A Comparison of The Educational System Among Basic Education, CHED and TESDA

Education System Of Basic Education, CHED and TESDAPresenters:Maria Christina N. GanasLloyd Allan L. CabunocJoanna Ruby R. LagoMr. Arnold C. DelunaLeah Lou Fabria

1THE PHILIPPINE EDUCATION SYSTEMEducational System in GeneralIncludes formal and non-formal educationK + 12 Uses a Multi-language approachMother tongue based (MTB)

Basic Education was subsequently changed to Department of Education (DepEd) through the passage of RA 9155 or Governance of Basic Education Act onAugust 2001.Higher Education involving tertiary education in community colleges, universities and specialized colleges became the domain of the Commission on Higher Education (CHED) which was established through the enactment of RA 7722 or Higher Education Act on May 18, 1994.Technical-Vocational Education became the jurisdiction of Technical Education and Skills Development Authority (TESDA) as legally mandated through RA 7796 otherwise known as the TESDA Act which was signed into law on August 25,1994Philippine Educational System

K + 12

Education:Formal EducationNon-Formal Educ.

Formal EducationPre-schoolElementarySecondarySpecial Education

Non-Formal Educ.Alternative Learning System

Basic EducationHigher Education

Education:Formal EducationAlternative Education

CHEDTVET SYSTEM

Technical Vocational Education and Training

TESDAElementary Educ.To provide knowledge and develop the skills, attitudes and values essential to personal development and necessary for living in, and contributing to, a developing and changing social milieuTo promote and intensify the learners knowledge of identification with, and love for the nation and the people to which he/she belongsBasic EducationArticle IIFORMAL EDUCATIONTo provide a general education program that will assist each individual to develop his potential as human being, enhance the quality of citizen participation in the basic functions of society, and promote in each student a sense of national identity, cultural consciousness, moral integrity and spiritual vigor

CHEDTVET

To provide education and training opportunities to prepare students and other clients for employmentTo address the skills training requirements of those who are already in the labor market and would need to upgrade or develop new competencies to enhance employability and improve productivity

TESDATo promote and intensify the learners knowledge of identification with, and love for the nation and the people to which he/she belongs

To Promote experiences which develop the learners orientation to the world of work and creativity and prepare himself/herself to engage in honest and gainful work

Basic EducationTo train the nations human resources in the required skills for national development, and to instill and foster the appropriate and relevant attitudes, skills and knowledge to enable each individual to become a useful, productive, globally competitive, and gainfully employed member of the society.

CHEDTo provide relevant, accessible, high quality and efficient technical education and skills development in support of the development of high quality Filipino middle level manpower responsive to and in accordance with the Philippine development goals and priorities.

TESDASecondary Education

To continue to promote the objectives of elementary education

To discover and enhance the different aptitudes and interests of the students so as to equip him with skills for productive endeavor and/or prepare him for tertiary schooling.

Basic EducationTo develop and maintain the integrity of the professions and disciplines that will provide leadership for the nation.To advance the frontiers of knowledge through research work, and apply the technology gained for improving the quality of human life and responding effectively to changing societal needs and conditions.CHEDENHANCING EQUITY AND ACCESS INTVET

Ladderized Education Program (LEP)

Private Education Student Financial Assistance(PESFA)

PGMA Training for Work Scholarship Project(PGMA-TWSP)

Technical Education Skills Development Projects (TESDP)TESDASpecial Education

Special Education (SPED) shall aim to develop the maximum potential of the child with special needs to enable him to become self-reliant and shall be geared towards providing him with the opportunities for a full and happy life.

Basic EducationCHEDTESDASection 6. Coverage.

Shall have five (5) main programs:Pre-schoolElementarySecondarySpecial needs educationAlternative learning system

Basic EducationSection 6. Policy

The State shall recognizes and adopts formal education as its main instrument to attain national educational goals and objectives.

Two sub-systems: Private School SystemPublic School System

CHEDThe mandatory registration of TVET programs / courses with TESDA and the monitoring for continuous compliance with the prescribed minimum requirements The voluntary accreditation of institutions which deals with the institutionalization of quality management systems at the institutional levelTESDASection 6. Coverage.

To ensure proper implementation of the Education For All (EFA) policy of the government

Alternative learning systems shall provide for the training needs of out of school youths and adultsBasic EducationArticle IIFORMAL EDUCATION

Section 6. Policy

The state recognizes the complementary roles of public and private institutions in the educational system and shall exercise reasonable supervision and regulation of all higher education institutions.

CHEDThe registration process shall be institutionalized in the Regional / Provincial / District Offices;

All TVET programs shall be registered either With Training Regulations (WTR) or No Training Regulations (NTR)TESDABasic EducationArticle IIIALTERNATIVE SYSTEMS IN EDUCATION

Section 9. Policy.The commissionrecognizes :that education and acquisition of higher learning take place both within and beyond the confines of the classrooms.the need to formally acknowledge higher learning obtained form informal and non-formal systems of education.

CHEDTESDABasic EducationArticle IIIALTERNATIVE SYSTEMS IN EDUCATION

Section 10. Objectives

To make quality higher education accessible to a greater number of qualified students who are otherwise isolated by geographical location, personal and work commitments, time, constraints, and conventional course structures.CHEDTESDABasic EducationArticle IIIALTERNATIVE SYSTEMS IN EDUCATION

To establish a mechanism for assessment and accreditation of prior learning from non-formal and informal education and training, and from related work experiences of individuals toward the granting of equivalency certificates and awards in higher education.

CHEDTESDABasic EducationTo establish guidelines for the award of higher education certificates and/or degrees to deserving individuals.

Section 11. Alternative Systems.Distance EducationThe Expanded tertiary Education Equivalency and Accreditation Program (ETEEAP)Ladderized EducationE-LearningOpen learning

CHEDTESDASection 8. LevelsElementary: Involves compulsory, formal education primarily concerned with providing basic educationSecondary:Primarily concerned with continuing basic education of the elementary level and expanding it to include the learning of employable gainful skillsBasic EducationSection 8. Levels. Formal Education in the higher level

Undergraduate levelPre-BaccalaureateBaccalaureate

Graduate levelMasters Doctoral

CHEDIn Alternative Learning System the number of years will depend on the students pace in taking up the course.TESDASection 9. Curr. Prog

The curricular programs shall be suggestive patterns and models for the guidance of field officials and teachers these shall have the approval of the Secretary of Education

The devt and organization of curr. Programs must focus on the learners total development.Basic EducationProgram/ Course Curriculum will be prescribed by the CHED Authority

All programs curriculums should be approved first by the CHED whether these follow the CHED principles and guidelines in making the curriculum.CHEDPrograms shall be registered by qualification or by cluster of competencies;

The nominal duration indicated in the Training Regulations (TR) shall be the minimum number of hours for a TVET program;TESDAPre-school or ECE Curriculum

Focus on the learning areas include activities that develop in each child communication skills in English and Filipino, numeracy skills, sensory perceptual skills, socio-emotional skills, motor and creative skills

Basic EducationCHEDTESDAElementary Curriculum

The basic learning areas include in the elementary curricula (Philippine Elementary Learning Competencies)

Revised Basic Education Curriculum

Basic EducationCHEDTESDASecondary Curr.

General Secondary School shall offer, essentially, a continuation of the elementary education program but designed both as college preparatory as well as terminal education for those who may not go to college. Basic EducationCHEDTESDASecondary Curr.

General Comprehensive High School shall offer the general secondary education program as preparatory program for college. In addition, it shall provide a variety of academic and vocational electives/courses for students to choose. Basic EducationCHEDTESDASecondary Curr.

Secondary Vocational School shall offer in addition to the general secondary program, vocational and related subjects designed to prepare students primarily for gainful employment in areas such as agriculture, fishery, trade and industry.Basic EducationCHEDTESDASecondary Curr.

Special Secondary School shall offer a high school curriculum specially designed to address the peculiar needs of special groups of students.

School for the Handicapped shall be a school for children who may either be visually impaired, hearing impaired, mentally retarded, or orthopedically handicapped.

Basic EducationCHEDTESDAAll the programs and curriculums shall be provided by the DepEd Authorities and be approved by the Dept. of Education Secretary.

Basic EducationPrograms and Curriculums will be approved by the CHED Authority.

CHEDSection 8 of R.A. 7796 and TESDA Board Resolution 98-03 as reiterated by TESDA Circular No. 45 series 2007 mandates all technical-vocational programs being offered to the public to be registered under TESDA.Program Registration prescribes full compliance with the minimum requirements prescribed in the Training Regulations and anchored on the competency-based system.TESDACorporate and Administrative DocumentsLetter of ApplicationBoard Resolution to Offer the Program (signed by the Board Secretary and attested by the Chairperson: SUCs, LCUs, and private institutionsSpecial Law creating the institution (for public institution) e.g. Republic Act, Executive Order, etc.Securities and Exchange Commission (SEC) Registration must specifically cover the training delivery site (private institutions only)Articles of IncorporationPROGRAM REGISTRATION REQUIREMENTS

PROGRAM REGISTRATION REQUIREMENTSCorporate and Administrative DocumentsCurrent Certificate of Ownership of building / Contract of Lease (covering at least 2 years)Current Fire Safety CertificateFor institutions that will branch out, the articles of incorporation and by-laws must state reasons for opening of branch. The Board Resolution signed by majority of the incorporators must be notarized, received and noted by SEC.

In cases wherein the training (i.e. Safety Modules) will be conducted by the Enterprises solely for their own employees, they are not required to register such program with TESDA. However, if they intend to offer the program/course to the public, they are mandated to register the same with the Authority.

HyperlinksThe Philippine Technical Vocational Education and Trainin (TVET) SystemUnified TVET Programs Registration and Accreditation System (UTPRAS)

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