UNIVERSITY AUTONOMY
IN THE CONTEXT OF THE
PHILIPPINE EDUCATIONAL SYSTEM
Clarita M. de Leon-Carillo, Ph.D.
University of Santo Tomas
Manila, Philippines
National
Regional
Institutional
Public and Private HEIs
Fig. 1. HEIs’ Ecology of Legislations
Some relevant Constitutional provisions directly
expressing the role of the State in education :
The State shall protect and promote the right of all
citizens to quality education at all levels and shall
take appropriate steps to make such education
accessible to all” (Article XIV, Sec. 1).
The State recognizes the complementary roles of
public and private institutions in the educational
system and shall exercise reasonable
supervision and regulation of all educational
institutions” (Article XIV, Sec. 4:1)
Some relevant Constitutional provisions directly
expressing the role of the State in education :
Educational institutions, other than those
established by religious groups and mission
boards, shall be owned solely by citizens of the
Philippines or corporations or associations at
least sixty per centum of the capital of which is
owned by such citizens.
The Congress may, however, require increased
Filipino equity participation in all educational
institutions. The control and administration of
educational institutions shall be vested in citizens
of the Philippines (Article XIV, Sec. 4:2).
Some relevant Constitutional provisions directly
expressing the role of the State in education :
The State shall take into account regional and
sectoral needs and conditions and shall
encourage local planning in the development of
educational policies and programs (Article XIV,
Sec. 5:1).
Academic freedom shall be enjoyed in all
institutions of higher learning (Article XIV, Sec.
5:2).
Creation of the Commission on Higher Education
• governing body that covers both public and
private higher education institutions in the
Philippines
• established on May 18, 1994 through Republic
Act 7722, also known as the Higher Education Act
of 1994
• created in view of the broad agenda for reforms
which resulted from the Congressional
Commission on Education (EDCOM) Report 1991
under the leadership of Senator Edgardo Angara.
Creation of the Commission on Higher Education
Trifocalization of the education sector in the country:
Department of Education,
Culture and Sports (DECS)
Commission
on Higher
Education
(CHED)
Department
of
Education
(DepEd)
Technical
Education
and Skills
Development
Authority
(TESDA)
Directionsetting/policy
formulation
General
supervision
CHED Powers
and Functions
Quality
assurance.
monitoring, and
evaluation
Fiscal /
Funds
management
Powers and Functions of CHED
Tasks
Powers and Functions (R.A. 7722)
Directionsetting/policy
formulation
formulate and recommend development
plans, policies, priorities, and programs on
higher education and research;
recommend to the executive and
legislative branches, priorities and grants
on higher education and research;
direct or redirect purposive research by
institutions of higher learning to meet the
needs of agro-industrialization and
development
Powers and Functions of CHED
Tasks
Powers and Functions (R.A. 7722)
Quality
assurance,
monitoring, and
evaluation
set minimum standards for programs and
institutions of higher learning
recommended by panels of experts in the
field and subject to public hearing, and
enforce 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 closure;
Powers and Functions of CHED
Tasks
Powers and Functions (R.A. 7722)
Quality
assurance,
monitoring,
and evaluation
identify, support and develop potential
centers of excellence in program areas
needed for the development of world-class
scholarship, nation building and national
development;
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;
Powers and Functions of CHED
Tasks
Powers and Functions (R.A. 7722)
Fiscal / Funds
management
recommend to the Department of Budget
and Management the budgets of public
institutions of higher learning as well as
general guidelines for the use of their
income;
develop criteria for allocating additional
resources such as research and program
development grants, scholarships, and other
similar program; provided, that these shall
not detract from the fiscal autonomy already
enjoyed by colleges and universities;
Powers and Functions of CHED
Tasks
Powers and Functions (R.A. 7722)
Fiscal / Funds
management
devise and implement resource development
schemes;
administer the Higher Education
Development Fund, which will promote the
purposes of higher education;
Powers and Functions of CHED
Tasks
Powers and Functions (R.A. 7722)
General
supervision
review the charters of institutions of higher
learning and state universities and colleges
including the chairmanship and membership
of their governing bodies and recommend
appropriate measures as basis for necessary
action;
promulgate such rules and regulations and
exercise such other powers and functions as
may be necessary to carry out effectively the
purpose and objectives of this Act; and
perform such other functions as may be
necessary for its effective operations and for
the continued enhancement, growth or
development of higher education.
Higher Education Institutions (HEIs)
public
522
26%
private
1494
74%
As of December 2007, there have been about 2016
higher education institutions in the country that
are distributed among 17 regions.
PUBLIC HIGHER EDUCATION INSTITUTIONS
• 110 state universities and colleges (SUCs)
with main campuses;326 satellite campuses
•
70 local universities and colleges (LUCs)
•
1 CHED-supervised institution (CSI)
•
10 other government schools (OGS)
•
5 special HEIs
Public Higher Education Institutions
State Universities and Colleges (SUCs)
• established by law and thus have their own charter
• administered and funded by the national government
• governed by a Board of Regents (state universities)
or a Board of Trustees (state colleges) headed by
the CHED Chair or a CHED Commissioner (CMO 3
series 2001)
• the HEI president, staff and support units are vested
with the power to implement policies formulated and
approved by the Board and have direct
administration and management of the HEI
Public Higher Education Institutions
Local Universities and Colleges (LUCs)
• established through resolutions and
ordinances approved by the local
government units and are therefore
subsidized by them.
Public Higher Education Institutions
CHED-Supervised Institution (CSI)
• a non-chartered, post-secondary
institution established by law
• administered, supervised, and financially
supported by the national government
Public Higher Education Institutions
Other Government Schools (OGS)
• usually technical-vocational educational
institutions that offer higher education
programs
• funded by national and local government
units
Public Higher Education Institutions
Special HEIs
• created through special laws that
stipulate specifically the government
agency that shall administer and
supervise them
Public Higher Education Institutions
CHED
rationalization of the program offerings of SUCs on a regional basis
specialization in each
SUC
Specialization intraregionally among SUCs
agriculture, technology and
engineering, and technical education

better regional
coordination among SUCs
X
duplication of program offerings
and the overlapping of target markets.
Higher Education Institutions (HEIs)
public
522
26%
private
1494
74%
As of December 2007, there have been about 2016
higher education institutions in the country that
are distributed among 17 regions.
PRIVATE HIGHER EDUCATION INSTITUTIONS
Earlier figures showed that the private
sector accounts for a larger percentage of
higher education institutions, making it the
major provider of the country’s
educational services (CHED Report
2008).
Private Higher Education Institutions
Sectarian
Non-sectarian
non-stock, non-profit
duly incorporated
academic institutions
that are owned and
operated by religious
groups or organizations
duly incorporated
academic institutions,
owned and operated by
private entities that are not
affiliated to any religious
organization.
• In both cases, these HEIs are established under, and are
governed by the special laws and general provisions of, the
Corporation Code of the Philippines.
Private Higher Education Institutions
• Though financed independently from
government budget, private HEIs must follow
the requirements set by CHED as contained in
its policies, standards and guidelines (PSGs).
• Said PSGs cover program offerings,
curricula, set academic qualifications for
administrators and faculty.
Private Higher Education Institutions
• Further, private HEIs must also comply with
the provisions of the Manual of Regulations for
Private Schools (MRPS) which set the general
policies and/or minimum standards for internal
organization, faculty qualifications, school
finance and administration, school facilities,
student admission, records and graduation
requirements, among others.
Private Higher Education Institutions
• Generally, private HEIs obtain funding from
their own capital investments, equity
contributions, tuition fees and other school
charges, grants, loans, subsidies and other
income sources in accordance with current
legislation.
• In some instances, special grants and
scholarships are extended by the national
and local government agencies.
Academic
Freedom
Autonomous and
deregulated status
IQUAME
AUTONOMY
AND
DEREGULATION
Centers of
Excellence
and
Development
Program
Accreditation
Institutional
Accreditation
AUTONOMY AND DEREGULATION
a. Academic Freedom
• The 1935 Constitution provided that
“(u)niversities established by the state shall
enjoy academic freedom.”
• The 1973 Constitution, on the other hand,
offered something different when it provided
that “(a)ll institutions of higher learning shall
enjoy academic freedom.”
Academic Freedom
Under the 1987 Constitution,
institutional academic freedom consists
of four essential freedoms:
(1) who may teach
(2) what may be taught
(3) how it shall be taught
(4) who may be admitted to study
Academic Freedom
(1) Who may teach
• discretion in the appointment of academic
personnel in accordance with its standards of
competence and probity
• a prerogative that is almost absolute, limited
only by existing laws against discrimination
Academic Freedom
(2) What and (3) How to Teach
• the institutional right “to decide for itself its
aims and objectives and how best to attain them,
free from outside coercion or interference save
possibly when the overriding public welfare calls
for some restraint, and with a wide sphere of
autonomy certainly extending to the choice of
students.”
(Garcia vs. Faculty Admissions Committee, 68 SCRA 283, 1975)
Academic Freedom
(4) Who may study
• prerogative to determine through its own set of
rules who could be allowed the opportunity to
study
• admission rules may vary depending on
whether institutions of higher learning are private
or public institutions
• right to promulgate or set academic standards
for students’ observance, again subject to the
existing law and jurisprudence.
AUTONOMY AND DEREGULATION
b. Autonomous and Deregulated Status
(CMO 32 series 2001)
In recognition of:
(a) “the enormous contribution of private higher
education institutions in the growth and prominence
of tertiary education in the country and in the AsiaPacific”
(b) the formidable and demanding task of
supervising the 2016 PHEIs, and thus the need to
rationalize their supervision
Autonomous and Deregulated Status
Long tradition of integrity and
untarnished reputation
Commitment
to excellence
Sustainability
and viability of
operations
Autonomous and Deregulated Status
1. Long tradition of integrity and untarnished
reputation
This attribute is ascribed to a higher education
institution that has consistently adhered to
existing laws, rules and regulations and has no
record of confirmed violations of Philippine
laws, CHED Memorandum Orders (CMOs), and
PSGs; and has established processes for
addressing administrative and disciplinary
cases.
Autonomous and Deregulated Status
2. Commitment to excellence
The HEI demonstrates academic excellence as
evidenced by:
• the designation of its programs as Center of
Excellence (COE) or Center of Development (COD)
• its accreditation status
• the PHEI’s attainment of the required Institutional
Monitoring and Evaluation for Quality Assurance in
Higher Education (IQUAME) category
Autonomous and Deregulated Status
2. Commitment to excellence
• All forms of existing quality assurance mechanisms
applicable to Philippine higher education institutions
are considered
• Performance in licensure examinations is excluded
as a separate criterion since it is already taken into
consideration in the identification of COEs/CODs,
level of accredited programs and IQUAME
classification
Autonomous and Deregulated Status
3. Sustainability and viability of operations
• The HEI shows its capability to sustain operations
and is able to provide evidence of stable student
enrolment for a least the last five years.
• Its enrolment and admission policies must be in
line with the institution’s Vision, Mission and Goals.
• Its key administrators (President, Vice-President,
Dean, Director, Librarian and Registrar) are able to
meet the educational qualifications specified by
CHED.
Table 4. Comparative table of privileges and benefits granted to
autonomous and deregulated PHEIs
Benefits and privileges
Autono
mous
Status
Deregu
lated
Status
Free from regular monitoring and evaluation by
CHED.


Priority in the granting of subsidies and other
financial incentives/ assistance from the CHED
whenever funds are available.


Privilege to determine and prescribe their
curricular
programs
to
achieve
global
competence.


Privilege to offer new course(s)/ program(s) in
undergraduate level and, at the graduate level, in
their areas of expertise as indicated by their
accreditation
status,
without
securing
permit/authority from CHED except in disciplines
that are under moratorium.

Table 4. Comparative table of privileges and benefits granted to
autonomous and deregulated PHEIs
Benefits and privileges
Autono
mous
Status
Deregu
lated
Status
Privilege to establish branch(es) or satellite
campus(es) without securing authority from CHED.

Privilege to offer extension classes to expand
access to higher education.

Privilege to establish linkages with recognized
foreign higher education institutions.

Authority to grant an honorary degree to deserving
individuals, per provisions of the existing CHED
issuance on conferment of honorary degrees.


All other benefits and privileges of PHEIs as
provided for under CHED Memorandum Order No. 1,
series of 2005 entitled “Revised Policies and
Guidelines on Voluntary Accreditation in Aid of
Quality and Excellence in Higher Education.”


AUTONOMY AND DEREGULATION
c. Accreditation of Academic Programs
The degree of autonomy thus granted by CHED to
PHEIs considers these institutions’ ability to observe
and manifest their commitment to excellent standards
of instruction, research, community and extension
services. To a large extent, such standards need to
have been validated previously by external evaluators
through an accreditation process voluntarily
undertaken by institutions (CMO 01 series 2005) under
any of the accrediting agencies under the Federation of
Accrediting Agencies in the Philippines (FAAP).
Accreditation of Academic Programs
Accrediting Agencies
Philippine Association of Colleges and Universities
Commission on Accreditation (PACUCOA)
Philippine Accrediting Association of Schools,
Colleges, and Universities (PAASCU)
Association of Christian Schools, Colleges and
Universities Accrediting Agency, Inc. (ACSCU-AAI)
Accrediting Agency of Chartered Colleges and
Universities of the Philippines (AACCUP)
Association of Local Colleges and Universities
Commission on Accreditation (ALCUCOA).
Accreditation of Academic Programs
These various agencies grant program
accreditation through an evaluation of several
areas:
purposes and objectives
faculty
instruction
laboratories
library resources
physical plant and facilities
student personnel services
social orientation and community involvement
organization and administration
Table 5. Benefits per Program Accreditation Level
Benefit
Accreditation
Level
1-2
3
4



Financial deregulation in terms of setting of tuition and 
other school fees and charges


Authority to revise the curriculum without prior CHED 
approval


Authority to graduate students from accredited 
programs without prior approval from CHED and
without need of Special Orders


Priority on the awards of grants/subsidies or funding 
assistance from CHED-Higher Education Development
Fund for scholarships and faculty development,
facilities improvement and other development programs


Right to use in its publications or advertisements the 
word “ACCREDITED”


Full administrative deregulation
Table 5. Benefits per Program Accreditation Level
Benefit
Accreditation
Level
1-2
3
4
Limited visitation, inspection and/or supervision by 
CHED supervisory personnel or representatives


Authority to offer new courses allied to existing level 3
programs without need for prior approval


Privilege to apply for authority to offer new graduate
programs,
open
learning/distance
education,
extensiuon classes and to participate in transnational
education


Full autonomy for the program for the duration of its
status

Authority to offer new graduate programs allied to
existing Level 4 programs, open learning/distance
education and extension cases without need for prior
approval by CHED

AUTONOMY AND DEREGULATION
d. Institutional Accreditation
Benefits:
• All the benefits for Level III
• Grant of full autonomy for the program for the duration of
its level IV accredited status
• Authority to offer new graduate programs allied to
existing level IV courses; open/distance education
and extension classes without need for prior
approval by CHED provided that the concerned
CHEDRO is duly informed
AUTONOMY AND DEREGULATION
e. Centers of Excellence and Centers of Development
Center of Excellence (COE) - a unit within any higher
education institution (HEI) with (i) a strong graduate
program and (ii) an undergraduate program that meets
international standards of academic quality and
excellence.
Center of Development (COD) - a unit within any higher
education institution with a strong undergraduate program
and a strong potential to develop its faculty and its
capability in research.
AUTONOMY AND DEREGULATION
e. Centers of Excellence and Centers of Development
 full administrative, financial and curricular
deregulation
 authority to graduate students without prior
approval of the CHED and without the need
for Special Orders
 priority in terms of available funding assistance for
scholarships, faculty development, library
materials, development activities
 limited visitation, inspection and/or supervision by
the CHED
Table 6. Criteria for the Selection of COEs and CODs
Evaluation Areas:
Administration
Faculty Resources
Curriculum
Laboratories
Library
Information Technology Capability
Student support system
Performance in Licensure Examinations
Graduate Profile
Graduate Tracer Study
Research Publication
Extension and linkages
Institutional Qualification
Centers of Excellence (COEs)
and Centers of Development (CODs)
Together with the expectations ascribed to PHEIs that
house COEs/CODs, however, are benefits that come in
the form of prioritized financial support from CHED that
pertain to graduate scholarships, thesis/dissertation
grants, faculty development and upgrading, material,
equipment and software acquisition, instructional
materials development, and research activities.
AUTONOMY AND DEREGULATION
f. Institutional Quality Assurance,
Monitoring, and Evaluation (IQUAME)
Five (5) key result areas:
• governance and management
• quality of teaching and research
• support for students
• relations with the community
• management of resources.
Minimum
Quality
Standards
Increasing
levels of
program
accreditation
Institutional
accreditation,
COE/COD
status, IQuaME
certification
Autonomous
and
deregulated
status
High
Quality
Standards
Institutional
autonomy
Government
monitoring
and
supervision
Fig. 2. Continuum of University Autonomy
Thank you!