The Commission on Higher

Education (CHED)
It was created on May 18, 1994 through the passage of
the Republic Act No. 7722 or the Higher Education Act
of 1994. CHED, an attached agency to the Office of the
President for administrative purposes, is headed by a
chairman and four commissioners, each having a term
of office for four years. The Commission En Banc acts a
collegial body in formulating plans, policies and
strategies relating to higher education and the
operation of CHED. The creation of CHED was a part of
a broad agenda on the country’s education system
outlined by the Congressional Commission on Education
(EDCOM) in 1992. Part of the reform was the
trifocalization of the education sector in three
governing bodies: CHED for tertiary and graduate
education, the DepEd for basic education and the
TESDA for technical-vocational and middle-level
education.
CHED ORGANIZATIONAL STRUCTURE
OFFICE OF THE
CHAIRPERSON BOARD OF
TECHNICAL PANELS ADVISERS
AND
COMMISSIONERS

HEDFS OFFICE OF SUC’s /

LUC’s CONCERNS
EXECUTIVE OFFICE/
DEPUTY EXECUTIVE
OFFICE

OFFICE OF POLICY,
PLANNING, OFFICE OF PROGRAMS OFFICE OF STUDENT
RESEARCH AND AND STANDARDS SERVICES
INFORMATION

ADMINISTRATIVE & CHED LEGAL SERVICES INTERNATIONAL

FINANCIAL SERVICES AFFAIRS SERVICES

CHED REGIONAL
OFFICES
(15)
The Commission on Higher Education
(CHED) is the key leader of the Philippine
Higher Education System effectively
working in partnership with other major
higher education stakeholders in building
the country's human capital and
innovation capacity towards the
development of a Filipino Nation as a
responsible member of the international
community.
Promote relevant and quality higher education (i.e.
higher education institutions and programs are at par with
international standards and graduates and professionals
are highly competent and recognized in the international
arena);

Ensure that quality higher education is 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.
The overall societal goal is the attainment of inclusive growth and
sustainable development while the higher education sub-sector
goals are:
-----the formation of high-level human resource, and generation,
adaptation,
-----and transfer of knowledge and technology for national
development and global competitiveness.
Specifically, CHED aims to achieve the following objectives in the
next five years:
a. Improve the relevance of higher education institutions (HEIs),
programs, systems, and research to respond to the thrusts of the
Philippine Development Plan (PDP), 2011 - 2016;

b. upgrade the quality of higher education institutions, programs

and systems in the country towards achieving international
standards;

c. broaden access to quality higher education of those who seek it;

d. efficiently and effectively manage the higher education system

ensuring transparency and integrity in its programs and activities
as its commitment to moral ascendancy; and

e. strengthen the Commission on Higher Education and other

major stakeholders.
Formulate and recommend development plans,
policies,priorities, and programs on higher education;

Formulate and recommend development plans, policies,

priorities, and programs 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.
Dr. Patricia B. Licuanan is a social psychologist,
educator and women’s rights and empowerment
activist. Her teaching, research and practice in
social psychology has focused on human factors in
the national development process, education and
educational reform, social issues, human resource
development and gender issues. She is currently
the chairperson of the Commission on Higher
Education (CHED). As an educator, her day to day
work has involved increasing awareness among
education practitioners as well as students, parents
and the community of the issues around education
and education reform, developing policies and
programs at all levels from early childhood to
higher education to lifelong-education in both
formal and non-formal settings. As CHED
Chairperson, she leads the agency in its efforts to
rationalize Philippine higher education, improve
quality and standards and broaden access to
quality higher education.
Dr. Maria Cynthia Rose Banzon Bautista is
Commissioner of the Commission on Higher
Education, on secondment from the University of
the Philippines in Diliman where she is professor
12. One of the country’s leading social scientists,
she has led various multi-disciplinary, inter-
institutional and international research teams in
exploring a wide range of concerns that include
agrarian issues, alternative development and
research collaboration models; natural disasters;
education reform; the middle classes; urbanization;
overseas labor migration; economic crises and social
safety nets.
Commissioner Nenalyn P. Defensor has always
been involved in the promotion of quality
education in the Philippines. She was formerly
Chair of the Coordinating Council on
Accreditation and has been invited to
international and national fora to talk on
efforts to enhance quality in tertiary
education. She was among the select group of
35 people invited by the World Bank to a
workshop in Seoul, Korea to discuss the issues
of higher education in the East Asia Pacific
Region. Presently, Commissioner Defensor is
Chairperson of the Board of Regents of 25
state universities and colleges. Before this, she
chaired 22 Governing Boards. Her stewardship
of 47 Boards to date gives her a vast
experience in Educational Leadership.
 Commissioner Nona S. Ricafort earned her degree
in Bachelor of Science in Commerce from
Assumption College. She also took specialized
courses on Estate and Trust Management in Europe
and Merchandising and Quality Course at
Traphagen College in New York. She completed a
two-year course in paralegal from Southern Florida
University and took up the New Teachers’ Education
course at the Columbia University in New York. She
completed her Master’s and Doctorate Degrees in
Philosophy specializing in Organization
Development (OD), which included Conflict
Management) at SAIDI School of OD. Commissioner
Ricafort holds the distinction of being among the
women leaders who assumed multiple roles in the
international and domestic arena, covering both
professional and socio civic aspects.
Dr. Ruperto S. Sangalang earned his
Ph. D. in Rural Sociology at Ohio
University Columbus, Ph. D.
Agricultural Education (candidate)
University of the Philippines Los
Banos 1978. He successfully
finished his Master of Science in
Agricultural Education year 1975.
He is currently a professor at Cavite
State University.
 Information on Higher Education System
CHED is responsible in the formulation and implementation of policies,
plans and programs for the development and efficient operation of the higher
education system in the country. The delivery of higher education in the Philippines
is provided by private and public higher education institutions (HEIs).
Geographically, there are 2,247 HEIs in the country.
• Private Higher Education Institutions
 established under the Corporation Code
 governed by the special laws and general provisions of this Code.
 covered by the policies, standards and guidelines set by CHED in terms of
program offerings, curriculum, administration and faculty academic qualifications
• Public Higher Education Institutions
State Universities and Colleges (SUCs)
 chartered public higher education institutions established by law
 administered and financially subsidized by the government.
 have their own charters
 Board of Regents (BOR) for the state universities
 Board of Trustees (BOT) for state colleges
(BOR and BOT maintain the formulation and approval of policies, rules and
standards in SUC’s.)
 Local Universities and Colleges (LUC’s)
 established by the local government through resolutions or
ordinances
 financially supported by the local government concerned
 CHED Supervised Institutions (CSI)
 non-chartered public post-secondary education
established by law, administered, supervised and financially supported
by government
 Other Government Schools (OGS)
 public secondary and post-secondary education
institutions
 usually technical-vocational education institutions that
offer higher education programs
 Special HEIs
 directly under the government agency stipulated in
the law that created them
 provide specialized training in areas such as military
science and national defense
Commission on Higher Education Activities,
Projects and Programs
Rationalization of HEIs and Programs within a moratorium period on the opening of new programs
especially in oversubscribed disciplines. The objective is to lay the foundation for a more efficient and
effective system in delivering quality public higher education services and for a more flexible regulatory
framework for private higher education provision. The project components of the program include the
following:

Aligning HEI programs with national development goals;

 Job-Skills Matching Project
In order to produce highly competent and competitive graduates, HEIs are encouraged to offer programs
that are in demand and responsive to the needs of industry, both domestic and international.
The job-skills matching project includes: formulation of master plans for priority disciplines; review of
curricula to make them fit the needs of industries; establishment of labor market information system
(LMIS) to provide up-to date information on jobs that are in demand and hard to fill, to guide both
students and parents in choosing courses; identification of areas of mismatch and implementation of
strategies to address such mismatches; massive information dissemination on employment opportunities
among students and HEIs; and periodic conduct of graduate tracer studies.

 Relevant and Responsive Research, Development and Extension (RDE)

Under this program, CHED supports the conduct of RDE aimed at generating, adapting and transferring
or applying new knowledge and technologies for improving productivity and livelihood, promoting
peace, empowering women, protecting the environment, reducing disaster devastation, and alleviating
poverty.
Typology and Mapping of HEIs and Programs
A system of classifying HEIs is being designed based on their mandates and functions vis-a-vis
national development goals. This typology will be harmonized with quality assurance criteria
to allow HEIs to focus and excel within their respective classifications and be recognized for
such excellence. A GIS-based map of HEIs and programs is currently being updated to serve
as decision support system for the rationalization of HEIs and programs distribution in the
county. The map will provide information on the current status of program offerings
including quality, costs, and marketability. It will be used to match the program offerings with
demand or thrusts at the national and regional levels. The outputs of this project will also be
used as basis for phasing out oversubscribed programs and for promoting under-subscribed
but relevant programs.

 Amalgamation of HEIs and Programs

The objective of this program is to restructure the higher education system specifically the
public component consisting of SUCs/Local Universities and Colleges (LUCs), and other
government schools to improve efficiency in the delivery of quality programs, minimize
duplication and promote complementation between and among public and private HEIs. The
restructuring could be achieved partly through amalgamation of SUCs into Regional
University Systems (RUS) and development of specialized institutions. The project shall
provide assistance in the initial implementation of the RUS in a selected region, including
joint research and extension, academic program complementation,
and infrastructure improvement for the SUCs involved.
Quality and Standards

Quality Assurance Projects

These projects include the setting and enforcement of Policies, Standards and Guidelines
(PSGs) for academic programs, monitoring of compliance and phase out/closure of
non-compliant programs, Institutional Quality Assurance Monitoring and Evaluation
(IQuAME), and accreditation.

· Policies Standards and Guidelines (PSGs) formulation and enforcement

In order to ensure that Philippine higher education programs are comparable to
international standards, CHED periodically conducts international benchmarking,
reviews and updates the PSGs for academic program offerings. These internationally-
benchmarked PSGs, set the minimum quality standards and requirements that HEIs have to
comply with before they are given permits to operate such academic programs and
recognition to award degrees to their students. In the case of SUCs, the Commissioners who
sit as Chairpersons of their Boards ensure that the SUC program offerings meet the set
standards.

· Program monitoring; closure/phase out of non-compliant programs

On-going authorized programs are regularly monitored and those found to be non-
compliant are ordered for immediate closure or phase out. Maritime HEIS are monitored and
evaluated to determine compliance with Standard Training Certification and Watchkeeping
(STCW).
· Institutional Quality Assurance Monitoring and Evaluation (IQuAME)
In addition to program monitoring and evaluation, HEIs are
monitored through IQuAME. This is a mechanism for monitoring and
evaluation of outcomes of the programs processes and services of
higher education institutions in the key area of quality of teaching
and learning as supported by the governance and management,
student services, relations with the community, and managementof
resources.

· Accreditation
HEIs with programs that attain standards above the minimum are
encouraged and assisted to have their programs evaluated by private
accreditors or arecognized body, leading to the issuance of a
certificate of accredited status.
· Compliance with international standards
This involves participation in international/regional networks and
cross-border collaborations, and initiatives towards recognition of
HEIs/programs by international entities like the Washington Accord.
Quality Development Projects

Faculty Development (FacDev)

 This program provides scholarships to upgrade the academic qualifications of HEIs faculty
(private and
public) to masters and doctorate degree levels and training for Continuing Professional
Education (CPE). It is expected that through the FDP and CPE, the improved qualifications
and teaching methods will contribute directly to better student learning which in turn would
translate into higher passing rates in professional licensure examinations and greater
productivity of graduates.
CHED Memorandum Order (CMO) No. 40, s. 2008 which requires all higher education
institutions (HEIs) faculty to have at least masters degree and shall be fully implemented by
AY 2011-2012.
 HEI Management Development Program.
This program aims to create awareness of the relationship between the quality of
senior/middle-level management and the quality of HEIs performance. It gives
senior/middle-level managers appropriate incentives and opportunities to access high-
quality and relevant management development programs to strengthen their capacity as
leaders of both public and private HEIs.
 Establishment of Research & Development (R&D) Centers
 The R&D Centers are mobilized to help CHED in promoting higher education research and
bringing closer the assistance necessary to strengthen research and development functions
of HEIs. These centers are also tapped to enhance the research productivity of the HEIs in
terms of intellectual property generation.
•Contributions to K-12
These include: CHED’s provision of technical assistance to the K-12 inter-
agency body; formulation of standards for contents/methods of Grade 11 and 12;
and policy and program inputs to Teacher Education COEs/CODs in improving
preservice and in-service education of basic education teachers
and managers.
Participation in International and Regional Networking
CHED, in coordination with the Department of Foreign Affairs strengthens
international cooperation by joining international and regional bodies/networks,
negotiating and facilitating bilateral/multilateral agreements on academic
cooperation and linkages of local HEIs with their counterparts in other countries as
well as with international organizations.

 Journal Accreditation Service (JAS)

 is a mechanism through which a national standard for peer review and journal
refereeing system can be implemented uniformly for all research journals published
by institutions and professional organizations involved in higher education
 for all Philippine HEIs and organizations wishing to have their research journals
recognized as peer-reviewed/refereed journals
 Journals which pass the evaluation process are given corresponding CHED
Journal Codes (CJC).
 National Agriculture and Fisheries Education System (NAFES)
 established by virtue of Section 66 of Republic Act (RA) No. 8435 otherwise known as the
“Agriculture and Fisheries and Modernization Act (AFMA)
 aims to establish, maintain and support a complete and integrated system of agriculture and
fisheries education (AFE), modernize and rationalize agriculture and fisheries education from
elementary to tertiary levels
unify the system of implementation of academic programs and upgrade the quality and ensure
sustainability and promote the global competitiveness at all level of (AFE)
To address these objectives, the National Universities and Colleges of Agriculture and Fisheries
(NUCAFs) and Provincial Institutes of Agriculture and Fisheries (PIAFs) were identified.

Criteria for selection

 Institutional accessibility
 Population
 Economic contribution of agriculture and fisheries in the community
 Quantity and quality of research studies conducted
 Degree of utilization of research results
 Quantity and quality of faculty members
 Type of facilities
 Linkages and potential contribution to agriculture and fisheries development in the
target area
By virtue of CMO No. 18 and 32 s. of 2009 and CMO No. 25 s. of 2010 there
were 31 NUCAFs and 84 PIAFs identified.
NUCFs REGION IV-A University of the Philippines Los Banos,
Laguna
Cavite State University – Naic Campus
PIAs REGION IV-A Cavite State University - Indang Cavite
Laguna State Polytechnic University
Southern Luzon State University
University of Rizal – Tanay Campus
 Centers of Excellence / Development (COE / COD)
 either public or private higher education institutions (HEIs) which have
demonstrated the highest degree or level of standard along the areas of
instruction, research and extension
 These are HEIs identified and recognized by CHED toserve as models of
excellence and resource centers for the other HEIs. Support to the COEs/CODs
includes provision for student scholarships, faculty development, library and
laboratory upgrading, research and extension services, development of
instructional materials and implementation of networking and linkaging
activities.
 CHED Thesis / Dissertation Grants / Paper Presentation / Visiting Research Fellow
To enhance the research capability of higher education institutions and upgrading academic
qualification of teaching staff
Qualification
Full time regular faculty member of any higher education institutions in the
Philippines
45 years of age or less
approved thesis proposal in any identified priority disciplines
completed the course work and passed the comprehensive examination in a program
recognized as Center for Excellence, Center of Development or with an equivalent accredited level
2 graduate program
 general average of at least 1.75 or equivalent in the required course leading to the
masters degree applied for

 Student Financial Assistance Programs (StuFAPs)

 In consonance with the mandate of the Commission on Higher Education as provided
for in Article XIV, Section 1 of the Philippine Constitution “to protect and promote the right of all
citizens to quality education at all levels and shall take appropriate steps to make such education
accessible to all” and Article XIV, section 2(3) “to establish and maintain a system of scholarship
grants, student loan programs, subsidies, and other incentives which shall be available to
deserving students in both public and private schools, especially to the underprivileged”, the
Commission en Banc approved the Revised Implementing Guidelines for the CHED Student
Financial Assistance Programs (StuFAPs) by virtue of Resolution No. 638-2012 dated December 19,
2012.
SCHOLARSHIP PROGRAMS FULL MERIT (FS).

This refers to the State Scholarship Program (SSP) intended for graduating high school students whose
general weighted average (GWA) is at least 90% in the third year and at least 90% in the first three
grading periods of the fourth year. They are to enroll either in public or private HEIs. (Php30,000.00)
HALF MERIT (HS). This refers to the Private Education Student Financial Assistance (PESFA) intended for
graduating high school students whose GWA is at least 85% in the third year and at least 85% in the first
three grading periods of the fourth year. They are to enroll in degree programs in private HEIs.
(Php15,000.00) The above scholarship programs can also be availed by students belonging to the
following: persons with disabilities (PWDs), solo parents and their dependents, members of cultural
minority, members of the hill tribe and senior citizens, if qualified.

GRANT-IN-AID PROGRAMS

 TULONG DUNONG (TD). This is intended for graduating high school students whose GWA is at least
80% in the third year and at least 80% in the first three grading periods of the fourth year. This program
can be availed by students belonging to the following: persons with disabilities (PWDs), solo parents and
their dependents, members of cultural minority, members of the hill tribe and senior citizens, if qualified.
(Php12,000.00)
 DND-CHED-PASUC STUDY GRANT (DCP). This is intended for qualified dependents of military
personnel of the Armed Forces of the Philippines who were killed in action, discharged due to complete
disability combat related and those who are in active service subject to admission requirements of
accepting State Universities and Colleges (SUCs). The specific guidelines pertaining thereto are contained
in the Implementing Rules and Regulations of the Department of National Defense (DND) – CHED –
Philippine Association of State Universities and Colleges (PASUC). (Php5,000.00)
OPAPP-CHED Study Grant Program. This is intended for authenticated or amnestied former rebel and
individual members of groups with existing peace agreements with the government or their next of kin
who cannot afford to study in college due to financial constraints. Only one slot can be availed by the
qualified former rebel or his/her designated qualified next of kin beneficiary. The specific guidelines
pertaining thereto are contained in the Joint Memorandum Circular of CHED and The Office of
Presidential Adviser on Peace Process (OPAPP). (Php10,000.00)
 CHED SPECIAL STUDY GRANT PROGRAM FOR CONGRESSIONAL DISTRICTS (CSSGPCD). This is
intended for poor and deserving students from the different Congressional Districts and those
recommended by Party Lists. They are to enroll in degree programs at any curriculum year level,
preferably in public HEIs. (Php5,000.00)
 CHED SENATE STUDY GRANT PROGRAM (CSSGP). This is intended for poor and deserving students
selected by the Office of the Senators. They are to enroll in degree programs at any curriculum year
level, preferably in public HEIs. (Php5,000.00)
STUDENT LOAN PROGRAM STUDY-NOW-PAY-LATER-PLAN (SNPLP).
This educational loan is intended to provide financial assistance to deserving students who are
enrolled or to enroll in a degree program at any curriculum year level in private HEIs. The revised
guidelines pertaining thereto are contained in existing CHED Memorandum Order. (Php15,000.00)
 QUALIFICATION REQUIREMENTS
1)Must be a Filipino citizen of good moral character.
2)Must not be more than 30 years of age at the time of application except for senior citizens.
3)Must be a high school graduate or a candidate for graduation.
4)Must have a combined annual gross income of parents/guardian not to exceed Three Hundred
Thousand Pesos (PhP300,000.00).
5)Must not be a recipient of any government scholarship and financial assistance.
 APPLICATION PROCEDURES & DOCUMENTARY REQUIREMENTS
The student applicants for the scholarship programs, SNPLP and all other Grants-in-Aid
programs except CSSGP, DCP and OPAPP-CHED Study Grant Program, submit to CHED Regional Office
concerned the accomplished CHED StuFAPs Application Form (OSS Form 1) with the following
documentary requirements for evaluation purposes:
1.Accomplished StuFAPs Application OSS Form 1;
2.Duly certified High School Report Card for third year and grades for the first three grading periods for
fourth year;
3.Latest Income Tax Return (ITR), Certificate of Tax Exemption or Copy of Contract or proof of income of
parents/guardian from BIR;
4.Certificate of good moral character from the high school principal/guidance counselor. In the case of
student applicants for the following StuFAPs, they shall apply directly to the office/agency concerned:
•DCPDepartment of National Defense
•OPAPP-CHED Study Grant Program Office of Presidential Adviser on Peace Process
•CSSGPCD House of Representatives
•CSSGP Office of the Senate
RULES TO BE OBSERVED BY SCHOLARS &GRANTEES
Scholars and grantees shall observe the following rules:
a.Enroll in duly authorized HEIs and in identified priority programs;
b.Maintain a GWA of 2.5. B or 80% for scholars and passing grade for grantees;
c.Carry a full semester load and finish within the normal duration of the course or curricular program;
d.Transfer only in duly authorized HEIs and identified priority programs upon approval of concerned
CHED Regional Office;
e.Allow to defer enrolment during the semester for meritorious reasons for not more than one academic
year in the whole duration of the academic program; and
f.Shall render at least two (2) years return service within the Philippines after graduation for Full Merit
scholars and one (1) year for Half Merit scholars.
Promoting Alternative Learning System (ALS)
The Commission recognizes that education and acquisition of higher learning take
place both within and beyond the confines of the classrooms, and hence, the need to
formally acknowledge higher learning obtained from informal and non-formal modes of
education.
Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP)
 is a comprehensive educational assessment program at the tertiary level that recognizes,
accredits and gives equivalencies to knowledge, skills, attitudes and values gained by
individuals from relevant work
 implemented through deputized higher education institutions that shall award the
appropriate college degree
Beneficiaries
 Must be a Pilipino
 At least high school graduate
 Must have 5 years working experience in the field or industry related to the academic
program they are obtaining equivalency.
Must be able to show proof of proficiency, capability and thorough knowledge in the
field applied for equivalency.
Ladderized Education Program (LEP)
This program allows recognition of units earned in technical
vocational programs in TESDA-registered schools for equivalent
academic units in CHED-recognized programs and institutions. LEP
enables students to get out of the education system to join the
workforce and reenter at any level in the education ladder.
 Citizen’s Charter
 created in compliance with Republic Act No. 9485 known as “ Anti
Red-Tape Act of 2007”.
 is an open public document which mirror the services extended by
CHED
includes clear description of the various processes and procedures
being implemented by CHED as well as the fees that may be charged
 explains the step by step procedures on availing CHED’s frontline
services