DRAFT for DISCUSSION PURPOSES, NOT FOR QUOTATION

November 17, 2017

Strategic Plan 2017-2022

Commission on Higher Education

Prepared by the Office of Planning, Research

and Knowledge Management

Executive Summary

1
 Participation in Philippine higher education has seen a steady increase
in all program levels, i.e. pre-baccalaureate, baccalaureate, post-
baccalaureate, masters and doctorate surging to 4,104,841 students in
Academic Year 2015-2016. The gross enrollment ratio which stands at 27.85
in Academic Year 2016-2017 is well above the average for middle-income
countries.

Given these numbers, there is no doubt that the Philippines is dealing

with a massive corps of Filipino men and women on their threshold to
adulthood who potentially forms the country’s rich talent pool as thinkers,
leaders, entrepreneurs, employers, creative artists, innovators, job creators,
job collaborators, technical specialists and experts of all kinds. They are
directly at the cusp of shaping and building the country’s future.

With its singular role of advancing the development of the country’s

human and intellectual capital, the Commission on Higher Education (CHED)
catalyzes a Philippine higher education system that is locally responsive and
globally competitive and serves as a force for lifelong learning, innovation,
and social and cultural transformation. CHED hopes to produce higher
education graduates who are competent and well-rounded global citizens
who possess the intrapersonal, interpersonal, social and cognitive
competencies and attributes necessary to lead, excel and compete in the
21st century.

The CHED Strategic Plan 2017-2022 outlines the vision, tactical

blueprint for action, and system-wide programs that would enable CHED to
effectively meet remarkable challenge of actualizing, mining, and mobilizing
the potential of this vital segment of the country’s human capital.

The CHED Strategic Plan 2017-2022 takes off from AmBisyon Natin
2040 following EO5, s. 2016, the Administration’s 10 Point Socioeconomic
Agenda, and the Philippine Development Plan 2017-2022, and most
importantly, the revolutionary, landmark law, Universal Access to Quality
Tertiary Education Act (RA10931) signed by President Rodrigo Roa Duterte on
August 3, 2017 which serves as the fundamental affirmation of the premium
that the state places on access and equity to quality education as an
inalienable right of all Filipinos. In particular, the Tertiary Education Subsidy
(TES) provides special focus on the poor, underrepresented and underserved
sectors in higher education through subsidies that cover the costs to sustain

2
their engagement and participation in as well as completion of higher
education.

As well the strategic plan takes into account the Philippine human
development commitments in relation to the UN2030 Sustainable
Development Goals, the ASEAN 2020 as well as reflections on other local and
global imperatives that face Philippine higher education. In harmony with
the national vision and medium-term development plan, the CHED Strategic
Plan aims to contribute to laying a stronger foundation for inclusive growth, a
high-trust society, and a globally-competitive economy toward realizing the
vision by 2040.

3
Background

Across countries and economies, higher education performs a distinct

social function. At the macro level, it serves as a vital platform for building
human capital to spur creativity and productivity, generates new knowledge,
engenders innovations for human development, and drives economic growth
and global competitiveness. At the micro level, it produces individuals with
humanist values, an evocation to serve the nation and their communities,
academic, behavioral and technical skills, the ability to think through the
ethical and social implications of their actions, and the competency to learn
continuously in order to enhance their capability to fully engage in the world
of work or in the resourceful creation of jobs, and, more importantly, live
meaningfully in today’s complex world.

Prior to the establishment of the Commission on Higher Education

(CHED) in 1994, the Department of Education, Culture and Sports had
jurisdiction over the sector. The trifocalization of education into basic,
technical/vocational, and higher education in 1994 aimed to address critical
issues that constrained the potential contributions of higher education to
poverty alleviation, human resource development, technological
advancement, and crafting of solutions to pressing problems. In particular,
the 1991 Congressional Commission on Education (EDCOM) sought to find
solutions to: a) the proliferation of higher education institutions (HEIs) and
programs of uneven quality that limited access to quality education
especially for poor but deserving students; b) the incompatibility between
higher education and employment due in part to the unclear classification of
HEIs and their roles in preparing graduates; c) the lack of incentives for
students to pursue scientific, technical and engineering careers; d) the bad
state of research and graduate education that have posed limits on
technological innovations and the search for solutions to critical problems;
and e) the weak capacity of the bureaucracy to initiate and implement
focused higher education reforms.
Since then, similar issues have persisted and hounded Philippine
higher education1 such as:

1
CHED Term Report, 2010-2016

4
  Limited access to quality education, especially for the poor, due
in part to the proliferation of Higher Education Institutions (HEIs)
and programs of dubious quality—as reflected in the rapid
expansion of State Universities and Colleges (SUC) satellite
campuses, legislated conversions of ineligible state colleges into
universities, establishment by ordinance of new local colleges,
board authorization of programs in public HEIs that are not
aligned with CHED policies and standards, exacerbating the
unleveled playing field for private HEIs, and the privileging of
business interests over quality considerations in many private
HEIs;

 Incompatibility between higher education and employment

attributable to underdeveloped 21st century competencies
among graduates—a consequence of poor program quality;
stubborn adherence to a teacher centered and inputs-based
education paradigm; and the uncritical application of the
evolving quality standards of universities (e.g., publications in
peer reviewed journals) to Philippine HEIs regardless of mission,
resulting in watered down standards for universities and
inefficiencies for other types of HEIs (e.g., allocation of funds for
token research centers instead of laboratories);

 Poor quality graduate programs and inadequate attention to

research and technological innovations—resulting in insufficient
research output and a limited range of grounded solutions for
intractable problems that have further reinforced a deficient
science and innovation culture and lack of interest among young
Filipinos in pursuing scientific, engineering and technical fields;

 Organizational issues within the bureaucracy and questionable or

corrupt practices; and

 Relative indifference to international challenges and

developments in higher education with adverse implications for
the country’s regional and global competitiveness.

CHED’s Higher Education Reform Agenda (HERA) formulated in 2011

aimed to address these persisting issues under the overarching goal of
building the country’s human and intellectual capital. It focused on four key
tactical and transformative strategies, namely: a) Expand ACCESS to quality

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education and training, b) Enhance the CAPACITY or competencies of
graduates and faculty, c) Develop and foster EXCELLENCE in colleges and
universities, and e) Enshrine ETHICAL and INNOVATIVE GOVERNANCE in
higher education institutions.

These strategies summon CHED to democratize access to quality

higher education and demonstrate its palpable and immediate relevance to
individuals, families, communities and the development of Philippine society.
At the same time, it has to support high-level academic research both for
scientific-technological innovations as well as in the classic pursuit of
knowledge wherever it may lead, apart from the formation of leaders in
different branches of knowledge. Striking a balance overall between the
ivory tower engagements of higher education and concrete applications in
improving quality of life on the ground especially for the poor and
disadvantaged, has been a major challenge.

These initiatives will now have to be revisited and aligned with the
national long-term vision of AmBisyon Natin 2040, which represents the
aspirations of the Filipino people for a matatag, maginhawa at panatag na
buhay (strongly-rooted, comfortable, and secure life) in the next 25 years 2.
This vision is reflected in the Philippine Development Plan (PDP) 2017-2022,
a medium-term plan that seeks to lay a stronger foundation for more
inclusive growth, a high-trust and resilient society, and a globally competitive
knowledge economy. The priorities specified in the PDP were guided by 10-
Point Socio-Economic Agenda, the regional consultations conducted by the
various planning committees, the country’s commitments to ASEAN 2020,
APEC Education Strategy, the 2030 Sustainable Development Goals, and
discussions at the social development summits, including the Education

2
On October 11, 2016, President Rodrigo R. Duterte signed Executive Order No. 5, s. 2016
approving and adopting the 25- year long-term vision entitled AmBisyon Natin 2040 as a
guide for development planning. According to EO 5, the Philippine Development Plan 2017-
2022 (PDP 2017- 2022) and the succeeding PDPs until 2040 shall be anchored on AmBisyon
Natin 2040. In its preamble, EO 5 recognizes the need for a “bold vision and effective
development planning” based on a “forward-looking approach that goes beyond a single
administration”. It also emphasized the centrality of people in development planning and
their aspirations as requisite for the design of government interventions to achieve
development outcomes.

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Summit3 in November 2016, that culminated in the 20@22 Agenda:
Malasakit at Pagbabago.

In March 20, 2017, CHED embarked on a series of discussions 4 among

Commissioners, central office and regional office directors and division chiefs
in determining the appropriate strategies and programs that constitute the
CHED’s Strategic Plan, 2017-2022, a medium-term plan that seek to weave
in the agency’s singular mandates with the national long-term and medium-
term goals5 6. It is hoped that enhancements from CHED’s key partners such
as the Philippine Association of State Universities and Colleges (PASUC), the
Coordinating Council of Private Educational Associations of the Philippines
(COCOPEA), Association of Local Colleges and Universities (ALCU) as well as
its stakeholders in business and industry, civic society, and allied
associations in December 2017 will tighten the programs outlined in the plan
and transform the CHED Strategic Plan, 2017-2022 into a relevant and
responsive blueprint for action.

3
The Education Summit in November 2016 participated in by the Department of Education,
Technical Education and Skills Development Authority, and the Commission on Higher
Education and their various stakeholders and partners also took into account the country’s
commitments to the UN Sustainable Development Goal SDG-4 (Education) which has for its
goal: Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all.
4
The initial workshops on March 20-21, 2017 were followed by workshops with central and
regional chiefs of offices on April 19, 2017, a target validation workshop with central and
regional office directors on September 20, 2017.
5
In her presentation at the Strategic Planning Workshop, March 20, 2017 at New World
Hotel, Makati City, CHED Chairperson Dr. Patricia B. Licuanan pointed out the Commission’s
contributions to the Duterte Administration’s10-point agenda such as a) Agenda 5-Promote
rural and value chain development toward increasing agricultural and rural enterprise
productivity and rural tourism, Agenda 7-Invest in human capital development, including
health and education systems, and match skills and training, Agenda 8-Promote science and
technology and the creative arts to enhance innovation and creative capacity, and Agenda
9-Improve social protection programs, including conditional cash transfer. In addition,
6
CHED was engaged in multi-agency crafting of Chapter 7 Promoting Philippine Culture and
Values, Chapter 9 Expanding Economic Opportunities in Industry and Services through
Trabaho at Negosyo, Chapter 10 Accelerating Human Capital Development, and Chapter 14
Vigorously Advancing Science and Technology for Innovation. Some of the shared indicators
include: a) %age of tertiary graduates in science, engineering, manufacturing and
construction, b) Increased number of HEIs engaged in local and global partnerships and
collaborations, and c) Increased number of Masters and Doctoral students engaged in
original research or creative work.

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Philippine Higher Education by the Numbers

PROVIDERS Number of Philippine Higher Education

Institutions

8
 Distribution of HEIs by Region

Student Enrollment, Past Five Years

STUDENTS

9
 Enrollment, by Type of HEI

Type of HEI AY ’12-‘13 AY ’13-‘14 AY AY AY

’14-‘15 ’15-‘16 ’16-‘17
Private 1,893,499 2,024,650 2,127,63 2,219,857 1,947,877
8
State Universities and 1,240,384 1,332,146 1,462,14 1,648,566 1,410,985
Colleges (SUCs) 6
Local Colleges and 179,146 201,124 216,033 230,699 224,396
Universities (LCUs)
Others (include OGS, 4,236 5,476 5,909 5,719 6,226
CSI, Special HEIs)
Total 3,317,265 3,563,396 3,811,7 4,104,84 3,589,48
26 1 4

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 Enrollment, by Program Level

AY ’12-‘13 AY ’13-‘14 AY AY AY
(3,317,25 (3,563,396) ’14-‘15 ’15-‘16 ’16-‘17
6) (3,811, (4,104,8 (3,589,4
Program Level 726) 41) 84)
227,45 239,81 173,34
Pre-baccalaureate 229,593 231,000 7 5 9
3,384,26 3,659,48 3,194,91
Baccalaureate 2,921,384 3,136,324 0 2 6
13,23 12,48 9,66
Post-Baccalaureate 8,796 11,194 5 3 9
160,57 170,59 187,72
Master's 140,303 163,122 2 1 3
26,20 22,47 23,82
Doctoral 17,189 21,756 2 0 7

Enrollment, by Gender

AY ’12-‘13 AY ’13-‘14 AY AY AY
’14-‘15 ’15-‘16 ’16-‘17
3,811,7 4,104,8 3,589,4
Total Enrollment 3,317,265 3,563,396 26 41 84
1,702,07
1,499,439 1,599,746 5 1,838,422 1,596,629
Males (45.21%) (44.89%) (44.65%) (44.78%) (44.48%)
2,109,65
1,817,826 1,963,650 1 2,266,419 1,992,855
Females (54.79%) (55.11%) (55.35%) (55.22%) (55.52%)

WHERE STUDENTS GO

High-Subscription Programs in Philippine HEIs

Discipline AY AY AY AY AY
’12-‘13 ’13-‘14 ’14-‘15 ’15-‘16 ’16-‘17
(3,317,25 (3,563,39 (3,811,72 (4,104,84 (3,589,48
6) 6) 6) 1) 4)

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Business
Administration and
allied disciplines (e.g.,
Marketing, Commerce,
Management) 915,191 970,558 990,676 1,066,639 921,324
Education and Teacher
Training 536,854 624,254 725,183 791,284 740,713
Engineering
406,831 424,143 463,221 517,010 448,550
Information
Technology 404,813 425,416 433,712 460,862 398,765
Health, Medical and
allied disciplines 243,285 228,484 224,897 228,537 203,561
Maritime 152,657 156,794 161,229 156,087 119,387
Social and Behavioral
Sciences 101,617 112,048 126,123 135,921 114,834

Low-Subscription Programs in Philippine HEIs

Discipline AY AY AY AY AY
’12-‘13 ’13-‘14 ’14-‘15 ’15-‘16 ’16-‘17
(3,317,25 (3,563,39 (3,811,72 (4,104,84 (3,589,48
6) 6) 6) 1) 4)
Mathematics 13,99
2 16,195 17,544 18,247 14,109
Fine Arts 21,77
8 23,710 26,755 28,055 16,324
Law and Jurisprudence 24,09
2 21,349 20,387 21,691 23,239
Natural Sciences 30,39
4 38,219 41,454 45,069 34,923
Mass Communication 35,52
0 38,605 41,078 44,786 36,527
Humanities 35,60
5 40,575 43,623 48,482 40,753

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 High-Subscription Programs in SUCs

Discipline AY AY AY AY AY
’12-‘13 ’13-‘14 ’14-‘15 ’15-‘16 ’16-‘17
(1,240,38 (1,332,14 (1,462,14 (1,648,56 (1,410,98
4) 6) 6) 6) 5)
1,332,146 1,462,146 1,648,566 1,410,985
1,240,384
Education and Teacher
Training 273,199 305,754 342,097 379,349 343,656
Business
Administration and
allied disciplines (e.g.,
Marketing, Commerce,
Management) 264,530 285,356 295,340 341,506 287,255
Engineering
235,872 236,626 269,203 306,496 263,630
Information
Technology 133,126 141,249 151,585 172,676 147,808
Agriculture, Forestry,
Fisheries, Veterinary 77,27
Medicine 0 91,109 109,991 127,144 111,859

High-Subscription Baccalaureate Programs in SUCs

Discipline AY AY AY AY AY
’12-‘13 ’13-‘14 ’14-‘15 ’15-‘16 ’16-‘17

(1,034,07 (1,097,49 (1,215,88 (1,387,59 (1,198,73

1) 9) 0) 9) 9)

Agricultural, Forestry, 62,36 93,71

Fisheries, Vet Med. 1 73,550 86,763 103,765 9

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Business Administration
and Related 232,767 247,583 261,461 302,585 251,219

Education and Teacher

Training 228,059 254,787 290,548 322,050 278,499

Engineering and
Technology 183,754 184,305 209,656 244,431 220,637

Information Technology 107,082 112,309 120,254 139,703 123,745

17,62 20,27
Natural Science 5 18,528 21,372 24,500 7

Social and Behavioral 35,65 41,58

Science 8 36,206 45,947 50,645 8

High-Subscription Master’s Degree Programs in Philippine HEIs

Discipline AY AY AY AY AY
’12-‘13 ’13-‘14 ’14-‘15 ’15-‘16 ’16-‘17

(140,303 (163,122) (160,572) (170,591) (187,723)

)

Business Administration 31,84 40,55

and Related 6 31,014 30,451 33,144 1

Education and Teacher 72,80

Training 2 77,769 76,489 82,433 102,795

Engineering and 2,85 5,18 5,23 5,24 4,62

Technology 6 1 5 2 2

2,26 3,19 3,42 3,51 3,03

Humanities 3 7 1 6 5

2,79 2,85 3,16 3,45 3,61

Information Technology 3 4 2 7 8

Medical and Allied 11,13 11,58

Programs 7 13,252 13,387 13,323 7

Social and Behavioral 3,35 6,97 6,80 7,06 4,22

Science 8 4 5 1 3

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 High-Subscription Doctoral Degree Programs in Philippine
HEIs

Discipline AY AY AY AY AY
’12-‘13 ’13-‘14 ’14-‘15 ’15-‘16 ’16-‘17

(17,189) (21,756) (26,202) (22,470) (23,827)

Business Administration 3,33 4,11 3,89 3,75 4,11

and Related 6 7 3 1 1

Education and Teacher 9,95 13,07

Training 2 10,937 11,266 11,783 9

Engineering and 34 63 50 52 47
Technology 3 6 4 9 5

1,02 1,34 1,35 1,50 2,38

Humanities 5 1 8 4 3

13 29 27 30 44
Information Technology 5 5 0 6 0

Medical and Allied 19 82 1,85 88 41

Programs 5 6 4 9 6

Social and Behavioral 64 79 80 81 73

Science 9 0 7 5 4

High-Subscription Master’s Degree Programs in SUCs

Discipline AY AY AY AY AY
’12-‘13 ’13-‘14 ’14-‘15 ’15-‘16 ’16-‘17

(56,860) (78,912) (76,802) (85,969) (84,923)

Agricultural, Forestry,
Fisheries, Veterinary 1,81 2,31 2,55 2,65 3,25
Medicine 4 4 7 6 4

Business Administration 10,53 16,97

and Related Disciplines 1 11,907 11,126 12,933 4

Education and Teacher 31,24 47,74

Training 0 34,061 33,223 38,913 2

Engineering and 1,52 3,65 3,56 3,59 2,60

Technology 9 7 6 0 2

1,53 1,64 1,83 2,13 2,01

Information Technology 1 3 2 4 1

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Medical and Allied 2,72 5,74 6,09 6,17 2,74
Programs 8 5 2 3 8

1,04 4,83 4,48 4,68 1,67

Natural Sciences 1 8 2 1 0

High-Subscription Doctoral Degree Programs in SUCs

Discipline AY AY AY AY AY
’12-‘13 ’13-‘14 ’14-‘15 ’15-‘16 ’16-‘17

(7,960) (11,944) (15,447) (12,152) (11,063)

Agricultural, Forestry,
Fisheries, Veterinary 26 36 3,64 37 36
Medicine 4 8 6 8 8

Business Administration 1,19 2,06 1,62 1,73 1,61

and Related Disciplines 6 8 8 1 7

Education and Teacher 4,82 5,45 5,65 6,02 6,50

Training 2 0 6 3 9

Engineering and 25 54 41 42 33
Technology 0 2 0 5 6

41 68 58 70 85
Humanities 0 0 4 6 2

1 1 1 2 23
Mathematics 08 78 56 03 6
Social and Behavioral 3 4 4 4 33
Sciences 20 31 54 44 2

FACULTY and Based on Academic Year 2016-2017,

there are 89,902 teaching personnel or

QUALIFICATIONS faculty in private higher education

institutions. 12.85% have doctoral
degrees, 42.09% are holders of master’s
degrees, and 45.06% are holders of BS/BA degrees. The University of Santo
Tomas has the most number of faculty at 1,677 which is composed 215

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doctoral degree holders, 958 MS/MA
degree holders, and 504 BS/BA
degree holders.

In SUCs, based on Academic Year

2016-2017, there are 53,169
teaching personnel or faculty, 14.6%
have doctoral degrees, 38.15% are
holders of master’s degrees, and
47.23% are holders of BS/BA degrees.
The University of the Philippines has
the most number of faculty at 3,757
which is composed 873 doctoral degree holders, 1,375 MS/MA degree
holders, and 1,509 BS/BA degree holders.

Among faculty in science, technology, engineering, agri-fisheries and

mathematics across all higher education institutions, there are 55,004
teaching personnel or faculty where the primary teaching discipline falls
under the STEAM category, of which 30,776 or 55.95% are teaching in
private HEIs while 21,712 or 39.47% are teaching in SUCs. Of the total
STEAM faculty, 11.16% have doctoral degrees, 40.18% are holders of
master’s degrees, and 48.66% are holders of BS/BA degrees.

In SUCs, out of the total 21,712 STEAM faculty, 13.79% have doctoral
degrees, 39.21% are holders of master’s degrees, and 46.99% are holders of
BS/BA degrees. On the other hand, in private HEIs, 9.55% have doctoral
degrees, 41.34% are holders of master’s degrees, and 49.10% are holders of
BS/BA degrees.

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 The Commission on Higher Education
catalyzes a Philippine higher education
system that is locally responsive and globally
competitive and serves as a force for lifelong
learning, innovation, and social and cultural
transformation.

The CHED’s Vision-Mission Statement

Resonating with
AmBisyon 2040 that the
Filipino of the future is SMART
and INNOVATIVE, the
Commission on Higher
Education envisions the
graduates of Philippine higher
education institutions as
competent, well-rounded, well-balanced global citizens who possess the
intrapersonal, interpersonal, social and cognitive competencies and
attributes to lead, excel and compete in the 21st century.

CHED sees the Filipino higher education graduates as curious, creative

and courageous thinkers who work both independently and collaboratively,

18
pursue answers to significant questions, challenge assumptions, and exercise
ethical responsibility in the discovery and dissemination of new knowledge 7.
They are Filipinos at heart, with humanist values; an evocation to serve the
Filipino nation and their communities; the ability to think through the ethical
and social implications of their actions; and the competency to learn
continuously in order to enhance their capability to fully engage in the world
of work or in the resourceful creation of jobs; and, more importantly, live
meaningfully in today’s complex world.

The Commission has identified five Key Result Areas (KRAs) namely a)
Access and Equity, b) Quality and Competitiveness, c) Relevance and
Responsiveness, d) Good Governance, and e) Organizational Development.
These KRAs represent areas of strategic focus under which CHED maps out
well-defined, quantifiable and easy-to-measure action programs or projects
between 2017 and 2022.

CHED 2017-2022 STRATEGIC FRAMEWORK

AmBisyon 2040: MATATAG, MAGINHAWA AT PANATAG NA BUHAY

PDP Goal 2017-2022: TO LAY DOWN THE FOUNDATION FOR

INCLUSIVE GROWTH, A HIGH-TRUST AND RESILIENT SOCEITY, AND
A GLOBALLY-COMPETITIVE KNOWLEDGE ECONOMY

7
Intrapersonal (Personifies ethical values; Displays good work habits and self-regulation; Demonstrates
competitiveness, flexibility and adaptability; Thinks beyond the short-term and is proactive), Interpersonal (Listens
empathically; Communicates effectively; Works collaboratively); Social (Exhibits tolerance and respect to others
regardless of gender, faith, race and ability; Embodies cultural identity; Manifests nationalistic behavior and social
involvement; Practices environmental stewardship), and Cognitive (Exemplifies technical proficiency; Illustrates
curiosity and intellectual openness; Possesses creativity and innovativeness; Thinks critically and uses evidence in
analyzing and decision-making ; Demonstrates basic knowledge in world culture and geography; and Speaks a
language in addition to the mother tongue).

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 STRATEGIES STRATEGIES STRATEGIES

PROGRAMS PROGRAMS PROGRAMS

Good Governance and Organizational Development

STRATEGIES PROGRAMS
The Key Result Areas

ACCESS and EQUITY

CHED believes that inclusionary programs in higher education that
provide or open opportunities for all college-age or college-ready
Filipinos is an investment in human and intellectual capital.

Specifically, access to higher education improves the life chances

and social and economic mobility primarily of those who may not
have the chance to go to college or whose lives or routes to college
may have been disrupted by personal circumstances.

Moreover, a purposive and tactical focus on greater equity in access

to higher education narrows the increasing disparities between
sexes, between socio-economic and majority/minority ethnic groups,
and between regions.

 Poverty incidence is the Philippines is
estimated at 21.6%. Among the nine
basic sectors, farmers, fishermen and
children belonging to families with
income below the official poverty
threshold or poor families posted the
highest poverty incidences in 2015 at
34.3%, 34.0% and 31.4%, respectively.
These sectors consistently registered as
the three sectors with the highest
 The National Capital Region has the
lowest proportion of the poor, with 6.5%
of the population living below the official
poverty line.
 The Autonomous Region of Muslim
Mindanao (ARMM) as the highest
poverty incidence (59%) in the country.
54.4% 53.4 of its 3,781,387 residents
live below the poverty threshold and
30.1% live in extreme poverty.

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 poverty incidence in 2006, 2009 and
2012. Also, 5 of the 9 basic sectors
consisting of farmers, fishermen,
children, self-employed and unpaid
family workers, and women, belonging
to poor families, had higher poverty
incidence than the general population
estimated at 21.6% in 2015.
 Distribution of 1,934 Philippine HEIs is
highly skewed toward the National
Capital Region with 345 HEIs (28 public
and 317 private), the CALABARZON with
283 HEIs (21 public and 262 private)
and Central Luzon with 201 HEIs (27
public and 174 private).
 Enrollment increased at an average rate
of 6.47% per year for the past five
years.
 The gross enrollment ratio which stands
at 27.85 in Academic Year 2016-2017 is
well above the average for middle-
income countries.
 The private sector plays a major role in
Philippine higher education. Out of
1,934 colleges and universities, 1,710
(71%) are private, of which 351 are
sectarian.
STRATEGIES
 Increase higher education enrollment at a rate of 15% per year over the
course of the next decade in accordance with RA 10931.
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 The other regions that have the highest
poverty rates are Northern Mindanao
(Region X) 40.9%, Caraga (Region XIII)
43.9%, Soccskargen (Region XII) 44.5%,
and Eastern Visayas (Region VIII) 47.3%.
 The ARMM has 65 HEIs (4 SUCs with 14
satellite campuses, and 54 private),
Caraga has 4 SUCs and 11 satellite
campuses, and 38 private; Region VIII
has 10 SUCs and 27 satellite campuses
and 52 private; Region X has 6 SUCs
and 25 satellite campuses, and 64
private; and Region XII has 4 SUCs and
14 satellite campuses, and 96 private.
 Female participation (55%) in higher
education is higher than males (45%).
 There is also a need to consider the
growing roles of the private sector and
professional bodies as providers of
higher education. As higher education is
becoming a global business, every
country is facing issues of international
providers (with face-to-face,
correspondence, and virtual delivery)
operating within their national
boundaries.
 Increase enrollment in higher education among the country’s poorest,
underrepresented, and underserved sectors.

 Increase the engagements in higher education among school leavers and

those who need alternative routes to higher education.

 Improve the overall completion rate of students, particularly those from

poorest, underrepresented, and underserved sectors.

 Expand the equitable distribution and presence of HEIs, especially SUCs, in

the poorest regions and provinces of the country.

 Formulate policies and programs that support the complementarity of private

and public higher education, and encourage the distinctive contributions of
private higher education institutions in human capital development.

 Direct purposive and tactical human capital development via higher

education policies and programs that address the specific socio-economic
needs of regions and provinces as well as the industry to ensure that supply
matches demand.

 Produce the first batch of medical doctors who benefited from Cash Grants to
Medical Students Enrolled in State Universities and Colleges (CGMS-SUCs)
program.

 Formulate and disseminate timely policies in support of RA 10931.

 OTHER SUGGESTED STRATEGIES ABOUT HERE

ACTION PROGRAMS and TARGETS

KRA 1 ACCESS AND EQUITY

Performance Indicators Baseli Year Year Year Year Year Year Lead
ne 1 2 3 4 5 6 Office
2016 2017 2018 2019 2020 2021 2022

22
1.1 Access for the Poorest and Disadvantaged Groups
Number of first-generation TBD TBD TBD TBD TBD TBD TBD UNIFAS
college students T
Percentage of eligible TBD TBD TBD TBD TBD TBD TBD OSDS
students from the bottom
40% enrolled in HEIs
Percentage of loans given N/A N/A Pilot Phasin 50% 60% 70% OSDS
g in
to students coming from
families with income
between the 20th and 80th
percentile
Improved participation TBD TBD TBD TBD TBD TBD TBD OSDS
rates (Sugarcane Industry
scholarships)
Improved participation rate TBD TBD TBD TBD TBD TBD TBD OSDS
(Sajahattra Bangsamoro)
Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES? Can you
think of cross-cutting
programs?
1.2 Innovative and Seamless Pathways for Lifelong Learning

Number of developed TBD TBD TBD TBD TBD TBD TBD OPSD
ETEEAP Programs in K to 12
priority areas
(identify both in disciplines
and regions)
Number of developed TBD TBD TBD TBD TBD TBD TBD OPSD
Ladderized Education K to 12
Programs in priority areas
(identify both in disciplines
and regions)
Number of Open/Distance TBD TBD TBD TBD TBD TBD TBD OPSD
Education Programs K to 12
developed in priority areas
Percentage of ETEAAP 50% 51.5 53% 54.5 56% 58% 60% OPSD
graduates % %

23
Number of Ladderized 14,96 14,96 16,46 18,10 19,91 21,91 24,10 OPSD
Education Program 7 7 3 9 9 0 1
graduates
Number of distance TBD TBD TBD TBD TBD TBD TBD OPSD
programs evaluated,
authorized and monitored
Number of individuals Devel Conti Cons Piloti Enha TBD TBD OPSD
evaluated and accredited opme nuati ultati ng of ncem
through the Philippine nt of on of ons prop ent of
Credit Transfer System PCTS the on osed PCTS
(on- Devel prop PCTS
going opme osed
) nt PCTS
of
PCTS
Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES? Can you
think of cross-cutting
programs?
1.3 Improvement of Services Delivery and Implementation of Student Financial
Assistance Programs
Percentage of timely TBD TBD TBD TBD TBD TBD TBD OSDS
disbursement of payments
for CHED Tulong Dunong
Programs
Improved survival rates for TBD TBD TBD TBD TBD TBD TBD OSDS
grantees of Iskolar ng
Bayan Program
Percentage of timely TBD TBD TBD TBD TBD TBD TBD OSDS
disbursement of loans
Improved repayment terms TBD TBD TBD TBD TBD TBD TBD OSDS
for loans
Percentage of grantees in TBD TBD TBD TBD TBD TBD TBD OSDS
priority programs
Percentage of scholars TBD TBD TBD TBD TBD TBD TBD OSDS
enrolled in priority

24
programs
Completion rate of TBD TBD TBD TBD TBD TBD TBD OSDS
grantees
Percentage increase in SUC 1.19M TBD TBD TBD TBD TBD TBD OSDS
enrolment
Percentage of scholars TBD TBD TBD TBD TBD TBD TBD OSDS
from special groups who
availed of the Special
Group Grant
Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES? Can you
think ofcross-cutting
programs?

1.4 Career Guidance and Information to Students and Parents

Percentage of SHS TBD TBD TBD TBD TBD TBD TBD UNIFAS
students who receive T
proper career guidance
and information on HEIs
and programs

Percentage of college- TBD TBD TBD TBD TBD TBD TBD OSDS
eligible students made
aware of available STUFAPs

% of students awarded 5.0% 6.0% 6.5% 7.50 8.50 9.50 10% OSDS
scholarships, grants and % % %
other financial assistance

Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES? Can you
think of cross-cutting
programs?

25
 QUALITY and COMPETITIVENESS
In an era of remarkable speed and dynamism in the knowledge-
driven global economy, CHED believes that Philippine higher
education should also be positioned as one of the major drivers of
economic competitiveness.

Working with HEIs, public and private, CHED views its role as setting
the agenda and programs to a) strengthen the so-called “triple
helix” of government, academe and industry as growth
accelerators, b) create an army of job creators, c) respond to the
needs of the labour market, d) spur entrepreneurship and
university-based start-ups, e) generate relevant scientific-
technological solutions and commercial-ready innovations, and f)
build the capital and institutional infrastructure needed for income
and wealth generation such as globally-attuned programs and
curricula, laboratories, libraries, business incubators, intellectual
property offices,
research boards, and office for global partnerships. Across
these interlocking economic mechanisms, the end in mind is
inclusiveness, that is, to guarantee that these will yield spaces for
growth and mobility for all.

 The Philippines ranks 56th out of 137

countries in 2017, up from its 57th
position the previous year in the
2017 World Economic Forum (WEF)
Global Competitiveness Report. In
comparison, Singapore ranks 3rd,
Malaysia ranks 23rd, Thailand 32nd,
Indonesia 36th, Brunei 46th and
Vietnam 55th.

26
 Philippine Scores in Global Human
Capital Index
 19th with a score of 78.8 in terms of
capacity, which covers literacy and
numeracy, as well as primary,
secondary and tertiary education
attainment;
 60th with 65.7 in terms of
development, covering primary,
secondary, tertiary and vocational
education enrolment; quality of
primary schools; quality of education
system; skill diversity of graduates
and extent of staff training; The low
performance rating in “development”
resulted largely from low secondary
and tertiary education enrolment
rates, as well as in the “quality of
education system” and “extent of
staff training”.
 Among the 1,934 HEIs, only the
University of the Philippines (UP), De
La Salle University (DLSU), Ateneo de
Manila University (AdeMU) and
University of Santo Tomas (UST)
made it to the latest Quacquarelli
Symonds (QS) World University
Rankings released on June 8, 2017.
UP ranks 367th in the world – higher
than its 374th ranking in 2016. While
UP saw an improvement in its ranking
in 2017, the DLSU maintained its rank
(701-750), and the 2 other Philippine
universities in the annual list ranked
lower: 551-600 for AdeMU and 801-
1000 for UST. As well, only UP made
it to the Times Higher Education
World University Rankings in 2017.
 60th with 52.3 in know-how, covering share
of medium and highly skilled workers,
availability of skilled employees and
economic complexity (which measures
degree of sophistication of a country’s
“productive knowledge” as shown in the
quality of its exports); The lowest score
among the four groups was pulled down by
low ratings in employment rate (both of high-
skilled and medium-skilled labor), as well as
a low availability rate of skilled employees
and the level of “economic complexity” (a
measure of the breadth and depth of
specialized skills use at work); and
 87th with a grade of 60.6 in terms of
deployment, covering labor force
participation rate, employment gender gap,
as well as unemployment and
underemployment rate.
 In Academic Year 2016-2017, there are
53,169 teaching personnel or faculty in
SUCs, 14.6% have doctoral degrees, 38.15%
are holders of masters degrees, and 47.23%
are holders of BS/BA degrees. The University
of the Philippines has the most number of
faculty at 3,757 which is composed 873
doctoral degree holders, 1,375 MS/MA
degree holders, and 1,509 BS/BA degree
holders.
 The same trend in numbers can be seen
among faculty in science, technology,
engineering, agri-fisheries and mathematics
across all higher education institutions.
27
Global Connectivity and  APEC Education Strategy 2030:
Harmonization - APEC member economies will have
enhanced quality assurance systems,
 ASEAN Vision 2020: Enhance human qualifications frameworks and skills
resource development in all sectors recognition;
of the economy through quality - APEC member economies will have
education, upgrading of skills and improved the use of educational and
capabilities and training. Maximizing technological capabilities in teaching and
the benefits of regional integration learning processes;
will necessitate leveraging the - APEC member economies will have
knowledge, skills and creativity of the increased collaboration between
country’s human capital by ensuring government, higher education and TVET
both access and quality tertiary institutions, business and education and
education. training stakeholders; and
 The future plans for an Association of - Students in APEC member economies
Southeast Asian Nations (ASEAN) have easier transition from education to
Community 2009-2015 demands work
institutions of higher learning
establish an ASEAN Socio-Cultural
Community (ASCC) through which
awareness, mutual understanding
and respect for the different cultures,
languages and religions can be
nurtured (ASEAN 2009). Higher
education is very important for
sustaining growth in low and middle-
income East Asia. Higher education
increases production and
competitiveness in struggling East
Asian countries by: Providing high
quality skills to the labour market,
i.e., technical, behavioural and
thinking skills. Bestowing research for
innovation and growth.

Estimated Number of Required BS, MS and PhD

Graduates of STEM and Involved in R&D
STRATEGIES UNESCO 380 R&D personnel per
Benchmark million population

Philippine Data 270 R&D personnel per

(Based on 2013 million population
 Increase the number of high- DOST R&D Survey) (26,495 total headcount)
quality faculty, in both private and
Gap 110 R&D personnel per
public higher education million population
institutions, with PhD degrees Total number of 46,462* STEM personnel
R&D personnel working in R&D
obtained from the top universities required to (headcount)
of the country and the world. meet benchmark
in 5 years (2022)

Additional number 16,652 STEM personnel

of R&D personnel working in R&D
required to meet (headcount)
benchmark in 5
years (2022)
28
Assuming 10% attrition,
3,663 STEM graduates
should be added to the
R&D pool every year
 Build the capacity of higher education institutions to pursue excellence
and leadership in instruction, research, and extension.

 Harmonize undergraduate and graduate programs and curricula with

global standards and 21st Century competencies.

 Correct the talent deficit in science, technology, engineering, agri-

fisheries and mathematics though increase in the number of enrollment
as well as graduates in baccalaureate and graduate degree programs in
these disciplines.

 Improve the world ranking of ten leading Philippine HEIs.

 Establish and support local and global inter-university connectivity,

student mobility, faculty exchange, and research collaborations in
consonance with ASEAN 2020, the APEC Education Strategy, ASEM
Education and other bilateral and multilateral agreements in higher
education.

 OTHER SUGGESTED STRATEGIES ABOUT HERE

ACTION PROGRAMS and TARGETS

KRA 2 QUALITY AND COMPETITIVENESS

Performance Baseline Year 1 Year Year Year Year Year Lead
Indicators 2016 2017 2 3 4 5 6 Office
2018 2019 2020 202 2022
1
2.1 Gearing Up for Global Competitiveness
Number of curricula and 72 75 80 85 90 95 100 OPSD
programs
developed/revised
based on multi-
disciplinal platforms
that foster 21st century
competencies
Number of 0 10 15 20 25 30 40 OPSD
programs/professions

29
aligned with ASEAN
Qualification
Referencing Framework
(AQRF) and other
National Qualifications
Frameworks (NQFs)

Number of HEIs with 11 10 10 15 20 25 30 OPSD

transnational education (OPSD)
programs evaluated,
10
authorized and
(K12-
monitored
CHED
Bristish
Council
project
)
Percentage of tertiary 26% 28% 31% 33% 35% 38% 40%
graduates in science,
engineering,
manufacturing and
construction
Increased number of 841 1,130 1,42 1,720 2,013 2,30 2,60
researchers and 5 0 0
scientists

Percentage increase in TBD TBD TBD TBD TBD TBD

the number of faculty
with MS and PhD
Increase in the number TBD TBD TBD TBD TBD TBD TBD
of faculty with PhDs
obtained from top
universities

Increased number of 44 55 65 70 80 90 100

HEIs engaged in local
and global partnerships
and collaborations
Increased number of 6,500 7,080 7,66 8,250 8,830 9,42 10,0
MA/PhD graduates 5 0 00
engaged in original
research or creative
work

30
 Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES? Can
you think of cross-
cutting programs?

2.1 Initiatives for International Collaboration and Promotion of Philippine Higher

Education
Number of PH HEIs 4 10 20 30 40 50 100 IAS
recognized by other
countries
No. of foreign HEIs 50 75 75 100 100 100 500 IAS
recognized by CHED
No. of HEIs qualified for 10 20 20 20 20 20 20 IAS
international
assessment
No. of HEIs with 30 50 75 100 100 100 100 IAS
improved capacity for
IZN
No. of HEIs resulting 5 5 5 5 5 5 5 IAS
from institutional
agreements
Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES? Can
you think of cross-
cutting programs?
2.3 Institutional Quality Improvement
No. of COEs, CODs , 432 Review Conti 475 COEs and Revi OPSD
NUCAFs and PIAFs COEs/CO of nuati CODs (Term 2019- ew
identified and Ds selecti on of 2021) of
supported on revie the
9
criteria w of criter
NUCAFs
for the ia of
COEs criter COEs

31
 11 PIAFs and ia of and
CODs COEs COD
and s
CODs
Call
for
Call sub
for missi
subm on
issio and
n and eval
evalu uatio
ation n of
of appli
appli catio
catio ns
ns
Number of HEIs that 10 10 15 20 25 30 35 OIQAG
underwent t ISA
Number of HEIs 98 100 100 150 150 150 150 OIQAG
classified under
Outcomes- and
Typology-Based Quality
Assurance (OTBQA)
Percentage of SUCs 80% 85% OIQAG
classified for SUC
leveling
Number of public HEIs 5 5 5 5 5 5 5 OIQAG
supported under
Institutional Grants
Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES?
2.4 Faculty Development and Capability Building
No. of new graduate 5,551 1,003 543 1,232 N/A K-12
scholarships awarded
Number of 58 100 0 70 70 K-12

32
fellowships/grants
awarded
Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES? Can
you think of cross-
cutting programs?
2.5 The Philippine Journal Incentive Program

Number of JIP JC: 0 JC: 10 JC: 2 JC: 2 JC: 0 JC: 0 JC: 2 OPRK
recognized journals M
JI: 0 JI: 10 JI: 15 JI: 20 JI: 20 JI: JI: 10
20
Number of journals Scopus/ Scopus Scop Scop Scop Sco Scop OPRK
indexed in SCOPUS and WoS: 28 /WoS: us/W us/W us/W pus/ us/W M
ACI 0 oS: 0 oS: 0 oS: 0 WoS oS:
ACI: 20
ACI: : 20 20
ACI: 5 ACI: ACI:
15 ACI: ACI:
10 10
20 20
Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES?
2.6 Support for a Network of Leading HEIs
Presence of an N/A +/- + + + + + OPRK
artificially intelligent M
data management
system for Filipino HEI
scientists
Number of direct TBD TBD TBD TBD TBD TBD TBD OPRK
beneficiaries of M
expanded and strategic
extension programs
Number of patents filed TBD TBD TBD TBD TBD TBD TBD OPRK
from the CHED-funded M

33
projects
Number of Start-ups 0 1 1 1 1 1 1 OPRK
and Spin-offs created M

Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES?

RELEVANCE and
RESPONSIVENESS
CHED believes that sustainable socio-economic development
impact constitutes the context and quality of Philippine higher
education.

Philippine higher education has to be contextually responsive to the

changing needs of individual Filipinos, families and communities. In
this regard, CHED shall lead in fostering global citizenship, respect
and sensitivity to culture, gender sensitivity, civic responsibility,
social cohesion, peaceful co-existence and nation-building as well as
innovations for socio-economic development.

 Over the last six years from 2011 to
2016, Philippine economic growth
performance has averaged at 6.1%.
The manufacturing industry has led the
country’s growth with an average of
 Services comprise the bulk of total gross
value added. Its contribution increased
from 56.7% in 2013 to 57.5% in 2016
while its growth went up steadily from
6.2% in 2013 to 7.5% in 2016. real

34
 What is Industry 4.0
Industry 4.0 is one of the major
6.9% while services posted an average estate,
driversrenting, and Industrial
of the Fourth business activity
growth of 6.6% during the same which covers the IT-BPM sub-sector
period. Meanwhile, the performance of Revolution.
posted The firstof
a contribution industrial
11.6%. Financial
the agriculture, hunting, fishery, and revolution waswas
intermediation triggered
the by waterbiggest
next
forestry has remained lackluster services sector with a share
and steam power to move from of 7.3% in
lagging behind services and industry 2016.
with an average growth of only 1.9%.  human
Within thelabour to mechanical
manufacturing industry, food
manufacturing.
processing is theThe secondsubsector
largest industrial in
terms of contribution
revolution built on electric power to tototal
manufacturing value added with a share
create in
of 34.7% mass production. The third
2016.
 The share of agriculture, forestry, and used electronics and information
fishing sector with agriculture, hunting, technology to automate
and forestry comprising the bulk of the
sector declined continuously from 8.5% manufacturing.
in 2013 to 7.2% in 2016. Similarly, the
contribution of fishing dropped from The fourth is the current trend of
1.9% in 2013 to 1.5% in 2016. automation and data exchange in
manufacturing technologies. It
includes cyber physical systems, the
Industrial Internet of Things (IIoT),
and cloud computing. Industry 4.0 is
gradually implemented, often with
digitalization as the first important
step. Digital technologies allow for
new business models and value
producing opportunities, and are
attainable for most developing
countries.
STRATEGIES Source:
Source: United
United Nations
Nations Industrial
Industrial Development
Development
Organization.
Organization. Industry
Industry 4.0
4.0 Opportunities
Opportunities and
and
Challenges
Challenges of
of the
the New
New Industrial
Industrial Revolution
Revolution for
for
Developing
Developing Countries
Countries and
and Economies
Economies in in Transition.
Transition.
Nov.
Nov. 2016.
2016.
 Embed the culture of nation-building,
inclusiveness, cultural and gender
sensitivity and global citizenship in
all aspects of higher education.

 Prepare higher education students and graduates for the jobs and
entrepreneurship opportunities of the future.

 Establish institutional scientific-technological and industrial niches and

entrepreneurship centers in HEIs, particularly SUCs, in collaboration with
the Department of Science and Technology and Department of Trade and
Industry.

35
 Facilitate and foster active government-academe-industry partnerships in
every region in pursuit of innovations in Industry 4.0.

 Accelerate Research, Extension and Innovation in higher education

institutions to serve the UN 2030 Global Goals for Sustainable
Development.

 Ensure that all products of CHED-funded research and extension are

disseminated on time and utilized by concerned stakeholders, e.g.,
communities, LGUs, policymakers and legislators, and community-based
organizations.

 OTHER SUGGESTED STRATEGIES ABOUT HERE

ACTION PROGRAMS and TARGETS

KRA 3 RELEVANCE AND RESPONSIVENESS

Performance Baseli Year Year Year Year Year Year Lead
Indicators ne 1 2 3 4 5 6 Office
2016 2017 2018 2019 2020 2021 2022
3.1 Research and Extension for Socio-Economic Development

Increased government 0.17% 0.20 0.25% 0.30 0.35 0.40 0.50

expenditure for higher of GDP % of of % of % of % of %of
education research, GDP GDP GDP GDP GDP GDP
development, and
innovation
Increased number of 231 275 320 365 400 450 500
patents, licenses, and
royalties issued to HEIs
Increased number of 81 93 104 116 127 139 150
innovation hubs
established within HEIs
Number of extension 39 4 15 15 15 15 15 OPRKM
programs funded

36
Number of 28 out 3 5 5 5 10 10 OPRKM
ACI/SCOPUS/ISI journals of 777
are
SCOPU
S/ISI
indexe
d; 19
of 28
have
zero
impact
factor
No. of HEIs supported for 76 20 10 8 5 TBD TBD K-12
research grants (DARE-
TO)

Number of development 55 30 36 TBD TBD TBD TBD K-12

projects for HEIs
supported
Number of Innovation 33 12 15 TBD TBD TBD TBD K-12
projects for HEIs
supported
Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES?

3.2 Mainstreaming Gender and Development

Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES?

GOOD GOVERNANCE

37
 Good governance is critical to the effective operation of the
Commission on Higher Education and Philippine higher education
institutions. “Governance,” in this context, is used to describe all
those structures, processes and activities that are involved in the
planning and direction of the institutions and people working in
tertiary education.

CHED shall sustain the momentum of the reforms it has initially

instituted in State Universities and Colleges particularly in
developing a new corps of educational leaders.

The Commission shall also continue to sustain the significant gains

in the compliance of Local Universities and Colleges to institutional
requirements and program quality. In so doing, CHED would have
fully leveled the playing field between public and private
institutions.

CHED’s internal reforms towards greater transparency,

accountability, gender sensitiveness, efficiency, regional and
national relevance and regulatory capacity to surmount legal
challenges posed by higher education agencies that resist reforms
shall be implemented immediately and continuously .

 As the demand for higher education  Government effectiveness includes the

continues to grow and as governments sense of the quality of public and civil
acknowledge their role in promoting services, as well as the extent to which
economic development, it becomes they are insulated from political
increasingly important to ensure that interference.
higher education systems are  Governance also consists of the
managed in an effective way. Higher government's ability for developing
education systems are also getting quality policies, their capacity to
more complex due to the growth in implement them and how much an
the number of public and private individual government values such
institutions, so that the task of policies. Regulatory quality takes into
managing and monitoring the sector is account the government's capability to
becoming more specialized and develop and execute good policies and
demanding. rules that allow and promote private
sector development.
 Accountability is an increasingly  Accountability can be ensured through
important element in the governance various means, including quality
of tertiary education systems. Within assurance frameworks, performance-
the context of publicly funded tertiary related funding, market mechanisms and
education systems, the demonstration participation of external stakeholders in
of ―value for money or of governing bodies (where external
―responsible and relevant activities representatives would advise and support
undertaken with the taxpayers‘ money the institution regarding its contribution to

38
 is now widespread in most reviewed society, and information on institutional
countries. This trend towards greater results would be provided to the public).
transparency and public accountability
is developing parallel to the move
towards greater autonomy. It reflects
the recognition that there is a public
interest in tertiary education which
needs to be reconciled with the
benefits that institutional autonomy
can bring. Public interest should be
sustained in the areas of guaranteeing
academic quality and standards,
ensuring equitable student admission
procedures and accessibility for
students from poorer families, and
ensuring an appropriate use of public
funds within institutions (i.e. internal
efficiency).

STRATEGIES

 Establish an enabling legal as well as institutional framework and

infrastructure to encourage HEIs to be more innovative and responsive
to the views of informed stakeholders in meeting the needs of the
country’s development.

 Provide HEIs more autonomy with clearer transparency, responsibility,

and accountability.

 Build the capacity of HEIs to strengthen their academic, research, and

administrative skills through courses, on-the-job training, and more
varied experience in model institutions.

 Enhance the career structure and rewards for faculty in SUCs through
the revision of NBC 461.

 Increase the number of SUC presidents and executives with strong

leadership, management and innovative administrative competencies to
be in charge of strengthening the instructional, research and extension

39
 capabilities as well as global presence and partnerships of their
respective HEIs.

 Increase the number of CHED Central Office and Regional Office

Directors with strong leadership, management and innovative policy-
making proficiencies to be in charge of strengthening the instructional,
research and extension capabilities of the HEIs and to effectively
respond to the needs and concerns of legislators, students, faculty,
government partners, and other stakeholders of higher education.
 OTHER SUGGESTED STRATEGIES ABOUT HERE

ACTION PROGRAMS and TARGETS

Goal 4: GOOD GOVERNANCE

Key Result Areas and Baseli Year Year Year Year Year Year Lead
Performance ne 1 2 3 4 5 6 Office
Indicators 2016 2017 2018 2019 2020 2021 2022
4.1 Philippine Higher Education Career System (PhilHECS)
Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES? Can you
think of cross-cutting
programs?

4.2 Development and implementation of policies to Rationalize SUCs and LUCs

Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES? Can you
think of cross-cutting
programs?

40
 ORGANIZATIONAL
DEVELOPMENT
CHED shall strengthen its organizational capacity by enhancing
people capabilities and aligning systems and structures to realize
CHED's vision-mission.

STRATEGIES

 Update and implement Organizational Structures, Systems & Processes

 Develop organizational capacity in CHED through fostering a culture

and spirit of learning and innovation

 Institute organization-wide feedback systems

 OTHER SUGGESTED STRATEGIES ABOUT HERE

ACTION PROGRAMS and TARGETS

Goal 5: ORGANIZATIONAL DEVELOPMENT

Key Result Areas and Baseli Year Year Year Year Year Year Lead
Performance ne 1 2 3 4 5 6 Office
Indicators 2016 2017 2018 2019 2020 2021 2022

41
1.1 Well functioning structure, systems and processes for human resource
development
Percentage of plantilla
positions filled
Development of an
onboarding program for
new hires
Development of a 5-year
succession plan
(assessment and
program)
Number of trainings
conducted
Number of scholars
supported
(as percentage of total
employees on track for
graduate studies)
Development of
specialized program for
higher education
1.2 Enhanced support for continued learning and development of personnel
Note to Concerned
Offices: Do you have
other programs in
support of or to
operationalize the
STRATEGIES? Can you
think of cross-cutting
programs?

42
43
Results Matrix Summary (consolidation in progress)

Vision The Commission on Higher Education catalyzes a Philippine higher education system that is
locally responsive and globally competitive and serves as a force for lifelong learning,
innovation, and social and cultural transformation.

Goals Access and Equity Quality and Relevance and Good Governance Organizational
Competitiveness Responsiveness Development

Strateg Increase higher Increase the Embed the culture Enhance the career Increase the
ies education number of high- of nation-building, structure and number of CHED
enrollment, quality faculty, cultural and gender rewards for faculty Central Office and
particularly in SUCs, sensitivity and in SUCs through the Regional Office
particularly in
at a rate of 15% per global citizenship in revision of NBC 461. Directors with
year over the course SUCs, with PhD all aspects of strong leadership,
of the next decade degrees obtained higher education management and
in accordance with from the top innovative policy-
RA 10931 universities of the making
country and the proficiencies
world.

Progra Free Tuition Policy ● Expanded Mainstreaming Harmonization of

ms,Proj Expanded SGP-PA Faculty GAD through CMO NBC 461 Guidelines
ects or Tulong-Dunong Scholarships 1, s. 2015 with the SUC
Major Program (Masters and Performance
Activiti Doctoral Indicators on SUC
es Scholarships; Leveling, NF, PREXC
Continuing and PBB
Professional
Education-
Service
Management,

44
 Business
Analytics, GE
Training,
Technopreneursh
ip,
Geriatric/Gerento
logy, Health
Informatics)
● Enhancing
Capacity for
University
Diplomacy
● Continuing
Professional
Education
● Scholarships for
Graduate Studies
● Professional
Advancement

Strateg Increase enrollment Build the capacity Prepare higher Increase the number increase the
ies in higher education of higher education education students of SUC presidents Commission’s
among the country’s institutions to and graduates for and executives with effectiveness and
pursue excellence strong leadership, efficiency for public
poorest, the jobs and
and leadership in management and service
underrepresented, instruction, entrepreneurship innovative
and underserved research, and opportunities of the administrative
sectors. extension future. competencies

Progra ● Tulong Dunong ● Support to Philippine Higher  Program to

ms, ● Scholarship for centers of Education Career Institutionalize
Project Dependents or excellence/cente System (PhilHECS) Meritocracy and
s or Children of Excellence in
rs of
Major Sugarcane Human Resource
development,

45
Activiti Industry Workers NUCAFs and Management
es ● Sajahattra PIAFs, PHERNET (PRIME-HRM)
Bangsamoro and and HERCCs  ISO Certification
Social Fund for ● Institutional of CHED
Normalization  Enhancement of
Sustainability
Process Administrative
Assessment
and Financial
(ISA) Management
● Outcomes- and Systems
Typology-Based
Quality
Assurance
(OTBQA)
● Financial
Assistance for
HEI
Accreditation
● Institutional
Grants for Public
Higher
Education
Institutions
● Support for
developing local
scholarly
journals to
attain
international
recognition for
quality impact
● Discovery-
Applied
Researchand
Extensionfor

46
 Trans/Interdiscip
linary
Opportunities
(DARE-TO)
● Institutional
Development
and Innovation
Grants (IDIG)

Strateg Increase the Harmonize all Accelerate Rationalize the

ies engagements in undergraduate and Research, Public Higher
higher education graduate programs Extension and Education System
among school and curricula with Innovation in higher
leavers and those global standards education
who need and 21st Century institutions to serve
alternative routes to competencies. the UN 2030 Global
higher education. Goals for
Sustainable
Development.

Progra Expanded Tertiary Enhancing the Restructured  Restructuring in

ms, Education Programs, extension public higher
Project Equivalency and Standards and programs for agri- education
s or Guidelines (PSGs)  Implementation
Accreditation fisheries
Major of various of Normative
Activiti Program (ETEEAP) disciplines or Funding Formula
es programs (NFF).
 Rationalization
policies for LUCs
 Development of
Asset
Management

47
 System of public
HEIs

Strateg Expand the Correct the talent Strengthen

ies equitable deficit in science, Regulatory
distribution and technology, Mechanisms and
engineering, agri- Processes
presence of HEIs,
fisheries and
especially SUCs in mathematics
the poorest regions
and provinces of the
country.

Progra ● Unified and Implementation of

ms, Harmonized CTFIER
Project UNIFAST
s or Budgetary
Major Allocation,
Activiti Beneficiary
es Targeting and
Delivery System
● Study on Cost
Norms

Strateg Direct purposive and Improve the world Establish Accelerate IT

ies tactical human ranking of ten institutional Infrastructure
capital development leading Philippine scientific- Development for
CHED and SUCs
via higher education HEIs. technological and
policies and industrial niches
programs that and
address the specific entrepreneurship
socio- economic centers in HEIs,
needs of regions particularly SUCs,
and provinces as in collaboration

48
 well as the industry with the
to ensure that Department of
supply matches Science and
demand. Technology and
Department of
Trade and Industry.

Progra Career Guidance MITHI-HE Project

ms, and Counseling
Project
s or
Major
Activiti
es

Strateg Formulate and Establish and Facilitate and foster

ies disseminate policies support local and active government-
in support of RA global inter- academe-industry
university
10931. partnerships in
connectivity,
student mobility, every region in
faculty exchange, pursuit of
and research innovations in
collaborations Industry 4.0.

Progra Nationwide UNIFAST  Alignment of PQF

ms, Advocacy and with AQRF and
Project Promotions other NQFs
s or  Fostering
Major Transnational
Activiti Education

49
es  Promotion of
Philippine Higher
Education
 International
Benchmarking
 Internationalizati
on Mobility and
Exchanges in
Higher Education
(I-MOVE)

Ensure that all

products of CHED-
funded research
and extension are
disseminated on
time and utilized by
concerned
stakeholders, e.g.,
communities, LGUs,
policymakers and
legislators, and
community-based
organizations.

50