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Programs and Projects
QUALITY AND EXCELLENCE
RELEVANCE AND RESPONSIVENESS
- Centers of Excellence (COEs) of Development (CODs)
- Faculty Development Program
- Teacher Education Development Project
- National Higher Education Research Agenda (NHERA)
- Pre-Baccalaureate Program
- Student Testing Program
- Academic Exchange Programs
- National Agriculture and Fisheries Education Systems (NAFES)
- Improvement of the Philippine Merchant Marine Academy (PMMA)
- Sectoral Manpower and Demand Studies
EFFICIENCY AND EFFECTIVENESS
- Public Higher Education Rationalization Program
- HEI Management Development Project
- CHED Information System Plan (ISP) -----> CHEDLINK
- CHED Organizational Capability Program
- Scholarship Programs
- GAA Funded Scholarship Programs
- HEDF-Funded Scholarship Programs
- Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP)
Higher Education Development Project (HEDP)
The HEDP is a package of policy and project measures aimed at implementing the recommendations of the Presidential Commission on Educational Reform (PCER 2000). It comprises concerns of both basic and higher education subsectors but the components for higher education constitute about 75 percent of the entire program. The projects for higher education cut across the four major concerns of efficiency and effectiveness, quality and excellence, relevance and access. These cover SUCs rationalization, normative financing, tracer studies, MIS improvement, scholarships and loans, accreditation, student testing and assessment, Professional Board Examinations, faculty development, management capability development for HEIs, institutional capability strengthening for CHED and the Higher Education Development Fund.
QUALITY AND EXCELLENCE
Centers of Excellence (COEs) of Development (CODs)
Centers of Excellence (COEs) and Centers of Development (CODs) 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. They 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 HEIs in their respective service areas.
COEs/CODs in the different disciplines were identified and carefully selected for funding assistance. Funds released to these centers were utilized for student scholarships, faculty development, library and laboratory upgrading, research and extension services, instructional materials development, and networking of existing COEs and CODs.
Application Documents for IT COEs
- IT COE Selection Form
- CMO 19 series 2006 - Implementing Guidelines for IT-COE
- Annex A CMO 19
- Instructions to Applicants
- IT COE Detailed Criteria
The number of identified COEs/CODs in the various clusters of disciplines are as follows: (Refer to related Figure 1 below)
The Faculty Development Program (FDP) is a major component of the Higher Education Development Project (HEDP), a set of reform-orientation interventions aimed at improving the quality, equity and efficiency of Philippine higher education.
The need for faculty development was underscored by Philippine Education Sector Study (PESS) and the Presidential Commission on Educational Reform (PCER) both of which noted that although the government prescribes that teachers at the tertiary level must have at least a master's degree in the field in which they teach, only 33% of over 90,000 tertiary level teachers have the said degree. This situation was viewed as one of the reasons for the unsatisfactory quality of education in the Philippines.
The FDP seeks to upgrade the academic qualifications of tertiary faculty to masters and doctorate degree levels. It is expected that through the FDP, 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. The HEDP-FDP will provide scholarship slots to some 3,500 faculty members from all over the country.
- Brochures
- Delivering Higher Education Institutions
- Application Forms
- Implementing Guidelines
Teacher Education Development Project
The TEDP is designed to improve the quality and relevance of teacher education programs and teacher training institutions in the country. The project is intended to ultimately raise the standards of pupil learning in the Philippine schools system by addressing the policy, technical and managerial issues affecting teacher performance. Targets are existing COEs/CODs in teacher education and some 82 provincial teacher education institutions.
National Higher Education Research Agenda (NHERA)
The NHERA provides the policies, priorities and procedures as well as guidelines on the research environment required to promote, encourage and support research in Philippine higher education institutions.
After being launched in 1998, three conferences and three workshops participated in by research aficionados, heads of institutions, deans of graduates schools, representatives of government and non-government organizations were held in various regions of the country to accelerate the importance of research for national, regional and institutional development.
To deregulate the research management functions of the Commission, twelve (12) HEIs were identified as the CHED Zonal Research Centers (ZRCs) based on strict selection criteria. These ZRCs are the following; Luzon Area - a) Mariano Marcos State University; b) Central Luzon State University; c) U.P. Los Baños; d) De La Salle State University; Visayas Area - e) U.P. Visayas; f) University of San Carlos; g) Silliman University; and h) Visayas State College; Mindanao Area - I) Mindanao State University - Iligan Institute of Technology; j) Notre Dame of Marbel University; and k) Mindanao Polytechnic State College.
With a budget allocation of P1M each per year the 12 ZRCs are expected to conduct seminars on research capability, identify technical experts to review proposals for CHED funding, and select researchable topics for commissioned researches base on the priorities of CHED.
This program is designed to help overcome the inadequate preparation for higher education of many high school graduates. It is a "bridging" program between high school and university, to help students who are not quite ready for higher education. The pre-baccalaureate program consists of foundation courses in basic mathematics, science and language subjects and is offered to students who fail to qualify for entrance to a particular institution.
The need for assessment of student learning and teacher competence is one of the issues highlighted in the PCER and PESS reports. Thus, a national college placement test will be developed to strengthen assessment capability in higher education. This test will be designed and implemented by an independent national testing body, the Philippine Council for Research in Education (PCRE). The PCRE will provide expertise on assessment and curricular matters. The staff of the council will receive training to overcome the extremely serious shortage of modern research and assessment expertise in the Philippines.
There are several programs aimed at establishing collaborative linkages with governments and institutions of higher learning outside the country for global recognition and mutual recognition of degrees. The University Mobility in Asia and the Pacific (UMAP) is an activity designed to promote student and faculty exchanges with universities in the Asia Pacific Region. It also operates within the principle of parity and mutual recognition. The Asean-European Ministers Duo Exchange Program is an activity which promotes academic exchanges between European and Asian universities. Rizal 21 is activity designed to promote post-doctoral fellowships and study abroad for the development of cross-border exchanges and fruitful collaboration with universities outside the country. And lastly, the APEC Mutual Recognition Project is designed to facilitate cross border practice of professional through recognition of educational standards and professional training.
RELEVANCE AND RESPONSIVENESS
National Agriculture and Fisheries Education Systems (NAFES)
The Agriculture and Fisheries Modernization Act (AFMA) of 1997 (R.A. 8435) seeks to establish a network of National Centers of Excellence (NCEs) and Provincial Institutions (PIs) in agriculture and fisheries education. Through this network, various government agencies including the CHED through the CHED-NAFES Committee and Technical Committee were created. Seven (7) Technical Committees were created to prepare specific plans and programs for the following: accreditation system, rationalization plan; national integrated human resource development program; output-oriented performance standards; national and integrated continuing agriculture and education program; national scholarship program, and baseline information system.
The aforementioned plans were formulated through several workshops and consultative meetings. After the development of the plan, an executive summary and PERT-CPM of the activities were prepared including a video presentation of the NAFES Plan. This was finalized and presented to the NAFES Committee. The NAFES Committee approved and signed the NAFES Plan as well as the Implementing Guidelines. These are now already for publication and implementation. However, due to budgetary constraints, the Plan cannot be fully implemented except for the accreditation system which should be started to avoid further delay in the identification of National Centers of Excellence needed to implement the Rationalization Plan. In view of the unavailability of budget for NAFES coming from the Department of Agriculture, the lead agency in the AFMA implementation, only, the accreditation activities were started with funds coming from CHED-HEDF.
Improvement of the Philippine Merchant Marine Academy (PMMA)
In order to sustain the Philippines' commitments to the improvement of the quality standards in maritime education in the country in compliance with the IMO's requirements per the Standards of Training, Certification and Watchkeeping (STCW '95) for seafarer, the Commission has spearheaded the preparation and approval of the PMMA Upgrading Project by the Investment and Coordinating Committee (ICC) with proposed funding support from the German Government thru the KfW.
This project intends to upgrade the overall capability of PMMA to provide quality maritime education and to facilitate the establishment of networking arrangements to improve selected private maritime schools in compliance with STCW requirements. Further, it is expected that this project would help enhance the competitive qualifications of Filipino seafarers and maintain the country's premier position in global crewing.
The project implementation is expected to start in 2002 up to 2005 with project negotiation/signing to commence this December 2001.
Sectoral Manpower and Demand Studies
Information on the employment experience of graduates is essential in guiding future higher education students, prospective employers and HEIs. Among the projects under relevance and responsiveness and the ESDP, therefore, is the conduct of Regular Graduate Tracer Studies. Through this project, the CHED will conduct regular and systematic graduate tracer studies. HEIs will be assisted to conduct institutional tracer studies of graduates and modify program offerings accordingly.
EFFICIENCY AND EFFECTIVENESS
Public Higher Education Rationalization Program
The program reflects a three pronged approach to the rationalization of the public higher education system: governance rationalization and restructuring; resource rationalization and fiscal autonomy; and program rationalization.
Preparatory and baseline establishment projects include the Review of Enabling Instruments and Charters of public HEIs and RA 8292; Profiling and Typology of public HEIs; Mapping of HEIs, programs, campuses and resources; Socio-economic profile of SUCs students; and Student cost studies.
The project component for Governance and Restructuring consists of the Regional Complementation Program (RCP); Regional Integration Project for Efficiency and Effectiveness (RIPE); Corporatization Project; and SUC Career Executive Service System (SUCCESS).
Resource Rationalization and Fiscal Autonomy consists of the Development of SUC Funding Formula and the Formulation and Implementation of SUC Development cum Business Plans.
Program Rationalization, the last component, includes Regional Program Specialization.
The Higher Education-Information Collection and Dissemination Program aims to support two overall objectives: (1) better planning and management of the higher education system by CHED, and (2) better parental and student choice of individual HEIs. The technical capacity to collect, process and analyze key information will be strengthened through the development of the HEMIS whereby the e-commerce law requirements will be adopted at the institutional level. The project is expected to result to better processing and dissemination of statistical information, more timely and accurate information on higher education and more objective information about the quality of individual HEIs as a basis for improved student/parental choice.
HEI Management Development Project
This will build the capacity of managers of HEIs in both public and private institutions through training and development activities. A range of new management development opportunities will be provided for leaders and administrators of HEIs. This will include flagship programs, specialized courses, study tours, ad hoc fellowship programs and distance "e-learning."
Strengthening HEI Management Development Program : Graduate Scholarship 2006-2010
Scholarship Application Form
CHED Information System Plan (ISP) ----> CHEDLINK
The CHED-Information System Plan (ISP) is a five year plan which aims to direct the application of Information Technology (IT) to be mission critical, public services-sensitive, and development-management supportive. CHEDLINK was adopted as the project name of the CHED-ISP which covers the installation of the CHEDwide LAN and development CHED Information Systems (CHEDIS).
CHED Organizational Capability Program
This is designed to improve the overall management and technical competencies of CHED officials and staff at the national and regional level for them to perform their mandated tasks more efficiently and improve the higher education delivery system.
ACCESS AND EQUITY
To provide wide access to educational opportunities to poor but deserving tertiary level students in quality schools and priority courses new programs and guidelines have been developed by CHED OSS and some existing ones amended/revised.
GAA Funded Scholarship Programs
- State Scholarship Program with an allocation of P16,142,790.00 for 1,000 grantees nationwide
- National Integration Study Grant Program with an allocation of P18,450,000.00 for 1,230 granteees.
- Selected Ethic Group Educational Assistance Program with an allocation of P18,990,000.00 for 1,266 grantees.
- CHED-DND-NPUDC Grant Program for MNLF Officer Integrees with an allocation of P880,000.00 for the 88 grantees.
- OPAPP-CHED Study Grant for Rebel Returnees with an allocation of P13,860,000.00 for the 1,386 grantees.
- Private Education Student Financial Assistance Program (PESFA) with an allocation of P218,802,562.63 for the 14,650 grantees
- Study-Now-Pay-Later Plan Program (SNPLP) with an allocation of P17,264,860.00 for the 1,190 grantees.
- Student Loan Program for Region V with an allocation of P20,000,000.00 to selected HEIs in Region V in year 1999-2000. Now there are 965 grantees
- Student Loan Program for Centers of Excellence with an allocation of P24,554,000.00 for at least 306 students for 4 years from AY 2001-2002 to AY 2004-2005.
- CHED Scholarship Program for Bright Mindanaoan Muslim. CHED allocated P9,174,000.00 financial benefits of the 139 grantees.
- Student Scholarship Program in BSED Major in Science and Mathematics for Selected State Colleges and Universities with an allocation of P4,170,000.00 for the 104 grantees.
- College Faculty Development Program with a proposed allocation of P24,073,842.11 for the financial benefits of 845 grantees.
HEDF-Funded Scholarship Programs
- CHED Special Study Grant Program for Congressional Districts. CHED allocated P87,924,916.00 for the Financial Benefits of the 16,393 grantees nationwide.
- College Faculty Development Program – proposed allocation is P21,649,576.32 for the financial benefits of 541 grantees.
- Post Baccalaureate Scholarship Program for College Faculty Members from the Underserved Islands Off Luzon – of the 200 scholarship slots available, only 30 were utilized.
- CHED-Supported Second Congressional District of Davao Oriental Scholarship Program – CHED allocated P1,500,000.00 for the financial benefits of the 156 grantees.
- UP-CHED Scholarship Program – CHED allocated P150,000.00
Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP)
The 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. It is implemented through deputized higher education institutions that shall award the appropriate college degree.
Beneficiaries must be Filipinos who are at least high school graduates. They must have worked for at least five years in the field or industry related to the academic program they are obtaining an equivalency. They must also be able to show proof of proficiency, capability and thorough knowledge in the field applied for equivalency.
Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) Primer
(Downloadable file in Rich Text Format)Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) Application Form (Downloadable file in Rich Text Format)
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