ACCESS AND EQUITY

The evolution of access and equity strategies

Access and Equity Framework

The new Access and Equity Framework consists of four principles:

Responsiveness

Communication

Accountability

Leadership

Social Inclusion Agenda

The agenda seeks to combat economic and social disadvantage and recognizes that, to be socially included, all must be given the opportunity:

to secure a job;

access services;

connect with family, friends, work, personal interests and their local community;

deal with personal crises;

have their voices heard.

Workplace diversity

Workplace diversity plans have been a legal requirement for government departments since 1999 and also complement access and equity principles and strategies.

Indigenous issues

The Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) plays a key role in whole-of-government coordination and collaboration in policy development and service delivery in Indigenous affairs.

The Long-Term Higher Education Development Plan (LTHEDP) is a government program that aims to attain quality, accessible, and modern higher education in the Philippines.

LTHEDP 1996-2005 by the Commission on Higher Education (CHED) aims to:

1. Generate and diffuse knowledge in the broad range of disciplines which are “relevant and responsive to the dynamically changing domestic and international environment.

LTHEDP aims to:2. Encourage HEIs to improve or enrich higher education curricula.

3. Support higher education programs.

4. Provide attractive incentives for students.

5. Provide opportunities to student.

6. Strengthen and expand the scope of HEI,s placement

programs.

7. Modernize instruction, facilities and equipment of HEIs

offering priority programs.

To achieve their goal, the government should:

1. Provide of incentives to support creativity and

innovation among HEIs.

2. Help improve of the delivery of higher

education services.

3. Develop and adopt or replicate of tested non-

traditional approaches to Higher Education.

4. Institutionalization of cooperative industry-

academe linkages in the planning and

program development of HEIs.

5. Prioritize course offerings which are

crucially required for national and regional

industrializing economy.

6. To create laws which will help support

HEIs.

Long-Term Higher Education Development Plan 2001-2010:

LTHEDP 2001-2010 is one of the government policies under the administration of former president Gloria Macapagal-Arroyo.

The government aimed that by 2010:

1. Government subsidies to state universities

and colleges (SUCs) would be decreased.

2. The number of SUCs will be decreased by

20 percent;

• six SUCs will be semi-corporatized;

20 percent of SUCs will be self sufficient by selling

intellectual products and grants;

50 percent will have active income generating projects;

70 percent will have tuition comparable to private

universities; and

60 percent will have joint projects with private

institutions and industries.

According to an article written by Zofia Leal of Bulatlat, LTHEDP does not address the problem of education in the country but merely enables the government to lessen its subsidies to SUCs. Even though it has been evident that many students have been transferring to SUCs since they could not afford the tuition fee of private schools, the government encourages SUCs to implement tuition hikes to provide for their own needs since the government wants to decrease its subsidy to SUCs.

The Commission, together with higher education experts and practitioners, developed the Higher Education Development Project (HEDP), a reform-oriented package of interventions and investment initiatives aimed at improving quality and relevance of higher education in the country while promoting equity, efficiency and effectiveness in the delivery of higher education programs and services.

The Commission undertook a project entitled: Organizational Development of the Commission on Higher Education, to strengthen its structure, systems and procedures, and initiate a five-year Human Resources Development Program to upgrade its manpower complement, for more effective and efficient management of the higher education system.

CARLITO S. PUNO

The Medium-Term Development Plan for Higher Education (MTDPHE) 2005-2010 contains the overall vision of the Arroyo administration to reduce poverty and uplift the lives of every Filipino through a higher education system that will help produce professional, competent, service-oriented, principled and productive citizens.

SOCIAL DEVELOPMENT COMMITTEE

Resolution No. 2, series of 2007APPROVING THE MEDlUM-TERM

DEVELOPMENT PLANFOR HIGHER EDUCATION 2005-2010

WHEREAS, consistent with the provisions of Republic Act No.7722 otherwise known as the Higher Education Act of 1994, it is highly desirable that a comprehensive higher education development plan creates a better fit between higher education and employment,

WHEREAS, the Medium-Term Development Plan for Higher Education 2005-2010 (MTDPHE) continuously adheres to the four development thrusts of the previous subsector plan namely: quality and excellence, relevance and responsiveness, access and equity; andeffectiveness and efficiency, and is anchored on the Medium Term Philippine Development Plan (MTPDP) 2004-2010 and the Ten-PointDevelopment Agenda;

WHEREAS, the MTDPHE articulates how the higher education system can contribute to the attainment of national development goals of poverty reduction, knowledge mobilization for job generation and productivity improvement as well as social, bureaucratic and fiscal reformthrough its three main functions namely: human resources development, research and extension;

WHEREAS, a series of consultative meetings and workshops among various education stakeholders were conducted in the formulationof the MTDPHE 2005-2010;

WHEREAS, the MTDPHE Strategic framework with a vision of professional, competent, service-oriented and productive Filipino workforce, serves as the overall guide in accelerating national progress through human resources development;

WHEREAS, the Commission en banc of the Commission on Higher Education (CHED), during its meeting held on 11 January 2006, has favorably endorsed the adoption of the Second Medium-Term Development Plan for Higher Education;

WHEREAS, the issues raised during the presentation of the MTDPHE to the Social Development Committee - Cabinet Level (SDC-CL) on 19 July 2006 have been addressed in the final document;

NOW, THEREFORE, BE IT RESOLVED, AS IT IS HEREBY RESOLVED, that the Social Development Committee - Cabinet Level approves the Medium-Term Development plan for Higher Education 2005-2010 entitled "Responding to the Challenges of a Dynamic Environment".

Approved this 20th day of March 2007 in Pasig City.

ARTURO D. BRIONSecretary DOLE

ROMULO L. NERISecretary SEP

NOLI L. DE CASTRO ESPERANZA I. CABRALSecretary

FRANCISCO T. DUQUE III

JESLI A. LAPUS

Mission, Vision and Value Statement

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

TESDA is the leading partner in the development of the Filipino workforce with world-class competence and positive work values.

Mission

TESDA provides direction, policies, programs and standards towards quality technical education and skill development.

Values Statement

We believe in demonstrated competence, institutional integrity, personal commitment and deep sense of nationalism.

Brief 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.

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;

TESDA is mandated to:

5. Fund programs and projects for technical education and skills development;

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;

7. Manage skills development funds.

Overall, TESDA formulates :

1. manpower and skills plans,

2. sets appropriate skills standards and tests,

3. coordinates and monitors manpower policies and programs,

4. 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.

(CHED)

   Dr. Patricia B. LicuananChairperson of CHED

CHED

Was created on May 18, 1994 through the passage of Republic Act No. 7722, or Higher Education Act of 1994.

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 of four years.

CHED

Is the governing body covering both public and private higher education institutions as well as degree-granting programs in all tertiary educational institutions in the Philippines.

Higher education institutions in the Philippines are either colleges or universities and are generally classified as private or public.

Mission Statement:

As leaders in international and continuing education, we help individuals and organizations reach their highest potential.

Vision Statement:

We will be the premier choice for international and continuing higher education both locally and globally.

Values: 1. Providing Access and Opportunity

2. Innovation

3. The Pursuit of Excellence-

4. Integrity

5. Quality Customer Service

6. Collaboration

7. Diversity

Public tertiary education

• Public universities are all non-sectarian entities, and are further classified as State University and College (SUC) or Local College and University (LCU).

• SUCs are fully funded by the national government as determined by the Philippine Congress.

Public tertiary education

• The University of the Philippines, being the "national university", receives the biggest chunk of the budget among the 456 state colleges and universities.

• LCUs, on the other hand, are run by local government units.

• The Pamantasan ng Lungsod ng Maynila is first and largest among the LCUs

Private Tertiary Institutions

• Private colleges and universities may either be "sectarian" or "non-sectarian" entities.

• Institutions may either be "not-for-profit" or "profit-oriented".

Most private schools are not-for-profit Catholic

Adamson University (Vincentian), the Ateneo de Manila University (Jesuit), De La Salle University (Christian

Brothers), Don Bosco Technical College

(Salesian), Notre Dame of Dadiangas University

(Marist Brothers of the Schools),

Saint Louis University, Baguio City (CICM),

San Beda College (Benedictine), University of San Carlos,

Divine Word College of Vigan (SVD),

University of Santo Tomas and Colegio de San Juan de Letran

(Dominican).

There are also non-Catholic not-for-profit sectarian institutions such as:

Silliman University (Presbyterian), Adventist University of the

Philippines (Seventh-day Adventists), Wesleyan University-Philippines

(Methodist), Central Philippine University

(Baptist), Philippine Christian University

(Methodist),

Accreditation

Is a process for assessing and upgrading the educational quality of higher education institutions and programs through self-evaluation and peer judgment.

It is a system of evaluation based on the standards of an accrediting agency, and a means of assuring and improving the quality of education. The process leads to a grant of accredited status by an accrediting agency and provides public recognition and information on educational quality

The process leads to a grant of accredited status by an accrediting agency and provides public recognition and information on educational quality.

Accreditation of Private institutions

Voluntary accreditation of all higher education institutions is subject to the policies of the Commission on Higher Education.

Accreditation can be either of programs or of institutions.

Voluntary accrediting agencies in the private sector are

the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU),

the Philippine Association of Colleges and Universities' Commission on Accreditation (PACUCOA),

the Association of Christian Schools, Colleges and Universities Accrediting Association Inc. (ACSCU-AAI)

Accreditation for Public Institutions

Accrediting agencies for government-supported institutions are:

the Accrediting Association of Chartered Colleges and Universities of the Philippines (AACCUP), and

the Association of Local Colleges and Universities Commission On Accreditation (ALCUCOA).

Technical Vocational Education Accrediting Agency of the Philippines (TVEAAP) was established and registered with the Securities Exchange Commission on 27 October 1987. On 28 July 2003, the FAAP board accepted the application of TVEAAP to affiliate with FAAP

Centers of Excellence

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.

THANK YOU!!!