Comparative Study of Education Systems in the Philippines and England

Comparative Study of International, Regional, and Local
Systems of Education
by Marianne D. Soriano, LPT

Philippines vs. England
Constitutional Provision
EFA Goals
Financing and Administration

Constitutional Provision

Philippines England
THE 1987 CONSTITUTIONS Article
XIV
Section 1. The state shall protect
and promote the right of all the
citizens to quality education at all
levels and shall take appropriate
steps to make such education
accessible to all.
The right to education in the
United Kingdom (England and
Wales) is provided for in Schedule
1, First Protocol, Article 2 of the
Human Rights Act 1998, which
provides as follows:
No person shall be denied the
right to education. In the exercise
of any functions which it assumes
in relation to education and to
teaching, the State shall respect
the right of parents to ensure such
education and teaching in
conformity with their own religious
and philosophical convictions.

Philippines England
REPUBLIC ACT NO. 9155 AN ACT
INSTITUTING A FRAME WORK OF
GOVERNANCE FOR BASIC
EDUCATION, ESTABLISHING
AUTHORITY AND ACCOUNTABILITY,
RENAMING THE DEPARTMENT OF
EDUCATION, CULTURE AND SPORTS
AS THE DEPARTMENT OF
EDUCATION, AND FOR OTHE R
PURPOSES
It is hereby declared the policy of the
State to protect and promote the
right of all citizens to quality
basic education and to make
such education accessible to all by
providing all Filipino children a free
and compulsory education in the
elementary level and
free education in the high school
level.
Compulsory Education in England and Wales
Education Act 1996 places a legal duty on the
parent or guardian of a child aged five to sixteen
years , to ensure that the child attends and
receives full-time education, either in a
traditional school or by any other means that is
appropriate for their age, ability, and aptitude,
taking into account any special needs they may
have. The Act makes it a criminal offense for
parents or guardians to take their child out of
school without authorization from the school,
and an offense for parents who are aware that
their child is failing to attend school to not take
reasonable action to ensure that the child
attends. The offense of failing to ensure regular
attendance at school is punishable by up to three
months’ imprisonment and/or a fine of up to
£1,000 . There are a number of statutory
defences to these offenses, such as the student’s
illness, absences that are authorized by the
school, or home-schooling the student.

Philippines England
Republic Act No. 6728 June 10, 1989
Amended by RA 8545
AN ACT PROVIDING GOVERNMENT
ASSISTANCE TO STUDENTS AND TEACHERS
IN PRIVATE EDUCATION, AND
APPROPRIATING FUNDS THEREFOR
Section 11. Education Loan Fund. - (a)
"Study Now, Pay Later Plan". There is hereby
created a special fund to be known as the
Students' Loan Fund to be administered by
the Department of Education, Culture and
Sports, or upon delegation by the
Department, by the Student Loan Fund
Authority created under Republic Act No.
6014 which is hereby reinstituted pursuant
to the terms of the same Republic Act which
shall be used to finance educational loans to
cover matriculation and other school fees
and educational expenses for book,
subsistence and board and lodging.
Student loans and grants in the United
Kingdom are primarily provided by
the government through the Student Loans
Company (SLC), a non-departmental public
body. The SLC is responsible for Student Finance
England and is a delivery partner of Student
Finance Wales and Student Finance NI.
The Student Awards Agency for
Scotland assesses applications in Scotland.
Most undergraduate university students
resident in the United Kingdom are eligible for
student loans. In addition, some students
on teacher training courses may also apply for
loans. Student loans are also being rolled out,
starting 2016/17, to postgraduate students who
study a taught Masters, research or Doctoral
course.

Philippines England
THE 1987 CONSTITUTIONS Article XIV
Section 3.
All educational institutions shall include the
study of the Constitution as part of the
curricula.
They shall inculcate patriotism and
nationalism, foster love of humanity, respect
for human rights, appreciation of the role of
national heroes in the historical development
of the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual
values, develop moral character and personal
discipline, encourage critical and creative
thinking, broaden scientific and technological
knowledge and promote efficiency.
At the option expressed in writing by the
parent or guardians, religion shall be allowed
to be taught to their children or wards in the
public elementary and high schools within the
regular class hours by instructors designated or
approved by the religious authorities of the
religion to which the children or wards belong,
The right to education reflected in the Human
Rights Act—in particular the provision stating
that the “State shall respect the right of
parents to ensure such education and
teaching in conformity with their own
religious and philosophical convictions”—
was relied upon in part in a judicial review case
where teachers and parents of an independent
Christian school argued that the prohibition on
corporal punishment in schools violated this
right, as they fundamentally believed that the
duty of education included the administration
of corporal punishment to children who were
disobedient. The High Court, Court of Appeal,
and House of Lords, which was the highest
court in the land at the time of the decision, all
held that the law prohibiting corporal
punishment was a “legitimate and
proportionate limitation on the practice of
parents’ religious beliefs.”

Philippines England
THE PHILIPPINE DEPED-ACCREDITED
PROGRAM
Homeschool of Asia Pacific (HAP)
FEATURES:
– For Preschool and Elementary Only
– With Manual How To Start
Homeschooling
– Digital and/or Printed Lessons
– On-call Parent
training/consultation/coaching
– Enrollment in a Deped-recognized
Christian school in Cavite
– One level per year only
– Academic records issued by our affiliate
Deped-recognized school in Cavite after
completing one level
– Automatic Acceptance in Philippine
schools if transferring
– Enrollment fee is Php 75,000 (in
Philippine Pesos)
The age at which a student may choose to stop
education is commonly known as the "leaving age"
for compulsory education. This age was raised to
18 by the Education and Skills Act 2008; the
change took effect in 2013 for 16-year-olds and
2015 for 17-year-olds. From this time, the school
leaving age (which remains 16) and the education
leaving age (which is now 18) have been
separated. State-provided schooling and sixth-
form education are paid for by taxes.
All children in England must currently therefore
receive an effective education (at school or
otherwise) from the first "prescribed day", which
falls on or after their fifth birthday until their 18th
birthday, and must remain in school until the last
Friday in June of the school year in which they turn
16. The education leaving age was raised in 2013
to the year in which they turn 17 and in 2015 to
their 18th birthday for those born on or after 1
September 1997. The prescribed days are 31
August, 31 December and 31 March. The school
year begins on 1 September (or 1 August if a term

Philippines England
REPUBLIC ACT No. 10533
AN ACT ENHANCING THE PHILIPPINE
BASIC EDUCATION SYSTEM BY
STRENGTHENING ITS CURRICULUM AND
INCREASING THE NUMBER OF YEARS FOR
BASIC EDUCATION, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER
PURPOSES

EFA Goals

England
The UK’s role The UK has played a crucial role in supporting the
progress achieved thus far. It has championed the importance
of education at the highest level, is a leading donor to
education and is publicly committed to improving aid to the
sector.
‘Education for All: a call for UK action’ sets out what the UK
should do to play its part, both alone and in collaboration with
other development partners to help secure the right to
education for the millions of children, young people and
adults around the world who still haven’t been given the
opportunity to learn.
Source: Education for All: A Call for UK Action

England
As one of the richest countries in the world playing
a powerful role in international affairs, the UK has a
particular responsibility to promote justice and
equality.
The UK’s approach to helping secure education
internationally should be based on the following
principles:
 Education is a right
 Education must be comprehensive
 Civil society is critical to educational progress
 Education for All must mean all
 Keeping our promises- The UK must keep its promises
to poor people and poor countries embodied in its
international development agreements in general and
its financial commitments to education in particular.

Philippines
What is EFA 2015 Plan?
The Philippine Education For All (EFA) 2015
is a vision and a holistic program of reforms
that aims at improving the quality of basic
education for every Filipino by 2015.

Philippines
Overall Goals & Objectives of Philippine EFA 2015
• Universal coverage of Out of School Youth (OSY)
and adults in the provision of basic leraning
needs;
• Universal school participation and elimination of
drop outs and repetition in firsts three grades;
• Universal completion of full cycle of basic
education schooling with satisfactory
achievement levels by all at every grade or year;
• Total community commitment to attainment of
basic education competencies for all.

Philippines
Real Dimensions of EFA
• EFA aims to provide basic competencies to everyone to achieve
functional literacy for all. The four components outcomes to
achieve EFA goals are as follows:
• Universal coverage of out-of-school youths and adults in the
provision of basic learning needs. All persons who failed to acquire
the essential competence to be functionally literate in their native
tongue, in Filipino, and in English.
• Universal school participation and elimination of drop-outs and
repetition in first three grades. All children aged six should enter
school ready to learn and prepared to achieve the required
competencies for Grades 1 to 3.
• Universal completion of the full cycle of basic education schooling
with satisfactory achievement levels by all at every grade or year.
• Total community commitment to attainment of basic education
competencies for all: Every community should mobilize all its social,
political, cultural and economic resources and capabilities to
support the universal attainment of basic education competencies
in Filipino and English.

Philippines
Nine Urgent and Critical Tasks
• Make every school continuously improve its performance.
• Expand early childhood care and development coverage to yield
more EFA benefits.
• Transform existing non-formal and informal learning options into a
truly viable alternative learning system yielding more EFA benefits;
• Get all teachers to continuously improve their teaching practices.
• Increase the cycle of schooling to reach 12 years of formal basic
education.
• Continue enrichment of curriculum development in the context of
pillars of new functional literacy;
• Provide adequate and stable public funding for country-wide
attainment of EFA goals;
• Create network of community- based groups for local attainment of
EFA goals; Monitor progress in effort towards attainment of EFA
goals.

Philippines
LARGER STAKES TO THE NATION
• Language. Education for all should enable everyone to
speak in the vernacular, Filipino and English.
• National Identity. Education should not only develop
critical thinking, but also enlarge horizons and inspire self
reflection and hope in every generation.
• Social capital. Education for all builds social capital. It
makes possible the achievement of certain ends that would
not otherwise be attainable in its absence.
• Cultural practices. Cultural values can be a highly
productive component of social capital, allowing
communities and the whole country to efficiently restrain
opportunism and resolve problems of collective action such
as individual refusal to serve the public good, etc.
• Individual freedom. Education for all is really about
assuring the capacity to fully exercise freedom by all.
Source: Philippine Education for All (EFA) National Action Plan 2015

Financing and Administration

Administration: England
The Department for Education is responsible
for children’s services and education, including
higher and further education policy,
apprenticeships and wider skills in England. The
department is also home to the Government
Equalities Office. We work to provide children’s
services and education that ensure opportunity is
equal for all, no matter what their background or
family circumstances.

Responsibilities
• We are responsible for:
• teaching and learning for children in the early
years and in primary schools
• teaching and learning for young people under the
age of 19 years in secondary schools and in
further education
• supporting professionals who work with children
and young people
• helping disadvantaged children and young people
to achieve more
• making sure that local services protect and
support children

Our priorities
• Safety and wellbeing: all children and young people are
protected from harm and vulnerable children are
supported to succeed with opportunities as good as
those for any other child.
• Educational excellence everywhere: every child and
young person can access high-quality provision,
achieving to the best of his or her ability regardless of
location, attainment and background.
• Prepared for adult life: all 19-year-olds complete school
or college with the skills and character to contribute to
the UK’s society and economy and are able to access
high-quality work or study options.

Who we are
• We are a ministerial department supported
by 17 agencies and public bodies.
• Our staff are based at our ministerial offices in
London and in a number of other locations
around England. We work closely with
national and local agencies who look after
children, with local authorities, and with the
professionals who work in schools, children’s
services and health services.

Finance: England
 Local authorities receive their schools’ funding
through a dedicated schools grant (DSG), a ring-
fenced grant paid by the Department for Education.
 It is for each local authority to distribute funding –
in consultation with a local schools forum – to its
schools, using its locally agreed formula.
 It is up to schools’ governing bodies to decide how
to spend their available resources. The local
formula can use any number of 13 formula factors,
including proxies of special educational needs (SEN)
such as low prior attainment.
 The DSG provides most funding for special
educational needs provision in schools.

Finance: England
• Local authorities, in consultation with their schools
forums, decide how much money will be retained
centrally within their schools’ budget for expenditure on
items such as independent special school fees, SEN
support services and money for individual pupils with
high-level needs.
• Local authorities also decide how much will be delegated
to schools, and this includes a budget that schools can use
to provide additional support to children with SEN.
• Most schools are given enough funding to provide
additional SEN support that costs up to GBP 6,000 per
year, and local authorities can give them extra funding if
they have a disproportionate number of pupils with SEN.
• It is for governors and head teachers to decide how their
school’s delegated funding will be used to provide
additional SEN support for their pupils.

Finance: England
• Special schools and units get GBP 10,000 per
place and school sixth forms and colleges get
slightly more.
• The local authority provides top-up funding
for pupils and students with high needs, in
special schools and specialist colleges as well
as mainstream schools and colleges, to meet
the costs of additional support in excess of
these thresholds. This high needs funding
system extends to students up to the age of
24.

Finance: England
An unequal distribution
The latest data shows substantial differences in how much schools in different parts of the
country are able to spend per pupil.

Central Office Organizational Structure
Overview of the organizational structure of the Department's Central Office.
DepEd Order No. 5, s. 2015.

•Office of the Secretary -The Office of the Secretary (OSec) provides overall leadership
and direction at the national level. Attached and support agencies to DepEd are included
under the OSec.
•Curriculum and Instruction- This strand ensures that the organization focuses on the
delivery of a relevant, responsive, and effective basic education curriculum around which
all other strands and offices provide support.
•Strategic Management-This strand enables the organization to focus on long-term
directions and interface with the internal and external environment and stakeholders.
•Governance and Operations-This strand ensures the capacity of the organization to
continuously improve and be strategic in managing the environment for which “teaching
and learning” takes place.
In accordance with RA 9155, the Secretary of Education delegates the
supervision of field offices (regional and schools division offices) to the Undersecretary
for Governance and Operations.
1. The Office of the Regional Director provides leadership and management of
the Department’s mandate at the regional level; and
2. The Office of the Schools Division Superintendent provides local management
and administration of the Department’s mandate at the schools division level.
•Legal and Legislative Affairs-This strand enhances capacity of the organization to deal
with legal matters and to be proactive in moving forward its legislative agenda.
•Finance and Administration-This strand ensures the efficiency to support the
organization as a whole to focus on its core business and thus attain its targets through
the provision of finance and administrative services.

Finance: DepED
DepEd receives P543.2B in 2017 national budget
The education department's increased budget will fund teachers' salaries, improve basic
educational facilities, purchase instructional materials, and give financial assistance to
students
•The figure represents an increase of 25% from last year's funding of P433.38 billion ($8.75
billion). It is the biggest allocation among all executive departments in the 2017 General
Appropriations Act (GAA).
•Some P19.4 billion ($391.8 million) will go to salaries. According to the Department of
Budget and Management (DBM), this will allow the DepEd to open 53,831 teaching
positions and 13,280 non-teaching posts.
•To address the backlog in facilities, P118.8 billion ($2.4 billion) will be used for
construction, repair, and acquiring basic educational needs. It includes 47,492 classrooms
and 66,492 sets of school seats for the K-12 program.
•The DepEd's budget will also make additional learning resources available. The
department will purchase 55 million textbooks and instructional materials, as well as
equipment for science and mathematics for 5,449 schools.
•Partnerships with private institutions to deliver basic education received considerable
funding in this year's budget. The Government Assistance to Students and Teachers in
Private Education (GASTPE) program will receive P35.8 billion ($722.95 million), granting
financial assistance to over 2.6 million beneficiaries.

Finance: DepED
•The bulk of GASTPE's funds will go to the Voucher Program for private senior
high schools while the rest will support the Education Service Contracting of the
department for those in junior high school and technical-vocational and
livelihood specializations.
•According to statistics, kindergarten net enrolment rates are expected to jump
from 53% to 72%; for elementary, this will rise from 90% to 94%. Enrolment rates
in junior high school see an increase from 68% to 73%, with better
implementation of the K to 12 program.
•Dubbed "Budget for Real Change," the Duterte administration's first national
budget amounts to P3.35 trillion ($67.61 billion). It is 11.6% higher than the 2016
budget and represents 21% of the projected gross domestic product (GDP) for
2017.
•The 2017 budget also increased allocation for infrastructure, free education for
SUCs, universal healthcare, and free irrigation for farmers, among others

Finance: DepED
SONA 2017 | Duterte submits
P3.7-T national budget for 2018 to
Congress

The Office of the Chairperson (and Commissioners) shall provide
overall policy and operational direction to all CHED Offices. It shall
principally be responsible for the optimization of social, institutional and
individual returns and benefits derived from the conscientious allocation,
utilization and accountability of its funds and resources, following the
tenets of efficiency and effectiveness; quality and excellence; relevance
and responsiveness; and access and equity. Specifically, this Office :
• Serves as the source of overall direction and guidance to the Commission;
• Formulates policies, standards, plans and programs for the development
and reform of Philippine higher education in a globalized context;
• Formulates policies and guidelines on the generation and allocation of
funds for higher education, and recommends to the Department of
Budget and Management (DBM) the budget of public institutions of higher
learning;
• Deliberates on and resolves critical issues affecting higher education;
• Chairs the Governing Boards of SUCs and through this role ensures that
CHED’s reform initiatives take root in the SUCs; and
• Represents CHED in meetings with the legislative and executive branches
of government

Intended to make CHED more readily responsive to the needs of its constituencies, especially
the higher education institutions and their development programs, the Higher Education
Development Fund was envisioned to be an autonomous buffer fund that can support CHED’s fiscal
independence and adequacy. Along with its efficient personnel, the Higher Education Development
Fund Staff (HEDFS) has the following functions :
• Formulates and implements policies and guidelines for fund generation, fund allocation and fund
utilization;
• Conducts fund generation activities;
• Manages and monitors the utilization of HEDF funds;
• Ensures the equitable utilization of funds according to regions and programs, when applicable;
• Ensures fast and accurate application and implementation of Government Accounting Systems and
Procedures;
• Mobilizes and sources out resources from donations, gifts, and other conveyances including
materials, equipment, properties and services by gratuitous title that will enable the sustainability
of the Fund;
• Engages in financing and investment operations in the financial, securities and banking sector to
generate income for its fund corpus by authorizing an investment and fund managers;
• Formulates an annual investments plan and a financing program with plans, programs and projects
recommended by the Commission for the approval of the Trust Fund Governing Board; and
• Reviews fund and investments management rules and guidelines as may be necessary and review
these periodically in order to optimize the fund utilization while achieving the educational
development priorities of the
• Commission for the approval of the Trust Fund Governing Board.

The International Affairs Staff (IAS) is the high-level technical Secretariat that
ably assists the CHED Chairperson in the implementation of education matters
involving other countries and international education organizations. This unit shall be
responsible for coordinating and harmonizing, on behalf of the Chair and/or the
Executive Director, all the international dimensions of CHED work that emanate from
the respective mandates of the Commission’s organic units. With three (3) units, the
Educational Agreements & International Recognition Unit, Trade in Education Services
Unit, and the Protocol Affairs Unit, the IAS has the following general functions :
• Serves as the clearing house for all bilateral and multilateral academic agreements
services, exchanges, international recognition of degrees and qualifications and policy
coordination on the inflow and outflows of international students and services
(transnational education);
• Serves eventually as clearing house of information on education policy, systems,
curriculum development, educational governance and education materials as well as
information on the comparability of higher education programs, degrees, diplomas in
other countries, on the one hand, and as source of similar information on the
Philippines (in cooperation with the OPRAK and the OPSD);
• Provides protocol assistance to all officials and staff of the Commission and requesting
HEIs;
• Assists concerned organic units of the Commission in the coordination of official
development assistance (ODA) from both bilateral and multilateral sources and in all
matters of trade of educational services;

The Office of the Executive Director consists of the Executive Director, the Deputy
Executive Director, and the staff. It serves as head of the Commission Secretariat, and
is charged with overseeing the overall implementation and operations of the CHED
Central and Regional Offices. Pivotal to the successful implementation of the higher
education reform agenda, this Office:
• Serves as clearinghouse for all communications received from internal and external
sources;
• Coordinates the agenda items and provides secretariat support to the Chairperson, in
collaboration with the commission secretary in the preparation and documentation of
the following major meetings: Commission En Banc (CEB); Management Committee
(ManCom); and the Quarterly National Directorate;
• Closely monitors all central and regional offices, making sure that all units are
pursuing a common road map, consistent with the Commission’s reform agenda and
strategic plan;
• Implements and monitors the compliance of Central and Regional Offices with all CEB
decisions and directives; and
• Provides advice to, and directs or assists CHED clients in addressing their various
public service demands/needs.

• The Administrative, Financial and Management Service (AFMS) provides the
core of CHED’s operational service requirements covering human resource
management, budgetary allocations, accounting and audit procedure, record-
keeping functions, and general services, and is tasked to effectively provide
the critical support system for the aforementioned operational, financial and
administrative requirements. The diverse magnitude and complex aspects of
personnel and funds management require the presence of four (4) divisions,
namely: the Budget Division, the Accounting Division, the Human Resource
Management Division (2 Units), and the General Services Division (4 Units) :
• Maintains, improves, refurbishes, and modernizes CHED physical facilities;
and
• Supervises other Contract Services which are handled by private agencies
through outsourcing, such as janitorial services, security , elevator
maintenance, medical and dental, communication services, and other
maintenance service necessary.

The Legal and Legislative Service (LLS) is the Commission’s
prime office to provide the range of legal and legislative services
to support its thrust in becoming a world-class agency fully
capable of catapulting the country’s Higher Education Agenda in
the regional and global sphere. It is principally responsible for
investigating complaints on non-compliant programs of HEIs,
effectively implementing the sanctions imposed by the
Commission en Banc (e.g. phase-out, closure, downgrading of
status, imposition of fines, among others) pursuant to its
mandate under RA 7722, and provide a mechanism for effective
mediation services on numerous and myriad complaints
regarding academic and other issues brought before the
Commission. Under this office are two (2) Divisions: the
Investigation and Enforcement Division, and the Legislative
Liaison and Mediation Office

• Serving as the Commission’s development planning body and chief policy formulator in the area of
higher education, the Office of Planning, Research and Knowledge Management (OPRKM) :
• Directs and issues guidelines for the formulation of sector-wide and CHED-wide policies, plans, and
development initiatives, and consolidates them for Commission approval and endorsement to
the National Economic and Development Authority in case of sector-wide plans and policies;
• Establishes the allocation parameters, framework/guidelines for allocating SUC budget and
coordinates their application in the allocation of the budget of SUCs, and consolidate the results;
• Develops criteria and systems for allocating HEDF and other public investment resources;
• Directs and manages the formulation of higher education R&D agenda and monitors and evaluates
its implementation;
• Determines and provides the research infrastructure and enabling policies and initiatives;
• Oversees major research projects for which CHED is accountable;
• Promotes the utilization of research outputs within the framework of Intellectual Property policies;
• Generates, processes, and analyzes higher education related date/information for policy
formulation, planning, program development and serving the information needs of stakeholders;
• Conducts or outsources research with significant policy inputs for CHED;
• Provides overall direction in the development, implementation and maintenance of packaging
information, network systems, information systems, databases, and electronic dissemination of
information, and client support services supportive to the attainment of the Vision, Mission, and
Goals of the CHED; and
• Packages and disseminates in a timely manner relevant higher education and R&D data and
information.
• There are three (3) Divisions under the OPRKM: the Planning and Resource Management Division (3
sections); the Research Management Division; and the Knowledge Management Division

Primarily in-charge of the enhancement of
program quality and standards; the development
of corresponding policy guidelines; and the
achievement of transparency, accountability,
expediency and integrity in the formulation and
enforcement of PSGs, the Office of Programs and
Standards Development (OPSD) has three (3)
Divisions: the Programs Development Division,
the Standards Development Division, and the
Non-Conventional Higher Education Programs
Division

The Office of Institutional Quality Assurance and Governance (OIQAG) focuses on issues
of quality assurance, governance and the coordination of higher education institutions.
Generally, it has the following functions :
• Assists and monitors quality management and governance initiatives of HEIs;
• Promotes the strengthening of HEIs’ productivity capabilities;
• Supports HEIs’ innovations for productivity improvement;
• Formulates and supports the implementation of institutional policies and guidelines on
quality assurance and governance;
• Assesses, coordinates with, and supports the HEIs’ vertical development per their
horizontal typology;
• Assesses, coordinates with, and supports public HEIs in their status and functioning as
amalgamated or merged institutions;
• Coordinates with, and supports HEIs in their plans to establish consortia, twinning,
partnerships, linkages between and among themselves and with foreign HEIs; and
• Advocates sustained promotion for continuing quality improvement and transparent
responsible institutional governance.
• Two Divisions are: Institutional Governance Division and Quality Assurance Division

Primarily mandated to bring about an expanded and enhanced
career and life opportunities for students, in line with the
Constitutional provision on the “vital role of the youth in nation
building; the promotion of and protection of their physical, moral,
spiritual, intellectual, and social well-being as well as the
inculcation of patriotism, nationalism and encouragement of their
involvement in public and civic affairs”, the Office of Student
Development and Services (OSDS)has the following mandates :
• In terms of policy, program development and technical assistance
• For monitoring and evaluation
• In line with student development and services information
system:
• For program advocacy:
• With these responsibilities, the OSDS has two (2) Divisions:
the Local Student Affairs Division(with 2 units), and
the International Student Affairs Division

The Regional Offices are the dynamic and empowered
frontline organic units of CHED that adhere to the highest
principles of good governance, accountability, transparency and
efficient service to the stakeholders of higher education. With the
most crucial role the CHEDRO’s play in the implementation of the
policies and programs of the Commission and in higher education
reform.

2017 budget: CHED gets P8.3B for free tuition
in SUCs
Finance: DepED

Comparative Study of Education Systems in the Philippines and England

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