CHED

Commission on Higher Education

Ms. Charisse F. Martin
 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.
 VISION
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
 MANDATE
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.
 OBJECTIVES
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.
 POWERS AND
FUNCTIONS
 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;
 POWERS AND
FUNCTIONS
 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;
 POWERS AND
FUNCTIONS
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;
 POWERS AND
FUNCTIONS
 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.
 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
- 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.
 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 noncompliant are ordered for immediate
closure or phase out. Maritime HEIS are monitored and
evaluated to determine compliance with Standard Training
Certification and Watchkeeping (STCW).