Reporter:

ROGELYN V. ROQUE
PH EDUCATIONAL SYSTEM

goes
TRIFOCAL
Logo

Seal DepEd Building

 THE DEPARTMENT OF EDUCATION
• (abbreviated as DepEd;
• Filipino: Kagawaran ng Edukasyon)
• is the executive department of the Philippine government
responsible for ensuring access to, promoting equity in, and
improving the quality of basic education.[2] It is the main
agency tasked to manage and govern the Philippine
system of basic education. It is the chief formulator of
Philippine education policy and responsible for the
Philippine primary and secondary school systems. It has its
headquarters at the DepEd Complex in Meralco Avenue,
Pasig City.
 THE DEPARTMENT OF EDUCATION
• The department is currently led by the Secretary of
Education, nominated by the President of the
Philippines and confirmed by the Commission on
Appointments. The Secretary is a member of the
Cabinet. The current Secretary of Education is
Leonor Briones. Presently, its mission is to provide
quality basic education that is equitably accessible
to all and lay the foundation for lifelong learning and
service for the common good. It has changed its
vision statement, removing a phrase that some
groups deem to be "too sectarian" for a government
institution.[3]
 THE DEPARTMENT OF EDUCATION
• In August 2001, Republic Act 9155, otherwise called the
Governance of Basic Education Act, was passed
transforming the name of the Department of Education,
Culture and Sports (DECS) to the Department of Education
(DepEd) and redefining the role of field offices (regional
offices, division offices, district offices and schools). RA 9155
provides the overall framework for (i) school head
empowerment by strengthening their leadership roles and
(ii) school-based management within the context of
transparency and local accountability. The goal of basic
education is to provide the school age population and
young adults with skills, knowledge, and values to become
caring, self-reliant, productive and patriotic citizens.
 DEPED MANAGEMENT STRUCTURE
• To carry out its mandates and objectives, the Department is
organized into two major structural components. The Central
Office maintains the overall administration of basic education at
the national level. The Field Offices are responsible for the
regional and local coordination and administration of the
Department’s mandate. RA 9155 provides that the Department
should have no more than four (4) Undersecretaries and
four (4) Assistant Secretaries with at least one Undersecretary
and one Assistant Secretary who are career service officers
chosen among the staff of the Department.
 DEPED MANAGEMENT STRUCTURE
• In 2015, the Department underwent a
restructuring of its office functions and staffing.
The result of which was the Rationalization Plan for
the new organizational structure. Details of the
new structure are further explained in DO Series
2015 No. 52, also known as the New
Organizational Structures of the Central, Regional,
and Schools Division Offices of the Department of
Education.
 DEPED MANAGEMENT STRUCTURE
• At present, the Department operates with four (4)
Undersecretaries in the following areas:

• Curriculum and Instruction

• Finance and Administration
• Governance and Operations
• Legal and Legislative Affairs
 DEPED MANAGEMENT STRUCTURE
• Four (4) Assistant Secretaries are assigned in the
following areas:

• Curriculum and Instruction

• Finance and Administration
• Governance and Operations
• Legal and Legislative Affairs
 DEPED MANAGEMENT STRUCTURE
• Supporting the Office of the Secretary (OSEC) at
the Central Office are the different strands,
services, bureaus, and divisions.
• There are five (5) strands under OSEC:
• Curriculum and Instruction
• Finance and Administration
• Governance and Operations
• Legal and Legislative Affairs
• Strategic Management
 DEPED MANAGEMENT STRUCTURE
• Five (5) attached agencies:
• Early Childhood Care and Development (ECCD)
Council
• National Book Development Board (NBDB)
• National Council for Children’s Television (NCCT)
• National Museum
• Philippine High School for the Arts
 DEPED MANAGEMENT STRUCTURE

• Three (3) coordinating councils:

• Adopt-a-School Program (ASP) Coordinating
Council
• Literacy Coordinating Council (LCC)
• Teacher Education Council (TEC)
 DEPED MANAGEMENT STRUCTURE
• At the sub-national level, the Field Offices consist of
the following:
• Seventeen (17) Regional Offices, and the Autonomous
Region in Muslim Mindanao (ARMM*), each headed
by a Regional Director (a Regional Secretary in the
case of ARMM).
• Two hundred twenty-one (221) Provincial and City
Schools Divisions, each headed by a Schools Division
Superintendent. Assisting the Schools Division Offices
are 2,602 School Districts, each headed by a District
Supervisor.
 DEPED MANAGEMENT STRUCTURE
• Under the supervision of the Schools Division Offices are
62,605 schools, broken down as follows:
• 49,209 elementary schools (38,648 public and 10,561
private)
• 13,396 secondary schools (7,976 public and 5,420 private)
• *ARMM is included in the budget of the Department on the
following:
Creation of teaching and non-teaching positions;
Funding for newly-legislated high schools;
Regular School Building Program; and
Certain foreign-assisted and locally-funded programs and
projects.
 THE DEPED VISION

We dream of Filipinos who passionately love their country

and whose values and competencies enable them to
realize their full potential and contribute meaningfully to
building the nation.
As a learner-centered public institution, the Department
of Education continuously improves itself to better serve
its stakeholders.
 THE DEPED MISSION

• To protect and promote the right of every Filipino to quality,

equitable, culture-based, and complete basic education
where:
• Students learn in a child-friendly, gender-sensitive, safe, and
motivating environment.
Teachers facilitate learning and constantly nurture every
learner.
Administrators and staff, as stewards of the institution, ensure
an enabling and supportive environment for effective
learning to happen.
Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long
learners.
 THE DEPED CORE VALUES

•Maka-Diyos
•Maka-tao
•Makakalikasan
•Makabansa
 THE DEPED MANDATE

• The Department of Education was established through

the Education Decree of 1863 as the Superior
Commission of Primary Instruction under a Chairman.
The Education agency underwent many
reorganization efforts in the 20th century in order to
better define its purpose vis a vis the changing
administrations and charters. The present day
Department of Education was eventually mandated
through Republic Act 9155, otherwise known as the
Governance of Basic Education act of 2001 which
establishes the mandate of this agency.
 THE DEPED MANDATE

• The Department of Education (DepEd) formulates,

implements, and coordinates policies, plans,
programs and projects in the areas of formal and
non-formal basic education. It supervises all
elementary and secondary education institutions,
including alternative learning systems, both public
and private; and provides for the establishment
and maintenance of a complete, adequate, and
integrated system of basic education relevant to
the goals of national development.
"TESDA Abot Lahat" proclaims the spirit and intent of the policy direction of
the agency for CY 2019. It means that TESDA is determined to expand and
strengthen its mandate, programs and services. It will reach out and serve
new and more clients and partners with a clear purpose... to transform and
improve the lives of the poor and underserved citizens of this country for the
better.
BRIEF HISTORY OF TESDA
________________________________________
The Technical Education and Skills Development Authority
(TESDA) was established through the enactment of Republic Act
No. 7796 otherwise known as the "Technical Education and Skills
Development Act of 1994", which was signed into law by
President Fidel V. Ramos on August 25, 1994. This Act aims to
encourage the full participation of and mobilize the industry,
labor, local government units and technical-vocational
institutions in the skills development of the country's human
resources.
The merging of the National Manpower and Youth
Council (NMYC) of the Department of Labor and Employment
(DOLE). The Bureau of Technical and Vocational
Education (BTVE) of the Department of Education, Culture and
Sports (DECS), and The Apprenticeship Program of the Bureau of
Local Employment (BLE) of the DOLE gave birth to TESDA.
The fusion of the above offices was one of the key
recommendations of the 1991 Report of the Congressional
Commission on Education, which undertook a national review of
the state of Philippine education and manpower development.
It was meant to reduce overlapping in skills development
activities initiated by various public and private sector agencies,
and to provide national directions for the country's technical-
vocational education and training (TVET) system. Hence, a major
thrust of TESDA is the formulation of a comprehensive
development plan for middle-level manpower based on the
National Technical Education and Skills Development Plan. This
plan shall provide for a reformed industry-based training
program that includes apprenticeship, dual training system and
other similar schemes.
TESDA is mandated to:

1.Integrate, coordinate and monitor skills development

programs;
2. Restructure efforts to promote and develop middle-level
manpower;
3. Approve skills standards and tests;
4. Develop an accreditation system for institutions involved in
middle-level manpower development;
5. Fund programs and projects for technical education and skills
development; and
6. Assist trainers training programs.
At the same time, TESDA is expected to:

1. Devolve training functions to local governments;

2. Reform the apprenticeship program;
3. Involve industry/employers in skills training;
4. Formulate a skills development plan;
5. Develop and administer training incentives;
6. Organize skills competitions; and
7. Manage skills development funds.
Overall, TESDA formulates manpower and skills plans, sets
appropriate skills standards and tests, coordinates and
monitors manpower policies and programs, and
provides policy directions and guidelines for resource
allocation for the TVET institutions in both the private and
public sectors.
Today, TESDA has evolved into an organization
that is responsive, effective and efficient in
delivering myriad services to its clients. To
accomplish its multi-pronged mission, the TESDA
Board has been formulating strategies and
programs geared towards yielding the highest
impact on manpower development in various
areas, industry sectors and institutions.
 VISION, MISSION, VALUE AND QUALITY STATEMENT

Mandate
The Technical Education and Skills Development Authority
(TESDA) is the government agency tasked to manage and
supervise technical education and skills development (TESD) in
the Philippines. It was created by virtue of Republic Act 7796,
otherwise known as the “Technical Education and Skills
Development Act of 1994”. The said Act integrated the
functions of the former National Manpower and Youth Council
(NMYC), the Bureau of Technical-Vocational Education of the
Department of Education, Culture and Sports (BTVE-DECS) and
the Office of Apprenticeship of the Department of Labor and
Employment (DOLE).
VISION, MISSION, VALUE AND QUALITY STATEMENT

Vision
TESDA is the leading partner in
the development of the Filipino
workforce with world class
competence and positive work
values
 VISION, MISSION, VALUE AND QUALITY STATEMENT

Mission
TESDA sets direction, promulgates
relevant standards, and implements
programs geared towards a quality-
assured and inclusive technical
education and skills development and
certification system.
VISION, MISSION, VALUE AND QUALITY STATEMENT

Values Statement
We believe in demonstrated
competence, institutional integrity,
personal commitment, culture of
innovativeness and a deep sense of
nationalism.
 VISION, MISSION, VALUE AND QUALITY STATEMENT

Quality Policy

"We measure our worth by the

satisfaction of the customers we serve"
 VISION, MISSION, VALUE AND QUALITY STATEMENT
Through:

Strategic Decisions
Effectiveness
Responsiveness
Value Added Performance
Integrity
Citizen focus
Efficiency
 PERTINENT LAWS
Republic Act No. 7722, otherwise known as “The Higher
Education Act of 1994”, was signed into law by former President
Fidel Valdez Ramos on May 18, 1994, creating the Commission
on Higher Education (CHED).
Attached administratively to the Office of the President of the
Philippines, the creation of CHED was part of a broad agenda of
reforms on the country’s education system outlined by the
Congressional Commission on Education (EDCOM) in 1992. Part
of this reform was the trifocalization of the education sector into
three governing bodies: the 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.
 Agency overview
Formed May 18, 1994
Jurisdiction Philippines
Headquarters HEDC Building, C.P. Garcia Avenue,
Diliman, Quezon City
Annual budget ₱49.43 billion Php (2018)[1]
Agency executives  Julian Prospero E. de Vera III, DPA,
Chairperson
 Perfecto A. Alibin, Ph.D., Commissioner
 Ronald L. Adamat, Ph.D., Commissioner
 Lilian A. de las Llagas, MScTM, Ph.D., LLB,
Commissioner

Parent agency Office of the President of the Philippines

Website www.ched.gov.ph
The Commission on Higher Education (Filipino:
Komisyon sa Mas Mataas na Edukasyon/Komisyon sa
Lalong Mataas na Edukasyon)[2] of the Philippines,
abbreviated as CHED, is a government agency
attached to the Office of the President of the
Philippines for administrative purposes. It covers both
public and private higher education institutions as
well as degree-granting programs in all post-
secondary educational institutions in the country.
 History

The 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.[3]
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.
Chairman
The Chairman of CHED is also the Chairperson of the Board of
Regents of the University of the Philippines System.
Carlito Puno was the chairman from 2005.
In 2007, Romulo Neri was appointed Chairman. He was the
Director General of the National Economic Development
Authority (NEDA) and Socioeconomic Secretary and a former
Budget Secretary. On July 9, 2008, Arroyo named Neri as head of
the SSS, making the position vacant.[4] . Nona Ricaforte was
appointed acting Chair.
On August 20, 2008, Manny Angeles was appointed new
Chairman. Angeles was former chancellor of the Angeles
University Foundation and president of the Clark Development
Corporation.[5][6]
William Medrano was also appointed commissioner of the
CHED on August 29, 2008.[7]
Patricia Licuanan was appointed by President Benigno
Aquino III as Chair.
In January 2018, Licuanan resigned.
Commissioner Prospero De Vera III was designated as
OIC. After 9 months De Vera was later appointed as
Chairman [8]
Centers of Excellence

Centers of Excellence (COEs) are higher education institutions

(HEIs) both public and private which have demonstrated the
highest degree or level of standards along the areas of instruction,
research and extension of their particular fields or courses. Centers
of Development (COD) on the other hand, are educational
disciplines which have been considered to significantly improve
over the course of the previous year. These provide institutional
leadership in all aspects of development in specific areas of
discipline in the various regions by providing networking
arrangements to help ensure the accelerated development of
Higher Educational Institutions in their respective service areas.
Dissemination of Information by CHEd

CHED disseminates information by a variety of means. For

information specific to a particular institution, a letter is
sent to that institution, or an officer is invited to collect it at
CHED main office. The institution may then place a copy
of the order on one of its own noticeboards, if the order is
favorable.
CHED also maintains a website where some of its policy
documents are made available.
CHED issues CMOs - CHED Memorandum Orders. These
are often of national significance.[9]
TERTIARY AND HIGHER EDUCATION

Includes all post secondary courses

ranging from one-or-two year course to
the four-year degree and professional
programs, including graduate
education offered by colleges and
universities
MISSION STATEMENT:

Higher education shall be geared toward the pursuit of better

quality of life for all Filipinos by emphasizing the acquisition of
knowledge and formation of those skills necessary to make the
individual a productive member of society. It shall accelerate
the development of high level professionals who will search for
new knowledge, provide leadership in various disciplines
required by a dynamic and self-sustaining economy. Higher
education shall likewise be used to harness the productive
capacity of the country’s human resource base towards
international competitiveness.
PUBLIC HIGHER EDUCATION INSTITUTIONS (HEIs) ARE CLASSIFIED BY CHED AS
FOLLOWS:

State Universities and Colleges (SUCs) : chartered public higher education

institutions established by law, administered and financially subsidized by
the government; a few have fiscal autonomy while other don’t.
Local Universities and Colleges (LUCs): established by the local
government through resolutions or ordinance; financially supported by
the LGU concerned.
CHED Supervised Higher Education Institutions (CSIs): non-chartered
government post-secondary education institutions established by law,
administered, supervised and financially supported by the government.
PRIVATE HIGHER EDUCATION INSTITUTIONS ARE
ESTABLISHED UNDER THE CORPORATION CODE AND ARE
GOVERNED BY THE SPECIAL LAWS AND GENERAL
PROVISIONS OF THIS CODE

Non-sectarian institutions are duly incorporated, owned

and operated by private entities that are not affiliated
with any religious organization.
Sectarian institutions are usually non-stock, non-profit
but duly incorporated, owned and operated by a
religious organization.
CHED requires offering of subjects that cover the General
Education Program

The minimum requirements for the mandatory general

education curriculum (GEC) leading to initial
bachelor’s degree covering four (4) curriculum uears
shall be sixty-three (63) units.

RA 7722 : An Act Creating the Commission on Higher

Education, Appropriating Funds Therefor and for Other
Purposes