Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics

2. Prepared by: EMMANUEL D. MAGSINO

5.  Education Act of 1982 created the Ministry of Education,
Culture and Sports which later became the Department of
Education, Culture and Sports in 1987 by virtue of
Executive Order (EO) No. 117.
 The structure of DECS as embodied in EO No. 117 has
practically remain unchanged until 1994 when the
Commission on Higher Education (CHED), and 1995 when
the Technical Education and Skills Development Authority
(TESDA) were established to supervise tertiary degree
programs and non-degree technical-vocational programs,
respectively.
 The Congressional Commission on Education (EDCOM)
report provided the impetus for Congress to pass RA 7722
and RA 7796 in 1994 creating the Commission on Higher
Education (CHED) and the Technical Education and Skills
Development Authority (TESDA), respectively

8.  Decentralization is a systematic delegation of
authority at all levels of management and in all
of the organization.
 Authority is retained to the top management
concerning major decisions and framing policies
that involve the whole organization.
 The rest of the authority may be delegated to
the middle level and lower level of management.
 The administration of the educational system in
the Philippines is decentralized into three foci
(trifocalized) having three different agencies
forefront the three educational levels of
the system

9.  Poor quality of education.
 Shortfalls in classrooms.
 Shortfalls in textbooks and teachers.
 Low achievement in science, math and language.
 Disparity in rural and urban areas in terms of
achievement.
 Declining participation of the private sector.

11. AN ACT CREATING THE COMMISSION ON
HIGHER EDUCATION, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER
PURPOSES

12.  Section 1. Title. – This Act shall be known as the
"Higher Education Act of 1994“
 It was signed into law on May 18, 1994.
 The Creation of the commission abolished the
Bureau of Higher Education, and confined the
jurisdiction of the Department of Education
(DepEd) to elementary and secondary level of
education.
 The CHED is under the Office of the President. It
covers public and private higher educational
institutions as well as the degree granting
programs in all post-secondary educational
institutions.

13.  Promote quality education.
 Broaden access to higher education.
 Protect academic freedom for continuing
intellectual growth; and
 Ensure advancement of learning and
research.

14. The CHED is composed of a Chairman and four
(4) Commissioners with a term of four(4) years,
and they shall be:
 Holders of earned doctorate(s).
 Actively engaged in higher education for at
least ten (10) years.
 Must not have been candidates for elective
positions in the elections.
 Shall be academicians known for their high
degree of professionalism and integrity.

16.  In general, they act as collegial body in
formulating plans, policies and strategies
relating to higher education and in deciding
important matters and problems regarding
the operation of the CHED.
 It has an Executive Office which oversees the
over-all implementation of policies,
programs, projects, and operations of the
various offices of CHED.

18. AN ACT CREATING THE TECHNICAL
EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY, PROVIDING FOR ITS POWERS,
STRUCTURE AND FOR OTHER PURPOSES

19.  SECTION 1. Title. — This Act shall be known as
the “Technical Educational and Skills
Development Act of 1994” or the “TESDA Act of
1994.”
 It was signed into law by President Fidel V.
Ramos on August 25,1994.
 This Act aims to encourage the full participation
of and mobilize the industry, labor, local
government units and technical-vocational
institutions in the skills development of the
country's human resources.

20.  This Act provides technical education and
skills development opportunities to the
development of high quality Filipino middle-
level manpower with the active participation
of the private enterprises (e.g. those in
productions, manufacturing, processing,
repacking or assembly of goods.
 The TESDA Board shall have one women
representative from the employer/industry
organization, one from labor sector, and one
from the national association of private
technical-vocational education and training
institutions.

23.  Integrate, coordinate and monitor skills
development programs;
 Restructure efforts to promote and develop
middle-level manpower;
 Approve skills standards and tests;
 Develop an accreditation system for
institutions involved in middle-level
manpower development;
 Fund programs and projects for technical
education and skills development; and
 Assist trainers training programs

24.  Devolve training functions to local
governments;
 Reform the apprenticeship program;
 Involve industry/employers in skills training;
 Formulate a skills development plan;
 Develop and administer training incentives;
 Organize skills competitions; and
 Manage skills development funds.

25.  Overall, TESDA formulates manpower and skills
plans, sets appropriate skills standards and tests,
coordinates and monitors manpower policies and
programs, and provides policy directions and
guidelines for resource allocation for the TVET
institutions in both the private and public
sectors.
 Today, TESDA has evolved into an organization
that is responsive, effective and efficient in
delivering myriad services to its clients. To
accomplish its multi-pronged mission, the TESDA
Board has been formulating strategies and
programs geared towards yielding the highest
impact on manpower development in various
areas, industry sectors and institutions.

26. AN ACT INSTITUTING A FRAMEWORK OF
GOVERNANCE FOR BASIC EDUCATION,
ESTABLISHING AUTHORITY AND
ACCOUNTABILITY, RENAMING THE DEPARTMENT
OF EDUCATION, CULTURE AND SPORTS AS THE
DEPARTMENT OF EDUCATION, AND FOR OTHER
PURPOSES

27.  SECTION 1. Short Title. – This Act shall be
known as the “Governance of Basic
Education Act of 2001.”
 A bill transforming the name of the
Department of Education, Culture and Sports
(DECS) to the Department of Education
(DepEd) and redefining the role of field
offices (regional offices, division offices,
district offices and schools).