Educational Planning

Established on 1953 under Commonwealth Act No. 2 Responsible for the formulation of national economic policies

Established on 1962 under Executive Order No. 17 Implementing authority to push development plans

Established on 1966 under Executive Order No. 53 Responsible for assessing human resources and forecasting the needs for trained personnel at various occupational levels

The National Economic and Development Authority (Pambansang Pangasiwaan sa Kabuhayan at Pagpapaunlad) or NEDA, is an independent cabinet-level agency of the government responsible for economic development and planning. It is headed by the President of the Philippines as chairman of the NEDA board, with the Secretary of Socio-Economic Planning, concurrently NEDA DirectorGeneral, as vice-chairman. A number of Cabinet members, the Governor of the Central Bank, the Chairman of the Metropolitan Manila Development Authority, the Governor of the Autonomous Region in Muslim Mindanao, the Chairman of the Commission on Information and Communications Technology, the Chairman of the Subic-Clark Area Development Corporation, and the National President of the Union of Local Authorities of the Philippines are members of the NEDA Board.

The responsibility for economic planning was vested in the National Economic and Development Authority. Created in January 1973, the authority assumed the mandate both for macroeconomic planning that had been undertaken by its predecessor organization, the National Economic Council, and project planning and implementation, previously undertaken by the Presidential Economic Staff. National Economic and Development Authority plans calling for the expansion of employment, maximization of growth, attainment of fiscal responsibility and monetary stability, provision of social services, and equitable distribution of income were produced by the Marcos administration for 1974-77, 1978-82, and 1983-88, and by the Aquino administration for 1987-92. Growth was encouraged largely through the provision of infrastructure and incentives for investment by private capital. Equity, a derivative goal, was to be achieved as the result of a dynamic economic expansion within an appropriate policy environment that emphasized labor-intensive production.

The NEDA Board Members are: • Gloria Macapagal-Arroyo, Chairman • Romulo L. Neri, Vice-Chairman • Rolando G. Andaya, Jr. (Department of Budget and Management) • Margarito B. Teves (Department of Finance) • Domingo F. Panganiban (Department of Agriculture) • Hermogenes E. Ebdane (Department of Agriculture) • Angelo T. Reyes (Department of Environment and Natural Resources) • Leandro R. Mendoza (Department of Transportation and Communications) • Raphael Perpetuo M. Lotilla (Department of Energy) • Estrella F. Alabastro (Department of Science and Technology) • Amando M. Tetangco, Jr. (Bangko Sentral ng Pilipinas) • Bayani F. Fernando (Metropolitan Manila Development Authority) • Noli de Castro (Housing and Urban Development Coordinating Committee) • Joseph H. Durano (Department of Tourism ) • Peter B. Favila (Department of Trade and Industry ) • Ramon P. Sales (Commission on Information and Communications Technology) • Zaldy Uy Ampatuan (Autonomous Region in Muslim Mindanao) • Edgardo D. Pamintuan (Subic-Clark Area Development Corporation) • Rodolfo P. del Rosario (Presidential Adviser for New Government Centers) • Arthur C. Yap (Presidential Adviser for Job Creation) • Erico T. Aumentado (Union of Local Authorities of the Philippines)

The Board is assisted by six Cabinet-level inter-agency committees: • Development Budget Coordination Committee (DBCC) • Infrastructure Committee (InfraCom) • Investment Coordination Committee (ICC) • Social Development Committee (SDC) • Committee on Tariff and Related Matters (CTRM) • Regional Development Committee (RDCom).

NEDA Secretariat The NEDA Secretariat serves as the research and technical support arm of the NEDA Board. It also provides technical staff support and assistance, including the conduct of studies and formulation of policy measures and other recommendations on the various aspects of development planning and policy formulation, and coordination, evaluation and monitoring of plan implementation. It is headed by a Director-General, with the title of Secretary for Socio-Economic Planning. He is assisted by three deputy directors-general each of whom is responsible for: • National Development Office (NDO): • National Planning and Policy Staff (NPPS) • Agriculture Staff (AS) • Trade, Industry and Utilities Staff (TIUS) • Infrastructure Staff (IS) • Social Development Staff (SDS) • Public Investment Staff (PIS) • Regional Development Office (RDO): • Regional Development Coordination Staff (RDCS) • Project Monitoring Staff (PMS) • Regional Offices (NROs) • CentraI Support Office(CSO): • Management Staff (MS) • Legal Staff (LS) • Administrative Staff (AdS) • Information Technology Coordination Staff (ITCS) • Development Information Staff (DIS)

The Philippines' Presidential Management Staff is an agency attached to Malacañang that is tasked to manage the development and formulation of the projects and policies of the Office of the President. There are three heads of the Presidential Management Staff:

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Presidential Chief of Staff: Joey Sarte Salceda

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Presidential Management Staff: Cerge M. Remonde

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Cabinet Secretary: Ricardo L. Saludo.

HISTORY The Presidential Management Staff can trace its lineage to the Program Implementation Agency (PIA), which was created by President Diosdado Macapagal to serve as his technical staff for the socio-economic projects, which his administration was implementing. It was created on August 24, 1962 under the leadership of Assistant Executive Secretary Sixto K. Roxas and Armand Fabella, who was appointed DirectorGeneral. The PIA reported directly to the President and conducted socio-economic planning, formulate policy recommendations, established priorities, and programmed the utilization of public funds, manpower resources, materials and equipment. It also ensured that the projects of the Office of the President were completed on-time as as planned. On February 1, 1966, President Ferdinand E. Marcos dissolved the PIA and established the Presidential Economic Staff (PES) in its place through Executive Order No. 8. The PES retained all the functions of the PIA and in addition, it was tasked to establish ties with international financial institutions to help the government and the private sector to tap foreign credit and assistance. The PES was headed by Placido Mapa and Apolinario Orosa and translated the economic targets of the National Economic Council into actual projects.

On July 29, 1970, President Marcos then issued Executive Order No. 250, which created the Development Management Staff (DMS) under the Office of the President. The DMS was located at the Arlegui Guest House. In 1972, Internal Reorganization Plan was implemented and the PES was abosrbed by the National Economic and Development Authority and the DMS was retained as an attached agency of the Office of the President, serving as the principal information and staff resource of Malacañang on matters involving monitoring, coordinating, and controlling development programs at execution. Executive Secretary Alejandro Melchor was appointed to run the DMS; he then proceeded to hire 50 young men and women, including Colonel Luis M. Mirasol, whom he would appoint as Managing Director. The DMS held office at the New Executive Office Building (San Miguel Building) and produced regular status reports for 21 priority programs as well as provided staff to various government programs and agencies. The priority programs included projects related to land reform, housing, education, and rural electrification. These status reports would then be used for briefings as well as Cabinet Meetings. On July 8, 1976, Presidential Decree No. 955 reorganized the Office of the President, renaming the DMS as the Presidential Management Staff.

Established on 1954 under Republic Act No. 1124 Highest policy-making body in education at that time

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)

Relate projected occupational requirements to vocationaltechnical education but the conclusion were primarily directed towards the cost of vocational education and did not establish actual targets in the past years the educational planning in the Philippine both at policy and implementing was more concerned with humanistic quality instruction and cost-determination than with integration into the general strategy for accelerated economic development.

enjoined the bureaus and agencies under the Department (1965) to create their respective committees on planning for effective integration and coordination of efforts to effect a closer cooperation with the national agencies, NEC and PES

group of agencies and bureaus formed as a nucleus planning unit within the department (1965) all bureau of agency committees on planning prepared individual developmental programs within the framework of the overall program of the Department of Education

The Department of Education (Kagawaran ng Edukasyon), also DepEd, is the executive department of the government responsible for the management and upkeep of the system of education. It is the chief formulator of educational policy and is responsible for the primary and secondary school system. Higher education is managed by the DepEd in coordination with another body, the Commission on Higher Education The DepEd is also known by its old name, the Department of Education, Culture and Sports (Kagawaran ng Edukasyon, Kultura at Palakasan), or DECS

OFFICE OF PLANNING SERVICE The Office of Planning Service (OPS) is responsible for providing the department with effective and efficient services like generating and processing of education- related data, developing educational programs/projects, program monitoring, assessment and evaluation, planning and programming of educational facilities and providing technical assistance to requesting offices from the national to the sub-national levels related to the planning and related activities. The OPS is composed of four (4) divisions namely: Planning and Programming Division, Project Development and Evaluation Division, Research and Statistics Division, and Physical Facilities Division.

FOUR DIVISIONS OF OFFICE PLANNING SERVICE 1. Project Development and Evaluation Division This division prepares and reviews packaged project proposals in priority areas established by the Office of the Secretary in coordination with appropriate DECS units. It also undertakes and coordinates projects related to research including feasibility and pre-investment studies. It is also their responsibility to undertake fund sourcing for education development projects. 2. Planning and Programming Division This division spearheads the formulation of education plans and policies. It also works closely with the Budget Division in programming and budgeting activities leading to the preparation of a rational DECS budget. It is engaged in technology transfer through the compilation and dissemination of reports containing "best practices" educational programs and technologies developed within and outside the Philippines.

3. Research and Statistics Division (RSD) and Database Management Unit (DBMU) The RSD and DBMU collect and provide educational statistics needed in the formulation of policies, plans and budgetary proposals. They compile, analyze and interpret statistical data related to or equivalent in the assessment of the performance of the school system. They prepare enrolment projections and forecasts needed for planning and programming. They produce statistical bulletins and statistical reports needed for policy dialogues and decision-making. They facilitate and promote the use of basic education data and information to meet the demand of various local agencies and international organizations and data users. The RSD and DBMU are making basic education statistics available on line through the DECS Website, hosted and maintained by FAPENET and through the Science and Technology Education Network (STEDNET), in coordination with DOST-SEI. On-line materials include the DECS Statistical Bulletins, DECS Facts and Figures, Basic Education Statistics, DECS Fact Sheet and other education data/information. 4. Physical Facilities Division It formulates policies, guidelines and standards to upgrade, improve and maintain the physical plant, educational facilities and equipment for basic education. It is also responsible for the preparation of the Annual School building Program and for the monitoring of its implementation.

PROGRAMS AND PROJECTS Third Elementary Education Project (TEEP) The TEEP was conceived to curtail the threat of illiteracy, accelerate the learning achievement and completion rate of schoolgoers in 26 poverty-plagued areas. As programmed, the beneficiary provinces are Ifugao, Benguet, Antique, Guimaras, Agusan del Sur, Surigao del Sur, Romblon, Masbate, Negros Oriental, Biliran, Leyte, Southern Leyte, Zamboanga del Sur, North Cotabato, Abra, Kalinga, Apayao, Mountain Province, Batanes, Aurora, Capiz, Eastern Samar, Maguindanao, Sulu, Tawi-Tawi and Basilan. Mindanao Basic Education Development Project (Mbdep) (2000-2007) Unlike other DECS package programs, MBEP is primarily geared towards providing an educational system that is fitting to the diverse culture and needs of learners in Mindanao. This proposed package of assistance shall benefit children and youth in Mindanao within seven years. Decentralization of Basic Education Development Project (DBEM) The DECS Decentralization Task Force is responsible for developing a ten-year strategic plan for the decentralization of basic education management.

Mindanao - Basic Education And Community Needs This AusAid assisted project aims to improve the quality of teaching and learning in Mindanao and will also address basic education needs of Madaris and Indigineous communities. Early Childhood Development Program Under this six-year program (1998-2004), DECS is providing an eight-week refresher course for grade 1 entrants in their first two-month-stay in school. Aside from DECS, the Department of Health and Social Welfare and Development will be jointly delivering services to the school children. Secondary Education Development and Improvement Program (SEDIP) (2000-2007) The SEDIP is a 6.8 billion worth package of assistance which will benefit high school students in 26 low-income provinces within seven years. The program involves the construction of new school buildings; improvement of school facilities; provision of textbooks, manuals and instructional aids; and extensive in service training programs for teachers and school administrations. Adopt a School Program

Education Sector Study/Review The Education Sector Study was prompted by the need to identify and prioritize educational issues and prepare policy alternatives in the light of recent changes in education and its enabling environment. Fifth Country Program For Children (CPC) The program is geared towards building models of Children Friendly System (CFSS) that will meet the basic learning needs of families, including illiterate parents, care-givers and out-of-school children and youth. Canadian International Development Agency - Policy Training And Technical Assistance Facility II The 5-year program will enhance the capability of DECS to formulate plans, manage programs/projects and support policy reforms. Belgian Integrated Agrarian Reform Support System The project aims to improve and uplift the economic well-being of farmer beneficiaries in the 33 Agrarian Reform Communities (ARC's) in Region VII and 60 ARC's in Region IX by providing them with a package of services designated to upgrade their productive capabilities.

ORGANIZATION • Office of the Secretary • Administrative Services • Financial and Management Service • Human Resource Development Service • Planning Service • Technical Service • Bureau of Elementary Education • Bureau of Secondary Education • Bureau of Non-Formal Education • Bureau of Physical Education & School Sports • National Educational Testing and Research Center • Educational Development Project Implementing Task Force • National Educators Academy of the Philippines • Center for Students & Co-Curricular Affairs • School Health and Nutrition Center

YEAR

OFFICIAL NAME OF DECS

OFFICIAL TITULAR HEAD

LEGAL BASES

1863

Superior Commission of Primary Instruction

Chairman

Educational Decree of 1863

1901-1916

Department of Public Instruction

General Superintendent

Act. No. 74 of the Philippine Commission, Jan. 21, 1901

1916-1942

Department of Public Instruction

Secretary

Organic Act Law of 1916 (Jones Law)

1942-1944

Department of Education, Health and Public Welfare

Commissioner

Renamed by the Japanese Executive Commission, June 11, 1942

1944

Department of Education, Health and Public Welfare

Minister

Renamed by Japanese Sponsored Philippine Republic

1944

Department of Public Instruction

Secretary

Renamed by Japanese Sponsored Philippine Republic

1945-1946

Department of Public Instruction and Information

Secretary

Renamed by the Commonwealth Government

1946-1947

Department of Instruction

Secretary

Renamed by the Commonwealth Government

1947-1975

Department of Education

Secretary

E.O. No. 94 October 1947 (Reorganization Act of 1947)

1975-1978

Department of Education and Culture

Secretary

Proc. No. 1081, September 24, 1972

1978-1984

Ministry of Education and Culture

Minister

P.D. No. 1397, June 2, 1978

1984-1986

Ministry of Education, Culture and Sports

Minister

Education Act of 1982

1987-1994

Department of Education, Culture and Sports

Secretary

E.O. No. 117. January 30, 1987

1994-2001

Department of Education, Culture and Sports

Secretary

RA 7722 and RA 7796, 1994 Trifocalization of Education Management

2001 - present

Department of Education

Secretary

RA 9155, August 2001 (Governance of Basic Education Act)

The Commission on Higher Education is the governing body covering both public and private higher education institutions as well as degreegranting programs in all tertiary educational institutions in the Philippines. The CHED was established in May 18, 1994 through Republic Act 7722 or the Higher Education Act of 1994. The Commission en banc acts as a collegial body in formulating plans, policies and strategies relating to higher education and the operation of the CHED. It is composed of five full-time members, the chairman and four commissioners, each having a term of office of four years. The Commission on Higher Education (CHED) is responsible for formulating and implementing policies, plans and programs for the development and efficient operation of the system of higher education in the country. The delivery of higher education in the Philippines is provided by private and public higher education institutions.

MANDATE Pursuant to RA 7722, the CHED is mandated to undertake the following tasks: Promote quality education Take appropriate steps to ensure that education shall be accessible to all Ensure and protect academic freedom for the continuing intellectual growth, the advancement of learning and research, the development of responsible and effective leadership, the education of high level professionals, and the enrichment of historical and cultural heritage.

There are 1,647 higher education institutions in the country classified as follows: Distribution of Higher Education Institutions by Region, Sector and Type of Institution Academic Year 2005-2006 REGION

PUBLIC

SUCs CSI LUCs

PRIVATE

Other TOTAL Special Total NonTotal 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

17

119

26

145

162

IV-A

5

5

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

13

38

18

56

69

IX

6

7

36

13

49

56

X

6

11

44

19

63

74

XI

4

4

51

18

69

73

XII

4

5

50

16

66

71

NCR

8

3

24

209

57

266

290

CAR

6

1

7

21

8

29

36

ARMM

4

11

41

3

44

55

Caraga

4

4

33

8

41

45

182

1,124

341

1,465

1,647

Grand Total

Legend:

111

1 1

1

1 5

1 13

1

1

56

6

9

5

SUCs – State Universities and Colleges 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.