Education System Of

Basic Education,
CHED and TESDA
Presenters:
Presenters:
Maria
Maria Christina
Christina N. Ganas
Lloyd
Lloyd Allan
Allan L.
L. Cabunoc
Cabunoc
Joanna
Joanna Ruby
Ruby R.
R. Lago
Lago
Mr.
Mr. Arnold C. Deluna
Leah
Leah Lou
Lou Fabria
Fabria

THE PHILIPPINE EDUCATION

SYSTEM

Educational
System in
General

Includes formal and nonformal education

K + 12
Uses a Multi-language
approach
Mother tongue based
(MTB)

Philippine
Education
al System

Educational System
HIGHER
CHED
EDUCATION
Education:
Formal
Education
Alternative
Education

TESDA

TVET SYSTEM
Technical
Vocational
Education and
Training

Elementary Educ.
To provide
Basic Education
knowledge
and
develop the skills,
attitudes and
values essential to
personal
development and
necessary for
living in, and
contributing to, a
developing and
changing social
milieu
To promote and
intensify the
learners
knowledge of
identification with,
and love for the

Objectives
CHED
Article II
FORMAL EDUCATION
To provide a general
education program
that will assist each
individual to develop
his potential as
human being,
enhance the quality
of citizen
participation in the
basic functions of
society, and promote
in each student a
sense of national
identity, cultural
consciousness, moral
integrity and
spiritual vigor

TESDA

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

Policies, Rules and Regulations

Education
CHED
. To train
the nations
ToBasic
promote and
human resources in
intensify the
the required skills
learners knowledge
for national
of identification with,
development, and
and love for the
to instill and foster
nation and the
the appropriate and
people to which
relevant attitudes,
he/she belongs
skills and
knowledge to
To Promote
enable each
experiences which
individual to
develop the learners
become a useful,
orientation to the
productive, globally
world of work and
competitive, and
creativity and
gainfully employed
prepare
member of the
himself/herself to
society.
engage in honest
and gainful work

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

Secondary
Education

Basic Education

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

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

TESDA
ENHANCING EQUITY
AND ACCESS IN
TVET
Ladderized Education
Program (LEP)
Private Education Student
Financial Assistance
(PESFA)
PGMA Training for Work
Scholarship Project
(PGMA-TWSP)
Technical Education Skills
Development Projects
(TESDP)

Objectives
Basic Education
Education
Special

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

CHED

TESDA

Policies, Rules and Regulations

Basic Education

CHED
Section 6. Policy

Section 6. Coverage.

Shall have five (5)

main programs:
Pre-school
Elementary
Secondary
Special needs
education
Alternative
learning
system

The State shall

recognizes and
adopts formal
education as its
main instrument to
attain national
educational goals
and objectives.
Two sub-systems:
Private School
System
Public School
System

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

Policies, Rules and Regulations

Basic Education

Section 6.
Coverage.

Article II
FORMAL EDUCATION

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

Section 6. Policy

Alternative
learning systems
shall provide for
the training needs
of out of school
youths and adults

TESDA

CHED

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

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

All TVET programs

shall be registered
either With Training
Regulations (WTR) or
No Training
Regulations (NTR)

Policies, Rules and Regulations

Basic Education

CHED
Article III
ALTERNATIVE SYSTEMS
IN EDUCATION
Section 9. Policy.
The commission
recognizes :
that education and
acquisition of higher
learning take place both
within and beyond the
confines of the
classrooms.
the need to formally
acknowledge higher
learning obtained form
informal and non-formal
systems of education.

TESDA

Policies, Rules and Regulations

Basic Education

CHED
Article III
ALTERNATIVE SYSTEMS
IN EDUCATION
Section 10. Objectives
To make quality higher
education accessible
to a greater number of
qualified students who
are otherwise isolated
by geographical
location, personal and
work commitments,
time, constraints, and
conventional course
structures.

TESDA

Policies, Rules and Regulations

Basic Education

CHED
Article III
ALTERNATIVE SYSTEMS
IN EDUCATION
To establish a
mechanism for
assessment and
accreditation of prior
learning from nonformal and informal
education and
training, and from
related work
experiences of
individuals toward the
granting of
equivalency
certificates and
awards in higher
education.

TESDA

Policies, Rules and Regulations

Basic Education

CHED

To establish guidelines
for the award of higher
education certificates
and/or degrees to
deserving individuals.
Section 11. Alternative
Systems.
Distance Education
The Expanded tertiary
Education Equivalency
and Accreditation
Program (ETEEAP)
Ladderized Education
E-Learning
Open learning

TESDA

Policies, Rules and Regulations

Section 8. Levels
Elementary:
Basic Education
Involves
compulsory,
formal education
primarily
concerned with
providing basic
education
Secondary:
Primarily
concerned with
continuing basic
education of the
elementary level
and expanding it
to include the
learning of
employable

CHED

TESDA

Section 8. Levels.
Formal Education in
the higher level
1. Undergraduate level
In Alternative Learning
a) PreSystem the number of
Baccalaureate
years will depend on
b) Baccalaureate
the students pace in
taking up the course.
2. Graduate level
a) Masters
b) Doctoral

Policies, Rules and Regulations

Section 9. Curr.
Prog

Basic Education

The curricular
programs shall be
suggestive
patterns and
models for the
guidance of field
officials and
teachers these
shall have the
approval of the
Secretary of
Education
The devt and
organization of
curr. Programs
must focus on the

TESDA

CHED

Programs shall be
registered by
qualification or by
cluster of
competencies;

The nominal
duration indicated in
the Training
Regulations (TR)
shall be the
minimum number of
hours for a TVET
program;

Program/ Course
Curriculum will be
prescribed by the
CHED Authority
All programs
curriculums should be
approved first by the
CHED whether these
follow the CHED
principles and
guidelines in making
the curriculum.

Policies, Rules and Regulations

Basic Education

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

CHED

TESDA

Policies, Rules and Regulations

Basic Education

Elementary
Curriculum
The basic learning
areas include in the
elementary curricula
(Philippine
Elementary Learning
Competencies)
Revised Basic
Education
Curriculum

CHED

TESDA

Policies, Rules and Regulations

Basic Education

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

CHED

TESDA

Policies, Rules and Regulations

Basic Education

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

CHED

TESDA

Policies, Rules and Regulations

Basic Education

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

CHED

TESDA

Policies, Rules and Regulations

Basic Education
Secondary Curr.
Special Secondary
School shall offer a
high school curriculum
specially designed to
address the peculiar
needs of special
groups of students.
School for the
Handicapped shall be a
school for children who
may either be visually
impaired, hearing
impaired, mentally
retarded, or
orthopedically
handicapped.

CHED

TESDA

Policies, Rules and Regulations

Basic Education

CHED

All the programs

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

Programs and
Curriculums will be
approved by the
CHED Authority.

Section 8 of R.A. 7796

TESDA
and TESDA
Board
Resolution 98-03 as
reiterated by TESDA
Circular No. 45 series
2007 mandates all
technical-vocational
programs being
offered to the public
to be registered
under TESDA.
Program
Registration
prescribes full
compliance with the
minimum requirements
prescribed in the
Training Regulations
and anchored on the
competency-based
system.

PROGRAM REGISTRATION
REQUIREMENTS
Corporate and Administrative Documents

Letter of Application
Board Resolution to Offer the Program
(signed
by the Board Secretary and
attested by the Chairperson: SUCs, LCUs,
and private institutions
Special Law creating the institution (for
public institution) e.g. Republic Act,
Executive Order, etc.
Securities and Exchange Commission (SEC)
Registration must specifically cover the
training delivery site (private institutions
only)
Articles of Incorporation

PROGRAM REGISTRATION
REQUIREMENTS
Corporate and Administrative Documents

Current Certificate of Ownership of

building / Contract of Lease (covering at
least 2 years)
Current Fire Safety Certificate

For institutions that will branch out, the

articles of incorporation and by-laws must
state reasons for opening of branch. The
Board Resolution signed by majority of the
incorporators must be notarized, received
and noted
by SEC.
In cases wherein
the training
(i.e. Safety Modules) will be
conducted by the Enterprises solely for their own employees,
they are not required to register such program with TESDA.
However, if they intend to offer the program/course to the public,
they are mandated to register the same with the Authority.

Hyperlinks
The Philippine Technical Vocational Education and
Trainin (TVET) System
Unified TVET Programs Registration and Accreditation
System (UTPRAS)

THANK YOU FOR

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