The Organizational Structure in the Philippine Education System
1. The organizational structure in the philippine education system
2. DepEd Management Structure To carry out its mandates and objectives, the Department is
organized into two major structural components. The Central Office maintains the overall
administration of basic education at the national level. The Field Offices are responsible for the
regional and local coordination and administration of the Department’s mandate.
3. RA 9155 (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) The Department should have no more than
four Undersecretaries and four Assistant Secretaries with at least one Undersecretary and one
Assistant Secretary who are career service officers chosen among the staff of the Department.
4. DepEd Management Structure At present, the Department operates with four
Undersecretaries in the areas of: (1) Programs and Projects; (2) Regional Operations; (3)
Finance and Administration; and (4) Legal Affairs;
5. DepEd Management Structure Under the Office of the Secretary at the Central Office are the
different services, bureaus and centers.
6. Services • Administrative Service • Financial and Management Service • Human Resource •
Development Service • Planning Service • Technical Service
7. Bureaus • Bureau of Elementary Education (BEE) • Bureau of Secondary Education (BSE) •
Bureau of Nonformal Education (BNFE).
8. Bureaus provide assistance in formulating policies, standards, and programs related to
curriculum and staff development
9. Bureau of Elementary Education responsible for providing access and quality elementary
education for all. It also focuses on social services for the poor and directs public resources and
efforts at socially disadvantaged regions and specific groups.
10. Bureau of Secondary Education responsible for providing access and quality secondary
education. Its aim is to enable every elementary graduate to have access to secondary
education.
11. Bureau of Non-formal Education responsible for contributing to the improvement of the poor
through literacy and continuing education programs.
12. Centers/ Units • National Education Testing and Research Center (NETRC) • Health and
Nutrition Center (HNC) • National Educators Academy of the Philippines (NEAP) • Educational
Development Projects Implementing Task Force (EDPITAF) • National Science Teaching
Instrumentation Center (NSTIC) • Instructional Materials Council Secretariat (IMCS).
13. Special offices under the Office of the Secretary at the Central Office • Adopt-a-School
Program Secretariat • Center for Students and Co-curricular Affairs • Educational Technology
Unit • Task Force Engineering Assessment and Monitoring
14. Other attached and support agencies • Teacher Education Council (TEC) • Philippine High
School for the Arts • Literacy Coordinating Council (LCC) • Instructional Materials Council (IMC)
15. Other attached and support agencies • Teacher Education Council (TEC) • Philippine High
School for the Arts • Literacy Coordinating Council (LCC) • Instructional Materials Council (IMC)
16. Field Offices (Sub-national level) Sixteen (16) Regional Offices, including the Autonomous
Region in Muslim Mindanao (ARMM*), each headed by a Regional Director (a Regional
Secretary in the case of ARMM)
17. Field Offices (Sub-national level) One hundred fifty- seven (157) Provincial and City Schools
Divisions, each headed by a Schools Division Superintendent.
18. Field Offices (Sub-national level) Assisting the Schools Division Offices are 2,227 School
Districts, each headed by a District Supervisor
19. Field Offices (Sub-national level) Under the supervision of the Schools Division Offices are
forty-eight thousand, four hundred forty-six (48, 446) schools, broken down as follows: • 40,763
elementary schools (36,234 public and 4,529 private) • 7,683 secondary schools (4,422 public
and 3,261 private)
20. Field Offices (Sub-national level) Under the supervision of the Schools Division Offices are
forty-eight thousand, four hundred forty-six (48, 446) schools, broken down as follows: • 40,763
elementary schools (36,234 public and 4,529 private) • 7,683 secondary schools (4,422 public
and 3,261 private)
21. Age 5 Age 12-15Age 6-11 Age 16-17
22. OBJECTIVES: The overall societal goal is the attainment of inclusive growth and sustainable
development while the higher education sub-sector goals are: • the formation of high-level
human resource, and generation, adaptation, • and transfer of knowledge and technology for
national development and global competitiveness.
23. OBJECTIVES: Specifically, CHED aims to achieve the following objectives in the next five
years: a. Improve the relevance of higher education institutions (HEIs), programs, systems, and
research to respond to the thrusts of the Philippine Development Plan (PDP), 2011 - 2016; b.
upgrade the quality of higher education institutions, programs and systems in the country
towards achieving international standards;
24. OBJECTIVES: c. broaden access to quality higher education of those who seek it; d.
efficiently and effectively manage the higher education system ensuring transparency and
integrity in its programs and activities as its commitment to moral ascendancy; and e. strengthen
the Commission on Higher Education and other major stakeholders.
25. POWERS and FUNCTIONS
26. POWERS and FUNCTIONS Formulate and recommend development plans, policies,
priorities, and programs on higher education; Formulate and recommend development plans,
policies, priorities, and programs on research; Recommend to the executive and legislative
branches priorities and grants on higher education and research;
27. POWERS and FUNCTIONS Set minimum standards for programs and institutions of higher
learning recommended by panels of experts in the field and subject to public hearing, and
enforced the same; Monitor and evaluate the performance of programs and institutions of
higher learning for appropriate incentives as well as the imposition of sanctions such as, but not
limited to, diminution or withdrawal of subsidy, recommendation on the downgrading or
withdrawal of accreditation, program termination or school course;
28. POWERS and FUNCTIONS Identify, support and develop potential centers of excellence in
program areas needed for the development of world-class scholarship, nation building and
national development; Recommend to the Department of Budget and Management (DBM) the
budgets of public institutions of higher learning as well as general guidelines for the use of their
income;
29. POWERS and FUNCTIONS Rationalize programs and institutions of higher learning and
set standards, policies and guidelines for the creation of new ones as well as the conversion or
elevation of schools to institutions of higher learning, subject to budgetary limitations and the
number of institutions of higher learning in the province or region where creation, conversion or
elevation is sought to be made;
30. POWERS and FUNCTIONS Develop criteria for allocating additional resources such as
research and program development grants, scholarships, and the other similar programs:
Provided, that these shall not detract from the fiscal autonomy already enjoyed by colleges and
universities;
31. TECHNICAL PANELS BOARD OF ADVISERS OFFICE OF POLICY, PLANNING,
RESEARCH AND INFORMATION OFFICE OF STUDENT SERVICES EXECUTIVE OFFICE/
DEPUTY EXECUTIVE OFFICE OFFICE OF SUC’s / LUC’s CONCERNS HEDFS OFFICE OF
PROGRAMS AND STANDARDS CHED REGIONAL OFFICES (15) OFFICE OF THE
CHAIRPERSON AND COMMISSIONERS CHED ORGANIZATIONAL STRUCTURE
ADMINISTRATIVE & FINANCIAL SERVICES CHED LEGAL SERVICES INTERNATIONAL
AFFAIRS SERVICES
32. DR. PATRICIA B. LICUANAN Chairman, Commission on Higher Education
33. 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.
34. 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;
35. • 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.
36. Higher Education Development Fund Staff Ms. LUISA S. VALENCIA Director III, HEDFS
37. 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.
38. 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;
39. • 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.
40. Internal Affairs Staff Atty. LILY FREIDA T. MACABANGUN-MILLA, CESO IV Director III
41. 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. It has three (3) units, the Educational Agreements & International Recognition
Unit, Trade in Education Services Unit, and the Protocol Affairs Unit.
42. Office of the Executive Director Mr. NAPOLEON B. IMPERIAL, CESO III Deputy Executive
Director IV
43. 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.
44. Administrative, Financial and Management Division Ms. LUISA S. VALENCIA OIC Director
45. 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.
46. 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)
47. Legal And Legislative Service (LLS) Atty. CINDERELLA FILIPINA BENITEZ-JARO Director
IV
48. 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.
49. 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
50. Under this office are two (2) Divisions: the Investigation and Enforcement Division, and the
Legislative Liaison and Mediation Office.
51. Office of Planning, Research, and Knowledge Management (OPRKM) NAPOLEON K.
JUANILLO, JR., PH.D. Director IV
52. OPRKM serves as the Commission’s development planning body and chief policy formulator
in the area of higher education. 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.
53. Office of Programs and Standards Development (OPSD) Dr. AMELIA A. BIGLETE, CESO III
Director IV
54. 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.
55. Office of Institutional Quality Assurance and Governance (OIQAG) Atty. CARMELITA P.
YADAO-SISON, MNSA, Ph.D. OIC, Office of the Director IV
56. The Office of Institutional Quality Assurance and Governance (OIQAG) focuses on issues of
quality assurance, governance and the coordination of higher education institutions. It has two
divisions: Quality Assurance and Institutional Governance.
57. Office of Student Development and Services (OSDS) ENGR. RONALDO A. LIVETA Office of
the Director
58. 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”.
59. CHED is responsible in the formulation and implementation of policies, plans and programs
for the development and efficient operation of the higher education system in the country. The
delivery of higher education in the Philippines is provided by private and public higher education
institutions (HEIs). Geographically, there are 2,247 HEIs in the country.
60. Private Higher Education Institutions established under the Corporation Code governed
by the special laws and general provisions of this Code. covered by the policies, standards and
guidelines set by CHED in terms of program offerings, curriculum, administration and faculty
academic qualifications
61. •Public Higher Education Institutions State Universities and Colleges (SUCs) chartered
public higher education institutions established by law  administered and financially subsidized
by the government.  have their own charters  Board of Regents (BOR) for the state
universities  Board of Trustees (BOT) for state colleges (BOR and BOT maintain the formulation
and approval of policies, rules and standards in SUC’s.)
62.  Local Universities and Colleges (LUC’s)  established by the local government through
resolutions or ordinances  financially supported by the local government concerned  CHED
Supervised Institutions (CSI)  non-chartered public post-secondary education established by
law, administered, supervised and financially supported by government
63.  Special HEIs  directly under the government agency stipulated in the law that created
them  provide specialized training in areas such as military science and national defense
64. Technical Education and Skills Development Authority (TESDA) is the government agency
tasked to manage and supervise technical education and skills development (TESD) in the
Philippines. It was created by virtue of Republic Act 7796, otherwise known as the “Technical
Education and Skills Development Act of 1994”. The said Act integrated the functions of the
former National Manpower and Youth Council (NMYC), the Bureau of Technical- Vocational
Education of the Department of Education, Culture and Sports (BTVE- DECS) and the Office of
Apprenticeship of the Department of Labor and Employment (DOLE).
65. TESDA is mandated to: • Integrate, coordinate and monitor skills development programs; •
Restructure efforts to promote and develop middle-level manpower; • Approve skills standards
and tests;
66. TESDA is mandated to: • Develop an accreditation system for institutions involved in middlelevel manpower development; • Fund programs and projects for technical education and skills
development; and • Assist trainers training programs.
67. 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.
68. 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.
69. TESDA CORE BUSINESS Crucial to TESDA's role as the TVET authority in the country is its
capacity to steer and provide guidance to the sector. With the end in view of setting out clear
directions and establishing priorities, the availability of timely, relevant and accurate information
is of essence. Data gathered through the conduct of researchers and studies shall be
disseminated to enable the TVET stakeholders to make informed decisions. With quality
information, TVET policies and plans shall be formulated that will serve as the blueprint for TVET
implementation in the country.