQUIREMENTS
II. A. Doctoral Academic Research Track

1. Doctor of Philosophy (PhD) Coursework and research Dissertation(Theory-

Pre-requisite: Masters Degree building)
(MS/MSc/MA) Publication in refereed
journal or Juried
creative work

2. Doctoral Degree by Research (PhD) Less coursework more research Dissertation (Theory-
activity building)
Admission Requirement: Publication in refereed
demonstrated research aptitude, journal or Juried
research experience and skills, and a creative work
body of past and/or ongoing research
work and publications and/or capsule
research proposal
Pre-requisite: Master’s Degree
II. B. Doctoral Professional Track
Professional Doctoral Degree Coursework and Practice-based
3. (Doctor of/in___) Practice-based Research dissertation
Pre-requisite: Master’s Degree
 ARTICLE VII
Minimum Requirements in Offering Graduate Education
Requirements Details
Section 6. ▪ structured, organized, and managed by discipline
Administration ▪ In cases of HEIs which have been originally constituted only as a graduate
school, the requirement on vertical articulation shall not be mandatory.
▪ Dean or Head of each academic unit with vertically articulated programs shall be
a holder of a doctoral degree in the discipline or allied fields and has published
works in refereed journals in one of the disciplines under the academic unit.
▪ Designated Department Chair/Program Coordinator/Head shall be a holder of a
doctoral degree in the discipline or allied fields.
▪ For a Professional Master’s Program, the Dean or the designated graduate
program director shall hold at least a master’s degree in the discipline or allied
fields.

Section 7. Manual of ▪ HEIs shall have a system of rationalizing offerings of graduate programs in
Operations and matters of curriculum, research areas, supervision and resource optimization to
Implementation be included in a Graduate Program Manual of Implementation (GPMI).
 Requirements Details

Section 8. ▪ Generally, faculty teaching in graduate degree programs are expected to be holders of
Faculty doctoral degrees who have track record of scholarly work (research or creative work) or with
publications in internationally indexed journals and/or books published in reputable academic presses
or in journals supported by CHED as listed in the CHED Incentivization Program per CMO
No. 53, series of 2016.

▪ Initially, it is expected that at least five (5) faculty are doctoral degree holders, three (3) of
whom must be full time.

▪ The number of advanced degree holders shall vary with enrollment in the graduate
programs in such a manner as to allow for a load of maximum of five (5) active student
advisees per graduate faculty.

▪ Programs which are industry-oriented may not require faculty with doctoral degrees but
will require faculty with equivalent extensive industry experience to be determined by the
various panel of experts of the Commission.

ARTICLE VII
Minimum Requirements in Offering Graduate Education
Requirements Details
Section 9. ▪ There shall be a system for assessing the ability of students who will be
Admission admitted in the program taking into consideration their aptitude,
Requirements motivation and capacity to pursue and complete further studies, conduct
research, or apply advanced knowledge in professional practice

Section 10. • Library requirements for undergraduate programs in the discipline shall
Library be coupled with:
a) subscription to at least two (2) peer-reviewed professional journals or
internationally-refereed journals, and
b) at least five (5) titles of graduate reference books (print and non-print)
on specialized discipline in every subject offered under the program,
published within the last five (5) years.
• The use of the Internet, materials in electronic format, open educational
resources and other education technologies is encouraged. These library
requirements shall be accessible to the graduate students.

ARTICLE VII
Minimum Requirements in Offering Graduate Education
 Requirements Details
Section 11. • Laboratory and facilities for graduate programs shall be coupled with:
Laboratory and a) provision for research equipment and facilities in the basic sciences,
Other Facilities (detailed requirements can be determined in the specific CMOs by
discipline);
b) instructional laboratories for Professional Master’s Programs, and
c) extensive information technology facilities that will allow for Internet
access.

Section 12. • HEIs and industries offering graduate education shall be encouraged to link up
Development of with other faculty and graduate institutions and with research organizations
Linkages/Partner and creative groups within and outside the country.
ships/Networks

Section 13. • Institutions offering graduate programs are required to provide slots for
Research and research and teaching assistantships. Research assistants may be hired for
Teaching graduate faculty doing funded research.
Assistantships
ARTICLE VII
Minimum Requirements in Offering Graduate Education
 ARTICLE VIII
Authority to Operate Graduate Program
Section 14.
• All private higher education institutions intending to offer graduate degree programs must first secure
proper authority from the Commission in accordance with these PSGs.
• Likewise, state universities and colleges (SUCs), and local colleges and universities (LUCs) are expected
to strictly adhere to these provisions.
• Using the CHED Implementation Handbook for OBE and ISA as reference, an HEI shall develop and
submit to CHED the following when applying for government authorization:
Section 15.
a) The complete set of program outcomes, including its proposed additional program outcomes.
b) Its proposed curriculum and its justification including a curriculum map.
c) Proposed performance indicators for each outcome. Proposed measurement system for the level of
attainment of each indicator.
d)Proposed outcome-based syllabus for each course.
e) Proposed system of program assessment and evaluation
f) Proposed system of program Continuous Quality Improvement (CQI).
ARTICLE IX
Transitory, Repealing, and Effectivity Provisions
• All HEIs that have been granted permit or recognition for the graduate
programs are required to fully comply with all the requirements in this
CMO, within a period of three (3) years after the date of its effectivity.
• CHED Memorandum Order No. 36, series of 1998 and CMO No. 9,
series of 2003, as well as other CHED issuances, rules and regulations or
parts thereof, which are inconsistent with the provisions of this CMO, are
hereby repealed.
• This CMO shall take effect fifteen (15) days after its publication in the
Official Gazette, or in two (2) newspapers of national circulation.
This CMO shall be implemented beginning Academic Year
_______.
END OF PRESENTATION