LUZON  

VISAYAS  

MINDANAO  

Distribu4on  of  Higher  Educa4on  Ins4tu4ons  (HEIs)  

•     Public        =      219  (12%)  •     Private    =      1,604  (88%)    

       Total            =      1,823    

Distribu4on  of  students  

       Public        =      1.19M  (40%)          Private    =        1.74M  (60%)            Total            =        2.9M    

Private  HEIs’  1604,  (88%)  

SUCs,  110,  (6%)   LUCs,  93  (5%)  Other  Gov’t  HEIs,  16,              

(1%)  

Excluding Satellite Campuses of State Universities and Colleges

     Distribu4on  of  HEIs  by  Ins4tu4on  Type:  AY  2010/11    

Private  HEIs    59.4%  

SUCs    35.4%  

LUCs 5%

Other Gov’t Institutions

0.2%

Higher  Educa4on  Enrollment  by  Ins4tu4onal  Type:  Percentage  Share,  AY  2010/11    

 1987  Philippine  Cons4tu4on  

             “The  state  shall  give  priority  to  educa4on,  science     and   technology,   arts,   culture  and   sports   to   foster     patrio4sm   and   na4onalism,   accelerate   social    progress,  and  promote  total  human  libera4on  and    development”  

Art  II,  Sec.  17  

             “The  state  shall  protect  and  promote  the  right  of  ci4zens   to   quality   educa4on   at   all   levels   and   shall  take   appropriate   steps   to   make   such   educa4on  accessible  to  all”  

Art  XIV,  Sec.  1  

             “The  state  recognizes  the  complementary  roles  of  public   and   private   ins4tu4ons   in   the   educa4onal  system  and  shall  exercise  reasonable  supervision  and  regula4on  of  all  educa4onal  ins4tu4ons”  

Art  XIV,  Sec.  4  

 Higher  Educa4on  Act  of  1994  (RA7722)  

              Creates   the   Commission   on   Higher   Educa4on  (CHED)   the   coverage   of   which   is   both   public   and  private   ins4tu4ons   of   higher   educa4on   as   well   as  degree   programs   in   all   post-­‐secondary   educa4onal  ins4tu4ons    

Higher  Educa4on  Act  of  1994  (RA7722) Powers  and  Func4ons  of  CHED

Set  minimum  standards  for  programs  and  ins4tu4ons  of   higher   learning     recommended   by   panels   of  experts  in  the  field    and  subject  to  public  hearing,  and  endorse  the  same

Monitor   and   evaluate   the   performance   of   programs  and   ins4tu4ons   of   higher   learning   for   appropriate  incen4ves  as  well  as  the  imposi4on  of  sanc4ons

Higher  Educa4on  Act  of  1994  (RA7722) Powers  and  Func4ons  of  CHED

Ra4onalize   programs   and   ins4tu4ons   of   higher  learning   and   set   standards   and   guidelines   for   the  crea4on  of  new  ones

Iden4fy  support  and  develop  centers  of  excellence  in  program  areas  needed  for  na4onal  development  and  global  compe44veness

Administer   the  Higher   Educa4on  Development   Fund  (HEDF)

The  Higher  Educa4on  Moderniza4on  Act  of  1997  (RA8292) State   Universi4es   and   Colleges   (SUCs)   are   created   by   law   enacted   by  Congress  of  the  Philippines

Uniform  composi4on  of  Boards  of  Regents/Trustees

The  Chairperson  of  the  Commission  on  Higher  Educa4on  is  the  Chairperson  of  the  Board  of  Regents/Trustees  for  all  SUCs

Sources  of  funds

Na4onal   government   through   Department   of   Budget   and  Management  (DBM)

Internally  generated  income

Externally  generated  income

               

Local  Government  Code  of  1991  (RA7160)

Local   Universi4es   and   Colleges   (LUCs)   are  established   by   a   local   ordinance   enacted   by   the  City  or  Municipal  Council  

CHED   Manual   of   Regula4ons   for   Private  Higher  Educa4on  (MORPHE)

Other   CHED   Memorandum   Orders   (CMOs)  on   Policies,   Standards   and   Guidelines   as  requirements   in   the   implementa4on   of  higher   educa4on  programs   in   the  different  disciplines.  

Why  the  need  for  government  presence? Universi4es  produce  “public  goods”  for  society

Higher  educa4on  contributes  to  economic,  social  and  cultural  development  of  the  na4on

Increasing   concerns   about   quality   and   relevance  of  educa4on

Challenges  of  globaliza4on

Government  Role  vis-­‐à-­‐vis  HEIs? To  “steer   from  a  distance”  –   lead,   facilitate,  exercise  reasonable   supervision   through   monitoring,  evalua4on  and  (flexible  and  light  handed)  regula4on

To  determine  and  specify  higher  educa4on  priori4es  in  line  with  na4onal  priori4es  

To  provide  both  regulatory  and  enabling  mechanisms  for  ensuring  equity,  quality  and  relevance  

Ra4onaliza4on  of  Higher  Educa4on Restructuring   Higher   Educa4on   ins4tu4ons   by   amalgama4on  along  regional  systems  and  specialized  ins4tu4ons

Developing   and   implemen4ng   a   typology   of   HEIs   and   a  developmental  incen4ve  scheme  to  support  quality  assurance

Ra4onalizing   programs   through   moratorium/phase   out   of  oversubscribed,  inefficient,  duplica4ve  programs  and  support  of  priority  programs

Ra4onaliza4on  of  Higher  Educa4on Leveling   the   playing   field   in   Higher   Educa4on   through  harmoniza4on  between  public  and  private  HEIs

Ins4tu4onalizing     and   strengthening   partnership   with   Basic  Educa4on

Reviewing   organiza4onal   structure   and   ra4onalizing   resources  for  Higher  Educa4on

Improving  Quality  and  Standards Strengthening  Quality  Assurance

Upgrading  qualifica4ons  of  faculty

Achieving  excellence  and  global  compe44veness

Enhancing  internal  governance  through  an  Execu4ve  Development  Program

Expanding  Access  to  Quality  Higher  Educa4on

Strengthening  student  financial  assistance  programs

Op4mizing  roles  in  poverty  allevia4on  and  social  development

The  Challenge