This document outlines the composition and functions of local school boards and local development councils in the Philippines according to the Local Government Code. It states that each province, city, and municipality must establish a local school board to oversee supplementary budgeting and other matters. It also requires each local government unit to have a development council composed of local officials and NGO representatives to formulate development plans. The executive committee of each development council is tasked to act on its behalf between full council meetings.
This document establishes local school boards in each province, city, and municipality in the Philippines. [1] It outlines the composition of provincial, city, and municipal school boards, which include local government and education officials. [2] The functions of the local school boards are to determine supplementary budgetary needs for public schools, authorize disbursement of funds, serve as an advisory committee on education matters, and recommend name changes for public schools. [3] The Department of Education must consult local school boards on appointing education officials.
Policies, enunciation, guidelines in the localguevarra_2000
The document outlines the composition and responsibilities of local school boards in the Philippines. It discusses that provincial, city, and municipal school boards will be established. The boards will be composed of local government and education officials, as well as representatives from parent-teacher groups, teachers, and school staff. The responsibilities of the boards include determining annual budgets, authorizing fund disbursement, advising on education matters, and recommending school name changes. Meetings require a quorum and priorities for budgets include school facilities, extension classes, and sports activities. Members will not receive compensation for their duties.
This is a powerpoint presentation which I personally extracted and prepared for a class report in MPAF from old manual from the Academy of Local Government.
The document outlines the process and procedures for local initiative and referendum according to the 1991 Local Government Code of the Philippines, including requirements for signatures, timelines, and limitations. It defines local initiative as allowing registered voters to directly propose or amend ordinances, while local referendum allows them to approve or reject ordinances passed by local legislatures. The key difference between initiative and referendum is that initiative allows voters to enact new legislation while referendum allows voters to approve or reject existing proposed laws.
This presentation aims to orient accredited Civil Service Organizations about the Local Special Bodies of a local government unit. This also outlines the indicative major scheduling that CSOs can refer to if they are interested in applying for accreditation in an LGU.
Ag ed 402 organization and administration of vocational education (che dpptre...Kristoffer Tariman
The Commission on Higher Education (CHED) is the key agency that oversees higher education in the Philippines. It was established in 1994 through the Higher Education Act to govern and lead the country's higher education system. CHED is headed by a Chairperson and 4 Commissioners. It formulates policies and standards for higher education institutions to ensure quality, accessibility, and relevance of programs. CHED aims to develop graduates that can contribute to national development and make the country globally competitive through innovation and knowledge generation.
The document discusses the meaning, importance, and process of local legislation in the Philippines. It defines local legislation as both the power of local legislative bodies to make laws through ordinances and resolutions, as well as the interaction between legislative and executive branches that results in policies promoting local development. Key points include that local legislation addresses citizens' problems, promotes general welfare, and helps attain the local government's vision. The local Sanggunian or council, local executives, constituents, and other stakeholders all participate in the legislative process.
Trifocalization in the Educational System of the PhilippinesKathleen Abaja
This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.
This document establishes local school boards in each province, city, and municipality in the Philippines. [1] It outlines the composition of provincial, city, and municipal school boards, which include local government and education officials. [2] The functions of the local school boards are to determine supplementary budgetary needs for public schools, authorize disbursement of funds, serve as an advisory committee on education matters, and recommend name changes for public schools. [3] The Department of Education must consult local school boards on appointing education officials.
Policies, enunciation, guidelines in the localguevarra_2000
The document outlines the composition and responsibilities of local school boards in the Philippines. It discusses that provincial, city, and municipal school boards will be established. The boards will be composed of local government and education officials, as well as representatives from parent-teacher groups, teachers, and school staff. The responsibilities of the boards include determining annual budgets, authorizing fund disbursement, advising on education matters, and recommending school name changes. Meetings require a quorum and priorities for budgets include school facilities, extension classes, and sports activities. Members will not receive compensation for their duties.
This is a powerpoint presentation which I personally extracted and prepared for a class report in MPAF from old manual from the Academy of Local Government.
The document outlines the process and procedures for local initiative and referendum according to the 1991 Local Government Code of the Philippines, including requirements for signatures, timelines, and limitations. It defines local initiative as allowing registered voters to directly propose or amend ordinances, while local referendum allows them to approve or reject ordinances passed by local legislatures. The key difference between initiative and referendum is that initiative allows voters to enact new legislation while referendum allows voters to approve or reject existing proposed laws.
This presentation aims to orient accredited Civil Service Organizations about the Local Special Bodies of a local government unit. This also outlines the indicative major scheduling that CSOs can refer to if they are interested in applying for accreditation in an LGU.
Ag ed 402 organization and administration of vocational education (che dpptre...Kristoffer Tariman
The Commission on Higher Education (CHED) is the key agency that oversees higher education in the Philippines. It was established in 1994 through the Higher Education Act to govern and lead the country's higher education system. CHED is headed by a Chairperson and 4 Commissioners. It formulates policies and standards for higher education institutions to ensure quality, accessibility, and relevance of programs. CHED aims to develop graduates that can contribute to national development and make the country globally competitive through innovation and knowledge generation.
The document discusses the meaning, importance, and process of local legislation in the Philippines. It defines local legislation as both the power of local legislative bodies to make laws through ordinances and resolutions, as well as the interaction between legislative and executive branches that results in policies promoting local development. Key points include that local legislation addresses citizens' problems, promotes general welfare, and helps attain the local government's vision. The local Sanggunian or council, local executives, constituents, and other stakeholders all participate in the legislative process.
Trifocalization in the Educational System of the PhilippinesKathleen Abaja
This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.
This document discusses local development planning in the Philippines. It outlines the key components of development planning including the local development council, local planning office, and sanggunian. It describes the composition, functions, and processes of these three organizations that are directly involved in local development planning. It also identifies some needs and problems with development planning, such as the need to enhance skills in plan preparation and difficulties that fifth and sixth class municipalities face with limited resources.
The document discusses the roles and responsibilities of Barangay Kagawads and the Sangguniang Kabataan (SK) in the Philippines. It states that Barangay Kagawads are elected officials who participate in barangay governance alongside the Punong Barangay. They are tasked with creating resolutions and ordinances. The SK is a youth organization formed in every barangay to allow young people to participate in local governance. SK members are elected for 3-year terms and are responsible for programs that enhance youth development.
The document discusses several major laws related to the Philippine educational system:
- The 1987 Constitution outlines principles like quality education for all, free public education, and academic freedom. It also addresses the roles of different entities in the educational system.
- Presidential Decree No. 6-A of 1972 aims to achieve economic and social progress through education. It establishes goals and objectives, and outlines a 10-year program for improvement.
- Batas Pambansa Blg. 232 (The Education Act of 1982) provides for an integrated education system. It defines national development goals and promotes equal access to education. The law also establishes rights and duties of parents, students, and school personnel.
Implementing Rules of the Local Government Code of the PhilippinesHarve Abella
This document outlines rules and regulations for implementing the Local Government Code of 1991 in the Philippines. It discusses policies around decentralization and local autonomy. It also establishes guidelines for creating, dividing, merging, and altering the boundaries of local government units (LGUs) like provinces, cities, municipalities, and barangays. Requirements are outlined for income, population, and land area needed to create or reclassify LGUs. The process involves petitions, certifications, and plebiscites.
Special education fund (sef) expenditures and school performance (final)Ernie Cerado
This document discusses a study that assessed the expenditures of the Special Education Fund (SEF) by the local government of Lambayong Municipality in Sultan Kudarat province, Philippines and how it relates to school performance. The study found that SEF expenditures prioritized establishment and maintenance of extension classes and sports activities. Expenditures on construction and instructional materials were also significant. School performance was found to be generally positive along measures of quality, access, and efficiency over the period examined, with some room for improvement in areas like textbook ratios. Responsible budgeting of SEF was found to be related to enhanced school effectiveness.
This document outlines the framework for governance of basic education in the Philippines according to Republic Act No. 9155. It renames the Department of Education, Culture and Sports to the Department of Education, and defines the roles and responsibilities at the national, regional, division, district, and school levels. Key points include establishing shared governance and accountability across all levels, defining terms related to basic education, and transferring cultural agencies to focus the department solely on education.
This document is the Republic Act No. 7784 which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence for teacher education. It creates the Teacher Education Council to identify these centers of excellence based on criteria like qualified faculty, adequate facilities, and effective education programs. The Council will also formulate policies to improve teacher education across public and private institutions. It appropriates 100 million pesos to fund the initial activities of the Centers of Excellence and Council.
SHS Powerpoint: Decentralization and local governance (politics) Walter Colega
Objectives
Identify the different levels of the Philippine Local Government
Explain the roles and functions of Local Government Unit
Examine how decentralization affects governance
Conduct an interview with barangay officials on community programs
Evaluate the performance of a local government unit
The document summarizes the evolution and current state of local governments in the Philippines. It discusses the pre-Hispanic barangays that formed the earliest political units. It then describes how the Spanish introduced centralism through pueblos, cabildos and provinces. American rule saw townships formed but centralism remained. The 1991 Local Government Code granted authentic local autonomy by devolving powers from the national to local levels. It also details the different types of local units - barangays, municipalities, cities, provinces - and the Autonomous Region of Muslim Mindanao.
The Philippine government is divided into three branches: the legislative, executive, and judicial branches. Each branch has checks and balances on the others to maintain separation of powers. The legislative branch enacts laws and has the power to impeach officials. The executive branch implements laws and can declare martial law. The judicial branch interprets laws and can determine if other branches abused their powers. Officials must meet qualifications for their branch and can be impeached for crimes like corruption or betrayal of public trust.
This document outlines Republic Act No. 9155, which establishes a framework for governance in basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education. It defines the roles and responsibilities of officials at the national, regional, division, district, and school levels to decentralize governance and empower local authorities. The act aims to promote access to quality basic education for all citizens.
The Organizational Structure in the Philippine Education SystemMichael Caesar Tubal
The Philippine education system is organized into two main levels - the Central Office which oversees administration at the national level, and Field Offices which oversee regional and local administration. The Central Office contains various bureaus, centers, and services that handle areas like curriculum, assessment, and staff development. It is headed by the Secretary and assisted by Undersecretaries. Field Offices include 16 Regional Offices, 157 Schools Divisions, and over 48,000 schools at the elementary and secondary levels. The Commission on Higher Education (CHED) regulates higher education and aims to improve quality and relevance, broaden access, and strengthen the sector for national development goals.
The document discusses local legislation at the barangay level. It explains that the sangguniang barangay, composed of the punong barangay as presiding officer and 7 members, is the legislative body of the barangay that exercises legislative power. This includes the authority to propose, enact, amend, and repeal laws and ordinances for the benefit of citizens. The duties of sangguniang barangay members include proposing measures, participating in committee meetings and discussions, and voting on proposed ordinances. The barangay secretary is responsible for keeping records of meetings and certifying enacted ordinances.
The document discusses the legal bases and key organizations involved in local development planning in the Philippines according to the 1987 Constitution and 1991 Local Government Code. The law decentralized governance and mandated that local government units prepare comprehensive development plans. Development councils assist in planning and prioritizing projects while the local planning office coordinates implementation. The Sanggunian also has responsibilities in reviewing and approving local development plans.
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
This document provides an overview of the Philippine local government system established under the 1991 Local Government Code. It discusses key aspects such as the role and powers of local government units (LGUs) in development, the structure and functions of LGUs at different levels from province to barangay, elective and appointive officials, human resource management, and other administrative concerns. The code aims to decentralize governance and empower LGUs through increased autonomy, responsibilities, and resources to better serve their constituents.
This document outlines guidelines for the direct release of maintenance and other operating expenses (MOOE) allocations from the Department of Budget and Management (DBM) to implementing units of the Department of Education (DepEd), including schools division offices, elementary schools, and secondary schools. It assigns responsibilities for managing and reporting on MOOE funds and specifies appropriate uses of school MOOE allocations, while prohibiting certain expenditures. Violations of the order are subject to administrative penalties.
This document summarizes key Philippine laws related to education. It outlines the aims of the Philippine educational system and defines the different levels of formal education, including elementary, secondary, and tertiary education. It also describes specialized educational services like work education, special education, and non-formal education. Finally, it provides an overview of R.A. 4670, also known as the Magna Carta for Public School Teachers, which aims to improve the conditions of public school teachers.
The document discusses the establishment and purpose of the Commission on Higher Education (CHED) in the Philippines through various laws and acts. It outlines that CHED was created by law in 1994 to supervise tertiary education programs and help improve the quality of life through skills training. The act reformed governance of higher education by creating CHED and separate governing bodies for basic education and technical/vocational education. It also discusses the composition and responsibilities of CHED and university governing boards based on later laws.
This document outlines the composition and functions of various local special bodies in the Philippines including:
- Local Development Councils which formulate development plans and programs and coordinate private investment.
- Local Peace and Order Councils which monitor peace and order programs and assess security situations.
- Local Health Boards which propose health budgets and advise on local health agencies and facilities.
These local bodies are composed of local government officials and community representatives and work to plan, coordinate and oversee development, security and health services in their respective municipalities.
The document outlines the process for accrediting civil society organizations (CSOs) and selecting their representatives to local special bodies in the Philippines according to DILG Memorandum Circular No. 2022-83. It details the major activities in the accreditation schedule including conducting an inventory of CSOs, updating directories, and calling for accreditation applications. It lists the requirements for accreditation and the steps for evaluation and selection of representatives. The local special bodies that CSO representatives can be selected for include the Local Development Council, Local Health Board, and Local School Board.
This document discusses local development planning in the Philippines. It outlines the key components of development planning including the local development council, local planning office, and sanggunian. It describes the composition, functions, and processes of these three organizations that are directly involved in local development planning. It also identifies some needs and problems with development planning, such as the need to enhance skills in plan preparation and difficulties that fifth and sixth class municipalities face with limited resources.
The document discusses the roles and responsibilities of Barangay Kagawads and the Sangguniang Kabataan (SK) in the Philippines. It states that Barangay Kagawads are elected officials who participate in barangay governance alongside the Punong Barangay. They are tasked with creating resolutions and ordinances. The SK is a youth organization formed in every barangay to allow young people to participate in local governance. SK members are elected for 3-year terms and are responsible for programs that enhance youth development.
The document discusses several major laws related to the Philippine educational system:
- The 1987 Constitution outlines principles like quality education for all, free public education, and academic freedom. It also addresses the roles of different entities in the educational system.
- Presidential Decree No. 6-A of 1972 aims to achieve economic and social progress through education. It establishes goals and objectives, and outlines a 10-year program for improvement.
- Batas Pambansa Blg. 232 (The Education Act of 1982) provides for an integrated education system. It defines national development goals and promotes equal access to education. The law also establishes rights and duties of parents, students, and school personnel.
Implementing Rules of the Local Government Code of the PhilippinesHarve Abella
This document outlines rules and regulations for implementing the Local Government Code of 1991 in the Philippines. It discusses policies around decentralization and local autonomy. It also establishes guidelines for creating, dividing, merging, and altering the boundaries of local government units (LGUs) like provinces, cities, municipalities, and barangays. Requirements are outlined for income, population, and land area needed to create or reclassify LGUs. The process involves petitions, certifications, and plebiscites.
Special education fund (sef) expenditures and school performance (final)Ernie Cerado
This document discusses a study that assessed the expenditures of the Special Education Fund (SEF) by the local government of Lambayong Municipality in Sultan Kudarat province, Philippines and how it relates to school performance. The study found that SEF expenditures prioritized establishment and maintenance of extension classes and sports activities. Expenditures on construction and instructional materials were also significant. School performance was found to be generally positive along measures of quality, access, and efficiency over the period examined, with some room for improvement in areas like textbook ratios. Responsible budgeting of SEF was found to be related to enhanced school effectiveness.
This document outlines the framework for governance of basic education in the Philippines according to Republic Act No. 9155. It renames the Department of Education, Culture and Sports to the Department of Education, and defines the roles and responsibilities at the national, regional, division, district, and school levels. Key points include establishing shared governance and accountability across all levels, defining terms related to basic education, and transferring cultural agencies to focus the department solely on education.
This document is the Republic Act No. 7784 which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence for teacher education. It creates the Teacher Education Council to identify these centers of excellence based on criteria like qualified faculty, adequate facilities, and effective education programs. The Council will also formulate policies to improve teacher education across public and private institutions. It appropriates 100 million pesos to fund the initial activities of the Centers of Excellence and Council.
SHS Powerpoint: Decentralization and local governance (politics) Walter Colega
Objectives
Identify the different levels of the Philippine Local Government
Explain the roles and functions of Local Government Unit
Examine how decentralization affects governance
Conduct an interview with barangay officials on community programs
Evaluate the performance of a local government unit
The document summarizes the evolution and current state of local governments in the Philippines. It discusses the pre-Hispanic barangays that formed the earliest political units. It then describes how the Spanish introduced centralism through pueblos, cabildos and provinces. American rule saw townships formed but centralism remained. The 1991 Local Government Code granted authentic local autonomy by devolving powers from the national to local levels. It also details the different types of local units - barangays, municipalities, cities, provinces - and the Autonomous Region of Muslim Mindanao.
The Philippine government is divided into three branches: the legislative, executive, and judicial branches. Each branch has checks and balances on the others to maintain separation of powers. The legislative branch enacts laws and has the power to impeach officials. The executive branch implements laws and can declare martial law. The judicial branch interprets laws and can determine if other branches abused their powers. Officials must meet qualifications for their branch and can be impeached for crimes like corruption or betrayal of public trust.
This document outlines Republic Act No. 9155, which establishes a framework for governance in basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education. It defines the roles and responsibilities of officials at the national, regional, division, district, and school levels to decentralize governance and empower local authorities. The act aims to promote access to quality basic education for all citizens.
The Organizational Structure in the Philippine Education SystemMichael Caesar Tubal
The Philippine education system is organized into two main levels - the Central Office which oversees administration at the national level, and Field Offices which oversee regional and local administration. The Central Office contains various bureaus, centers, and services that handle areas like curriculum, assessment, and staff development. It is headed by the Secretary and assisted by Undersecretaries. Field Offices include 16 Regional Offices, 157 Schools Divisions, and over 48,000 schools at the elementary and secondary levels. The Commission on Higher Education (CHED) regulates higher education and aims to improve quality and relevance, broaden access, and strengthen the sector for national development goals.
The document discusses local legislation at the barangay level. It explains that the sangguniang barangay, composed of the punong barangay as presiding officer and 7 members, is the legislative body of the barangay that exercises legislative power. This includes the authority to propose, enact, amend, and repeal laws and ordinances for the benefit of citizens. The duties of sangguniang barangay members include proposing measures, participating in committee meetings and discussions, and voting on proposed ordinances. The barangay secretary is responsible for keeping records of meetings and certifying enacted ordinances.
The document discusses the legal bases and key organizations involved in local development planning in the Philippines according to the 1987 Constitution and 1991 Local Government Code. The law decentralized governance and mandated that local government units prepare comprehensive development plans. Development councils assist in planning and prioritizing projects while the local planning office coordinates implementation. The Sanggunian also has responsibilities in reviewing and approving local development plans.
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
This document provides an overview of the Philippine local government system established under the 1991 Local Government Code. It discusses key aspects such as the role and powers of local government units (LGUs) in development, the structure and functions of LGUs at different levels from province to barangay, elective and appointive officials, human resource management, and other administrative concerns. The code aims to decentralize governance and empower LGUs through increased autonomy, responsibilities, and resources to better serve their constituents.
This document outlines guidelines for the direct release of maintenance and other operating expenses (MOOE) allocations from the Department of Budget and Management (DBM) to implementing units of the Department of Education (DepEd), including schools division offices, elementary schools, and secondary schools. It assigns responsibilities for managing and reporting on MOOE funds and specifies appropriate uses of school MOOE allocations, while prohibiting certain expenditures. Violations of the order are subject to administrative penalties.
This document summarizes key Philippine laws related to education. It outlines the aims of the Philippine educational system and defines the different levels of formal education, including elementary, secondary, and tertiary education. It also describes specialized educational services like work education, special education, and non-formal education. Finally, it provides an overview of R.A. 4670, also known as the Magna Carta for Public School Teachers, which aims to improve the conditions of public school teachers.
The document discusses the establishment and purpose of the Commission on Higher Education (CHED) in the Philippines through various laws and acts. It outlines that CHED was created by law in 1994 to supervise tertiary education programs and help improve the quality of life through skills training. The act reformed governance of higher education by creating CHED and separate governing bodies for basic education and technical/vocational education. It also discusses the composition and responsibilities of CHED and university governing boards based on later laws.
This document outlines the composition and functions of various local special bodies in the Philippines including:
- Local Development Councils which formulate development plans and programs and coordinate private investment.
- Local Peace and Order Councils which monitor peace and order programs and assess security situations.
- Local Health Boards which propose health budgets and advise on local health agencies and facilities.
These local bodies are composed of local government officials and community representatives and work to plan, coordinate and oversee development, security and health services in their respective municipalities.
The document outlines the process for accrediting civil society organizations (CSOs) and selecting their representatives to local special bodies in the Philippines according to DILG Memorandum Circular No. 2022-83. It details the major activities in the accreditation schedule including conducting an inventory of CSOs, updating directories, and calling for accreditation applications. It lists the requirements for accreditation and the steps for evaluation and selection of representatives. The local special bodies that CSO representatives can be selected for include the Local Development Council, Local Health Board, and Local School Board.
Sectoral Leaders Meeting - Laws on Local Government CodeBerean Guide
A presentation by Rimalyn Siriban before Sectoral Leaders from different provinces at Connected Community Leaders last March 11, 2019 with Buklod Pamilya Partylist Nominee #32, Atty. Glenn Chong, Atty. "Lawin" Arellano and Rj Javellana
Ruel grafil report budget n res. mangmntOmar Jacalne
The document discusses the need for budgetary reform in local school systems in the Philippines. It outlines several problems with the current system, including underinvestment in education and poor management. Local School Boards are meant to help allocate additional education funds but many are not functioning effectively due to ambiguities in the law and a narrow focus on infrastructure over other educational needs. The city of Naga provides a model for reform through a participatory process that engages stakeholders and prioritizes soft infrastructure and teacher training. The document recommends clarifying the law governing School Boards and expanding what funds can be used for beyond just construction.
1. DRDA, NREGS, CSWB, SSWB, and NABARD are all Indian organizations that work to support rural development and alleviate poverty.
2. DRDA is a district-level rural development agency that oversees implementation of rural programs. NABARD is an apex development bank that facilitates credit flow for agriculture and rural development.
3. CSWB and SSWB provide welfare services, develop infrastructure for NGOs, and fund programs for women and children.
How People Participate in Governance in the PhilippinesBerean Guide
The document outlines how citizens in the Philippines can participate in governance through elections that allow them to vote for national, regional, and local government officials. It also describes how non-government organizations and people's organizations can work with elected officials on projects and provide sectoral representation on local boards and councils related to areas like education, health, development, and peace and order.
The document outlines the policy guidelines and procedures for implementing the Grassroots Participatory Budgeting Process (GPB) for the preparation of the fiscal year 2016 budget and succeeding years. Key points include:
- The GPB will ensure funding for local development needs identified at the local level are included in agency budget proposals.
- It provides guidelines for participating agencies and local governments on the GPB process, responsibilities, and timelines for budget preparation.
- The GPB will be implemented through two approaches - a regular process for non-NCDDP areas and an enhanced process integrating NCDDP for municipalities that have graduated from it.
- The processes include civil society assemblies, workshops to formulate Local P
By Vishnu Sreedharan
The Deputy Mayor is an official post indirectly elected from among the Councillors for a term of five years. As the name suggests, the Deputy Mayor is the second in command to the Mayor and his/her main functions include substituting for the Mayor whenever he/she is absent from jurisdiction for more than 15 days, or if the office of the Mayor is vacant. The Deputy Mayor, due to his/her official position, is an ex-officio member and Chairperson of the Standing Committee of Finance and a member of the Steering Committee.
Paper on Roles and functions of the three levels of rural local governments i...Arvind kumar
The three levels of rural local government - gram panchayat, panchayat samiti, and zila parishad - each play a role in implementing India's WATSAN (water and sanitation) program. At the village level, the gram panchayat is responsible for developing action plans, mobilizing communities, and maintaining facilities. The panchayat samiti facilitates implementation at the block level. And at the district level, the zila parishad oversees overall progress and coordination across departments. Committees are formed at each level to support WATSAN activities. While decentralization has empowered local governments for this program, their capacity and accountability requires further development to fully address India's water and
The Upper Coastal Plain Council of Governments (UCPCOG) produces an annual report each year to highlight its activities, programs, and services. This report covers Fiscal Year 2019. Please feel free to contact Robert Hiett, Executive Director, if you have comments or questions about the annual report.
This document outlines the code for local councils of the Tau Gamma Phi fraternity. It establishes a structure with regional, provincial, and local councils and defines their roles, leadership positions, and responsibilities. Key aspects include:
- Regional councils oversee multiple provincial councils and are led by a Secretary-General.
- Provincial councils oversee multiple city/municipal councils and are led by a Governor-General.
- Local councils replicate the national council structure at their level.
- Councils have executive, legislative, and judicial functions to administer their areas and implement national policies.
NABARD is India's apex development bank that was established in 1982 to facilitate credit flow to priority sectors of agriculture and rural development. It promotes integrated rural development through refinancing commercial banks and cooperatives. NABARD provides credit support, training, and model projects to strengthen rural credit and finance systems. It also regulates and inspects regional rural banks and cooperative banks. NABARD's vision is to improve rural populations' access to formal credit through innovative microfinance programs.
The document discusses NABARD (National Bank for Agriculture and Rural Development), an apex development bank established in 1982 to facilitate credit flow for rural development in India. It outlines NABARD's vision, mission, organizational structure, roles and functions, which include providing refinance support and loans to rural banks and institutions, developing model agriculture projects, and building capacity through training. The document also describes some of NABARD's promotional efforts like providing technology support to NGOs and innovative microfinance projects.
This document outlines the organization and functions of Local Councils for the Protection of Children (LCPC) in the Philippines. LCPCs are established at the provincial, city/municipal, and barangay levels to advocate for child rights and implement children's programs. They were established through various laws and administrative orders. The LCPCs at each local level are responsible for formulating plans and programs for children, providing coordination and technical assistance, monitoring implementation, and performing other functions to promote children's welfare as outlined in laws like the UN Convention on the Rights of the Child. The document details the composition, functions, and monitoring of LCPCs at different government levels to facilitate children's programs locally.
"Strengthening the Barangay Nutrition Program by providing for a Barangay Nutrition Scholar in every Barangay" uploaded from The LawPhil Project <http: />
Used for helping out Environmental Planning board takers for their exams. Content sourced from and credited to Prof. Serote's book with the same name, as well as HLURB Guidebooks and my Plan 214 lectures at SURP. Photo sources with URL links in the slides.
The document summarizes the administrative structure and functions of the local government of Tarlac City. It details the various departments that make up the city government including the Mayor's Office, Vice Mayor's Office, Sangguniang Panlungsod, Budget Office, Treasurer's Office, Assessor's Office, and others. It provides an overview of the personnel distribution across departments and describes the general duties and responsibilities of each department in coordinating services and programs for the constituents of Tarlac City.
This document summarizes Republic Act No. 5447 which creates a Special Education Fund from additional real property taxes and portions of cigarette and tobacco taxes. The funds will support public education through activities like building schools, teacher salaries, textbooks, and scholarships. Local school boards will determine budgets and oversee fund expenditures. Treasury officials must release funds as directed and any diversion of funds is punishable by law.
Faithful compliance with LGC provisions
Limit LGU-mandated plans to the CLUP and CDP
NGAs to dovetail their requirements with the local planning system
Less technocratic, more participatory and consultative
The document discusses the local development planning process for Barangay Consolacion in Panabo City. It defines development planning and explains its purposes, which include optimizing resource use, providing direction for programs and projects, and ensuring citizen participation. The development planning process involves gathering data, identifying needs and opportunities, and determining priorities. A barangay development plan specifies policies, programs, projects, and activities to achieve goals over a 5-year period. It is prepared by the Barangay Development Council and approved by the Sangguniang Barangay. The plan is then used to guide the annual budget and investment program.
Similar to Local School Boards and Development Councils.pptx (20)
The document discusses the evolution of management thinking over time. Early approaches included scientific management which focused on standardizing jobs. Bureaucratic organizations emphasized hierarchy and rules. Later, the human relations movement emphasized satisfying employee needs. More recent approaches include systems theory which views organizations holistically, contingency theory which stresses adapting to situations, and learning organizations which emphasize open information sharing.
The document provides guidelines for local government units (LGUs) in the Philippines to prepare Devolution Transition Plans (DTPs) as the responsibilities of national government agencies are gradually transferred to LGUs. It outlines the key components that must be included in DTPs such as assessments of current capacities and services, plans to phase in the assumption of new functions, capacity development requirements, financial forecasts, and performance targets. LGUs at all levels are directed to coordinate in developing their DTPs within set timeframes to ensure a coherent transition towards a more decentralized system of governance.
The document discusses the economic rationales for public sector interventions in markets, namely to address market inefficiencies and distributional concerns. It outlines two conditions for public sector intervention: 1) evidence of a market failure and 2) that the intervention will improve efficiency. Four common causes of market failure are discussed: public goods, externalities, imperfect information, and imperfect competition. The document also covers distributional concerns and how governments may intervene on equity grounds to improve outcomes for groups like the rich and poor.
This 6-year performance review by Governor Rhodora J. Cadiao of Antique Province from 2016 to 2021 summarizes key developments in various sectors. Population grew by 1.1% annually while poverty decreased. Revenue increased by 78%. Antique received awards for good governance. The economy relies on agriculture and fishing. Infrastructure projects improved roads, ports, and the airport. Education and health services expanded. Disaster response strengthened. Solar energy and generators enhanced energy security. Sports and tourism promoted. Future plans focus on more public-private partnerships.
The document provides information about the planets in the solar system. It discusses Mercury as being the closest planet to the sun and the smallest planet. It notes that Mars, despite being red, is actually a cold place due to its iron oxide dust. It also mentions that Earth is the third planet from the sun and the only one that harbors life.
This document provides an overview of Philippine public fiscal administration. It discusses how fiscal administration involves managing government finances, including revenue generation, budgeting, and spending. It outlines the key agencies involved, such as the Department of Finance, Department of Budget and Management, and Commission on Audit. The document also traces the evolution of fiscal administration in the Philippines from the revolutionary government in the 1890s to present-day institutions and mechanisms.
GROUP 5 (HBO) - LESSON 5 Prosocial Behavior & Counterproductive Work Behavior...LEOGENARDLOBATON1
The document summarizes research on counterproductive work behaviors and strategies to reduce them. It defines counterproductive work behaviors as intentional actions that harm the organization. Such behaviors cost businesses billions annually. The research investigated the relationship between counterproductive behaviors and personality characteristics, organizational justice, and organizational citizenship. It found that different factors predict different types of counterproductive behaviors. The document concludes by discussing scales used to measure counterproductive behaviors and preliminary results from a study of Polish public sector workers, finding low levels of serious counterproductive actions.
Dependency theory argues that poorer countries are prevented from developing due to their economic dependence on richer countries. It was popularized in the 1960s by Raúl Prebisch and other Latin American economists and theorists. They proposed that poorer countries pursue import substitution to reduce reliance on manufactured goods from richer nations. However, this was difficult due to smaller internal markets, lack of control over primary commodities, and insufficient political will. Major dependency theorists like Andre Gunder Frank, Theotonio dos Santos, Samir Amin, and Immanuel Wallerstein expanded on these ideas, arguing that underdevelopment is generated by capitalism and the unequal power dynamics between core and peripheral nations.
The document divides countries into four categories based on their wealth and international power: Core of the Core Nations are the wealthiest and most powerful; Periphery of the Core Nations are still developed but have less global influence; Core of the Periphery Nations are developing with significant wealth but limited power; and Periphery of the Periphery Nations are the world's poorest with extremely low GDP per capita.
Indian entrepreneurship has a long history, though the term is relatively new. After independence in 1947, India sought to revive an entrepreneurial spirit after centuries of foreign domination hurt indigenous business. Dr. Akhouri notes that pre-colonial India had thriving trade and skilled artisans, but Portuguese and British colonizers later forced Indian entrepreneurs into trader roles while taking the entrepreneur roles themselves. This colonial policy led to a decline in Indian business. After independence, India worked to rebuild an entrepreneurial mindset and economy.
The Evolution of Management - PPT Group ( for upload).pptxLEOGENARDLOBATON1
The document summarizes the evolution of management thought and theory from early history to modern approaches. It describes pre-scientific management in early civilizations like ancient Sumer and Egypt. Classical theorists like Babbage, Owen, Fayol and Taylor believed in a universal process approach and identified core functions and principles of management. The behavioral approach recognized the human element, as seen in the Hawthorne studies. Systems and contingency theories view organizations as open systems influenced by their environment, with no universally optimal style but rather approaches contingent on situational factors.
The Antyodaya Saral Haryana Portal is a pioneering initiative by the Government of Haryana aimed at providing citizens with seamless access to a wide range of government services
Donate to charity during this holiday seasonSERUDS INDIA
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Donate Us
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UN WOD 2024 will take us on a journey of discovery through the ocean's vastness, tapping into the wisdom and expertise of global policy-makers, scientists, managers, thought leaders, and artists to awaken new depths of understanding, compassion, collaboration and commitment for the ocean and all it sustains. The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Monitoring Health for the SDGs - Global Health Statistics 2024 - WHOChristina Parmionova
The 2024 World Health Statistics edition reviews more than 50 health-related indicators from the Sustainable Development Goals and WHO’s Thirteenth General Programme of Work. It also highlights the findings from the Global health estimates 2021, notably the impact of the COVID-19 pandemic on life expectancy and healthy life expectancy.
Contributi dei parlamentari del PD - Contributi L. 3/2019Partito democratico
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
Preliminary findings _OECD field visits to ten regions in the TSI EU mining r...OECDregions
Preliminary findings from OECD field visits for the project: Enhancing EU Mining Regional Ecosystems to Support the Green Transition and Secure Mineral Raw Materials Supply.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.Christina Parmionova
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
4. SECTION 98. Creation,
Composition and
- (a) There shall be established in every
province, city, or municipality a provincial, city or
municipal school board, respectively.
Compensation.
5. RHODORA J. CADIAO FELISA B. BERIONG
GOVERNOR SCHOOLS DIVISION
SUPERINTENDENT
The composition of local school boards shall be as follows:
6. Chairman of the education committee of the
Sangguniang Panlalawigan
Provincial Treasurer
Representative of the pederasyon ng mga Sangguniang
kabataan in the Sangguniang Panlalawigan
Duly elected president of the provincial federation of
parents-teachers association
Duly elected representative of the teachers'
organization in the province
Duly elected representative of the non-academic
personnel of public schools in the province
7. CITY MAYOR
CITY SUPERINTENDENT OF
SCHOOLS
Representative of the pederasyon ng
mga Sangguniang kabataan in the
Sangguniang Panlungsod
Duly elected representative of the
teachers' organizations in the
city
Duly elected representative of the
non-academic personnel of public
schools in the city
Duly elected president of the
city federation of parents-teachers
associations
Chairman of the education committee
of the Sangguniang Panlungsod
City Treasurer
CO-CHAIRMEN
MEMBERS
9. Chairman of the Education Committee of the
Sangguniang Bayan
Municipal Treasurer
Representative of the Pederasyon ng mga Sangguniang
Kabataan in the Sangguniang Bayan
Duly elected President of the municipal federation of
parents-teachers associations
Duly elected representative of the teachers'
organizations in the municipality
Duly elected representative of the non-academic
personnel of public schools in the city
10. In the event that a province or city has two (2)
or more school superintendents, and in the
event that a municipality has two (2) or more
district supervisors, the co-chairman of the local
school board shall be determined as follows:
MUNICIPALITY OF PATNONGON
PATNONGON I PATNONGON II
11. The Department of
Education, Culture and
Sports shall
designate the co-
chairman for the
provincial and city
school boards;
The division
superintendent of
schools shall designate
the district supervisor
who shall serve as co-
chairman of the
municipal school board.
13. (a) Determine, in accordance with the criteria set by the
Department of Education, Culture and Sports, the
annual supplementary budgetary needs for the
operation and maintenance of public schools within
the province, city or municipality, as the case may
be, and the supplementary local cost of meeting
such needs, which shall be reflected in the form of
an annual school board budget corresponding to its
share in the proceeds of the special levy on real
property constituting the Special Education fund
and such other sources of revenue as this Code
and other laws or ordinances may provide;
14. (b) Authorize the provincial, city or municipal treasurer,
as the case may be, to disburse funds from the
Special Education fund pursuant to the budget
prepared and in accordance with existing rules and
regulations;
(b) Serve as an advisory committee to the Sanggunian
concerned on educational matters such as, but not
limited to, the necessity for and the uses of local
appropriations for educational purposes; and
15. (b) Recommend changes in the names of public schools
within the territorial jurisdiction of the local
government unit for enactment by the Sanggunian
concerned.
The Department of Education, Culture and Sports
shall consult the local school board on the
appointment of division superintendents, district
supervisors, school principals, and other school
officials.
17. (a) The local school board shall meet at least
once a month or as often as may be
necessary.
(b) Any of the co-chairmen may call a meeting. A
majority of all its members shall constitute a
quorum. However, when both cochairmen are
present in a meeting, the local chief executive
concerned, as a matter of protocol, shall be
given preference to preside over the meeting.
18. (b) The division superintendent, city
superintendent or district supervisor, as the
case may be, shall prepare the budget of the
school board concerned. Such budget shall be
supported by programs, projects, and activities
of the school board for the ensuing fiscal year.
The affirmative vote of the majority of all its
members shall be necessary to approve the
budget.
19. (c) The annual school board budget shall give
priority to the following:
Construction, repair,
and maintenance of
school buildings
and other facilities of
public elementary and
secondary
schools
Establishment
and
maintenance
of extension
classes where
necessary
Sports
activities at
the division,
district,
municipal, and
Barangay
levels
1 2 3
20. The co-chairmen and members of the provincial,
city or municipal school board shall perform their duties
as such without compensation or remuneration.
SECTION 101. Compensation
and Remuneration
Members thereof who are not government officials
or employees shall be entitled to necessary traveling
expenses and allowances chargeable against funds of
the local school board concerned, subject to existing
accounting and auditing rules and regulations.
22. SECTION 106. Local
Development Council
- (a) Each local government unit shall have a
comprehensive multi-sectoral development plan to be
initiated by its development council and approved by
its Sanggunian. For this purpose, the development
council at the provincial city, municipal, or Barangay
level, shall assist the corresponding Sanggunian in
setting the direction of economic and social
development, and coordinating development efforts
within its territorial jurisdiction.
23. SECTION 107. Composition of
Local Development
Council
PUNONG BARANGAY
Members of the
Sangguniang
Barangay
Representatives of non-governmental
organizations
operating in the Barangay, who shall
constitute not less than
one fourth (1/4) of the members of the
fully organized
council
A representative of
the congressman
a. Barangay development council
24. MAYOR
All Punong
Barangays
in the city or
municipality
The chairman of the
committee on
appropriations of
the
Sangguniang
Panlungsod or
Sangguniang bayan
concerned
The
congressman
or his
representative
b. City or municipal development council
Representatives of
nongovernmental
organizations
operating in the city or
municipality, as the case
may be, who
shall constitute not less
than one-fourth (1/4) of
the members
of the fully organized
council.
25. GOVERNOR
All mayors of
component
cities and
municipalities
The chairman of
the committee on
appropriations of
the
Sangguniang
Panlalawigan
The
congressman
or his
representative
b. Provincial development council
Representatives of
nongovernmental
organizations
operating in the
province, who shall
constitute not less than
one-fourth (1/4) of the
members of the fully
organized
Council.
26. d. The local development councils may call upon any
local official concerned or any official of national
agencies or offices in the local government unit to
assist in the formulation of their respective
development plans and public investment
programs.
27. SECTION 108. Representation of
- Within a period of sixty (60) days from the start of
organization of local development councils, the
nongovernmental organizations shall choose from
among themselves their representatives to said
councils. The local Sanggunian concerned shall
accredit nongovernmental organizations subject to
such criteria as may be provided by law.
Non-Governmental
Organizations
28. SECTION 109. Functions of
Local
- The provincial, city, and municipal development
councils shall exercise the following functions:
Development
Councils
29. Formulate the medium-term and annual public
investment programs
Appraise and prioritize socioeconomic development
programs and projects
Formulate local investment incentives to promote the
inflow and direction of private investment capital
Coordinate, monitor, and evaluate the implementation
of development programs and projects
Perform such other functions as may be provided by
law or competent authority
FUNCTIONS
of
PROVINCIAL,
CITY, and
MUNICIPAL
DEVELOPMENT
COUNCILS
Formulate long-term, medium-term, and annual
socioeconomic development plans and policies
30. Prepare Barangay development plans based on
local requirements
Monitor and evaluate the implementation of national
or local programs and projects
Perform such other functions as may be provided by
law or competent authority
FUNCTIONS
of
BARANGAY
DEVELOPMENT
COUNCILS
Mobilize people's participation in local development
efforts
31. SECTION 110. Meetings and
Quorum
- The local development council shall meet at least
once every six (6) months or as often as may be
necessary.
SECTION 111. Executive
Committee
a. Each local development council shall create an
executive committee to represent it and act in its
behalf when it is not in session. The composition
of the executive committee shall be as follows:
32. (1) The executive committee of the provincial
development council shall be composed of the
governor as chairman, the representative of
component city and municipal mayors to be
chosen from among themselves, the chairman of
the committee on appropriations of the
Sangguniang Panlalawigan, the president of the
provincial league of Barangays, and a
representative of nongovernmental organizations
that are represented in the council, as members;
33. (2) The executive committee of the city or municipal
development council shall be composed of the
mayor as chairman, the chairman of the
committee on appropriations of the Sangguniang
Panlalawigan, the president of the city or
municipal league of Barangays, and a
representative of nongovernmental organizations
that are represented in the council, as members;
and
34. (3) The executive committee of the Barangay
development council shall be composed of the
Punong Barangay as chairman, a representative
of the Sangguniang Barangay to be chosen from
among its members, and a representative of
nongovernmental organizations that are
represented in the council, as members.
35. Act on matters requiring immediate attention or
action by the council;
Formulate policies, plans, and programs based on
the general principles laid down by the council; and
Act on other matters that may be authorized by the
council.
POWERS
FUNCTIONS
of
EXECUTIVE
COMMITTEE
Ensure that the decision of the council are faithfully
carried out and implemented;
36. SECTION 112. Sectoral or
Functional
- The local development councils may form sectoral
or functional committees to assist them in the
performance of their functions.
Committees
37. SECTION 113. Secretariat
- There is hereby constituted for each local
development council a secretariat which shall be
responsible for:
PROVIDING
TECHNICAL SUPPORT
1
DOCUMENTATION OF
PROCEEDINGS
2
PREPARATION OF REPORTS
3
OTHER ASSISTANCE AS MAY BE
REQUIRED IN THE DISCHARGE OF ITS
FUNCTIONS
4
- The local development council may avail of the
services of any nongovernmental organization or
educational or research institution for this purpose.
38. Provincial, city, and
municipal development
Councils
PLANNING AND DEVELOPMENT
COUNCILS
Barangay development
Councils
BARANGAY SECRETARY
SECRETARIAT
39. SECTION 114. Relation of Local
Development
(a) The policies, programs, and projects proposed by
local development councils shall be submitted to
the Sanggunian concerned for appropriate action.
The local development plans approved by their
respective Sanggunian may be integrated with
the development plans of the next higher level of
local development council.
Councils to the
Sanggunian and
the Regional Development
Council
40. (b) The approved development plans of provinces,
highly-urbanized cities, and independent
component cities shall be submitted to the
regional development council, which shall be
integrated into the regional development plan for
submission to the National Economic and
Development Authority, in accordance with
existing laws.
41. SECTION 115. Budget
Information
- The Department of Budget and Management shall
furnish the various local development councils
information on financial resources and budgetary
allocations applicable to their respective
jurisdictions to guide them in their planning
functions.