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Responsible for the formulation of national economic policies
FUNCTIONS:
• To formulate objectives, functions and activities of different types of educational
institutions
• To set up general goal of accomplishments for the entire school system
• To establish guidelines, policies, criteria on the basis of which the examination,
evaluation and approval of textbooks
• To compile educational statistics, keeps record on education, conduct researches,
surveys and studies
• To secure data and information from all government offices, educational
institutions, public and private necessary for the Board to discharge its functions
• To submit an annual report to the President and Congress
Formulated by Committee on Educational Planning created by
Director of Public Schools in 1964
Created 5-year educational program (1965-1970)
Renamed by the
1946-1947 Department of Instruction Secretary
Commonwealth Government
1978-1984 Ministry of Education and Culture Minister P.D. No. 1397, June 2, 1978
Other TOTAL
Special Total Non- Total
SUCs CSI LUCs Gov't Sectarian
HEIs (Public) Sectarian (Private)
Schools
I 5 2 7 63 14 77 84
II 5 1 6 41 8 49 55
III 13 3 1 17 119 26 145 162
IV-A 5 5 1 11 144 47 191 202
IV-B 6 1 7 22 10 32 39
V 8 14 22 77 19 96 118
VI 11 8 19 49 28 77 96
VII 5 2 7 86 29 115 122
VIII 11 1 1 13 38 18 56 69
IX 6 1 7 36 13 49 56
X 6 5 11 44 19 63 74
XI 4 4 51 18 69 73
XII 4 1 5 50 16 66 71
NCR 8 13 3 24 209 57 266 290
CAR 6 1 7 21 8 29 36
ARMM 4 1 6 11 41 3 44 55
Caraga 4 4 33 8 41 45
Grand
Total
111 1 56 9 5 182 1,124 341 1,465 1,647
SUCs – State Universities and Colleges
Legend: LUCs – Local Universities and Colleges
CSIs - CHED Supervised Institution
PRIVATE HIGHER EDUCATION INSTITUTIONS
Private higher education institutions are established under the Corporation Code
and are governed by special laws and general provisions of this Code. Those under
non-sectarian are duly incorporated, owned and operated by private entities that are
not affiliated to any religious organization while those under sectarian are usually
non-stock, non profit, duly incorporated, owned and operated by a religious
organization.
Generally, private higher education institutions (PHEIs) are covered by the
policies, standards and guidelines (PSGs) set by the Commission on Higher
Education in terms of program offerings, curriculum, administration and faculty
academic qualifications, among others. The heads of PHEIs usually manage its
internal organization and implement the PSGs formulated by the CHED.
A total of 79 PHEIs were granted autonomy or deregulated status by CHED in
recognition of their committed service through quality education, research, and
extension work (CMO No. 32, s. 2001, CMO No. 21, s. 2003, CMO No. 21, s. 2004)
PUBLIC HIGHER EDUCATION INSTITUTIONS
The State Universities and Colleges (SUCs) are chartered public higher education
institutions established by law, administered and financially subsidized by the
government. The Local Universities and Colleges (LUCs) are those established by
the local government through resolutions or ordinances LUCs are financially
supported by the local government concerned. The CHED Supervised Institution
(CSI) is non-chartered public post-secondary education institution established by
law, administered, supervised and financially supported by the government. Other
Government Schools (OGS) are public secondary and post-secondary education
institutions usually a technical-vocational education institution that offer higher
education programs. Special HEIs are directly under the government agency
stipulated in the law that created them. They provide specialized training in areas
such as military science and national defense.
The SUCs have their own charters. The board of regents for state universities and
a board of trustees for state colleges maintain the formulation and approval of
policies, rules and standards in SUCs. The Chairman of the CHED heads these
boards. However, CHED Order No. 31 series of 2001 of the Commission en banc has
also authorized the CHED Commissioners to head the board of trustees or board of
regents of SUCs. Implementation of policies and management are vested on the
president, staff, and support units of the public higher education institutions.
The Technical Education and Skills Development Authority (TESDA) is the
government agency under the Department of Education 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).
TESDA was created to mobilize the full participation of industry, labor, technical
and vocational institutions, local government, and civil society for skilled manpower
development programs.
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.
HISTORY
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.