PROPOSED STANDARD K-12 TRANSITION PLAN RAUL C. ALVAREZ, JR., Ed.D, CESO III Director IV

CHED IMPERATIVE: Mitigate the impact of K to 12 especially on private higher education institutions, most of which are small and thus extremely vulnerable;

IMPACT: Curricular and Program Changes: GEC Current GE: 63 units of courses from various disciplines for students majoring in non-science (including mathematics and science-related) programs, 51 units for mathematics-, science- and science-related majors. Remedial Courses have been moved to Senior High School GE in 2018 24 units of core courses; 9 units of elective courses; and 3 units on the life and works of Rizal (as mandated by law).

CHED Initiatives vis-à-vis the Curriculum and Academic Programs College Readiness Standards: already developed by the CHED GE Task Force CHED Technical panels involved in the development of Senior High School courses; Possibly shortened curriculum: Revision of Policies, Standards and Guidelines --PSGs for 2015-2017 [shift to learning competency-based standards CMO 46 s 2012] --PSGs for 2018 onwards --PSGs for ladderized and associate programs

The Stabilization Fund

? CHED DepEd Participation at this level only HEI Operating Expense per Student ? Proposed Stabilization Fund CHED Proposed PPP/ESC/Voucher per Student DepEd

Proposed Stabilization Fund CHED HEI participation at this level only NCR Based on 2012-13 FAPE survey P28,000 Proposed Stabilization Fund CHED P22,000 Grade 10 public HS students ESC grantees (80% of amt) Private school students who meet income criteria (80%_ Amount varies per regional cluster (3 clusters) Proposed DepEd Voucher per SHS DepEd June 2015: students identified

Fund Beneficiaries Policy: continued investments in higher education Continued HEI investment in quality initiatives Increased and improved HEI participation in SHS >> improved choice and quality for SHS students Students Reduced market pressure on fee increases Better student services Improved school choices (SHS) Faculty Improved retention Better faculty development

Note: The estimates in this ppt are moving estimates based on 65% submission rate and will be refined iteratively by December 2014 when the data retrieval rate would have reached 100% UPDATE ON THE STUDY OF THE IMPACT OF K TO 12 ON HEIs AND THEIR PERSONNEL REPORT OF THE INTER-AGENCY TWG (DOLE, DEPED, CHED, TESDA) Committee on Higher and Technical Education Commission on Higher Education, 28 October 2014

Impact of K to 12 on HEIs: Third Iteration EXPECTED OUTPUT OF THE RESEARCH COMPONENT OF THE Inter-Agency Task Force JULY 2014-MARCH 2015 Impact of K to 12 on HEIs: Third Iteration Impact of K to 12 on Teaching and non-Teaching Personnel: Third Iteration Impact of K to 12 on the economy of urban university belts (for possible separate support outside the TESTF) Geo-mapping of the demand for K to 12 and supply of Senior High School providers; Sample Survey of Faculty and Non-teaching Personnel The Tertiary Education SECTOR Transition Fund Estimate: Third Iteration Proposed TESTF Fund Utilization

DATA SOURCES: OCTOBER ROUND Data submitted by HEIs on teaching and non- teaching personnel; HEI Transition Plans of private insitutions that do not yet take into account the actual list of public high schools that will offer K to 12 or the HEIs that plan to offer K to 12 either as part of existing high schools or as a stand alone program

3 Iterations of the HEI Transition Plans Initial Transition Plan based on four scenarios (0% students, 25% of current enrolment; 50% of current enrolment; 100% of current enrolment (October) Transition Plans that take into account the actual geo-location of DepEd schools that will offer Senior High School and HEIs that plan to offer SHS (December) Transition Plans that provide plans for teaching and non-teaching personnel (March)

Impact on HEIs: Philippine Higher Education Landscape Private = 1,652 (88%) Private = 1.89M (57%) Public = 219 (12%) Private = 1,652 (88%) Total = 1,871 (excluding 442 SUCs satellite campuses) Public = 1.42M (43%) Private = 1.89M (57%) Total = 3.3M Distribution of Higher Education Institutions (HEIs) Public = 219 (12%) (excluding 442 satellite campuses) Distribution of Students Public = 1.42M (43%) (Figures show SY 2012/13 data) Public HEIs are composed of SUCs, LUCs and Other Gov’t Institutions All provinces in the country have HEIs including at least one state college per province except Sarangani Distribution of HEIs is uneven with heaviest concentration in NCR, IVA, III and Cebu Enrollment in higher education translates to 24% of total college age population (16-21 years old); Gross Enrollment Ratio (GER) which is associated with middle income countries

Distribution of HEIs by Type 5% 1% 6% 19% sectarian non-sectarian SUC LUC OGS/CSI 70%

Distribution of Private Non-sectarian HEIs by Type Stock 19% Non-stock 81%

Distribution of HEIs by Regional Cluster 23% Luzon 16% Visayas 61% Mindanao

Distribution of HEIs by Size of College Enrollment (Big=10000+; Medium=2000-9999; Small=<2000) 2% 19% Big Medium Small 79%

Percent Distribution of HEIs Across College Enrollment Sizes 33.33 18.77 17.48 15.86 11.97 2.59 less than 100 100-499 500-999 1,000-1,999 Enrollment Sizes 2,000-9,999 more than 10,000

Percent Distribution of HEIs by Size of Enrollment Across Type (Big=10000+;Medium=2000-9999; Small=<2000) 83.33 84.06 59.55 Big Medium Small 35.58 16.67 13.86 4.87 2.07 SUC LUC Private

Percent Distribution of Faculty by Full- time/part time and HEI Type 100% 90% 28.7 80% 43.7 49.7 70% 60% 50% Part Time Full Time 40% 71.3 30% 56.3 50.3 20% 10% 0% SUC LUC Private

Percent Distribution of Faculty According to Employment Status by HEI Size [College enrollment only] 70 65.63 61.01 60.83 54.06 54.75 52.19 47.81 50 45.94 45.25 38.99 39.17 34.37 30 Full-tme Part-time 20 10 less than 100 100-499 500-999 1,000-1,9992,000-9,999 more than 10,000 Enrollment Sizes

Estimates of Affected Teaching and Non-Teaching Personnel The following slides present estimates of potential displacements but only for permanent faculty and non-teaching personnel who have legal entitlements; The first iteration of Transition Funds were estimated with this group in mind; HOWEVER, estimates of the probationary and contractual staff are presented in this ppt without any assumption of who among them will be affected. It is also important to note that the Inter- Agency Group has begun to consider thinking of transition for this group. But the estimates of who will be affected and the possible options will be provided in the second iteration estimates by the end of December 2014;

Preliminary Estimates: Permanent Faculty Type of Faculty Total Public Private Teaches only GE 4845 2424 3566 Teaches some GE 41993 23425 28688 Does not Teach GE 2018 431 1604 Still unclassified 4214 4148 1779 Total Permanent 53,070 30428 35637 Total Faculty 130,806 58627 99658

POTENTIAL DISPLACEMENT: PERMANENT FACULTY Faculty Teaching Only GE courses: Permanent Faculty Teaching Only GE courses: 4,845 (4% of total; 9% of permanent) SUC: LUC: 2,425 (2% of total) 46 (.04% of total) (1% of total) (2% of total) Private Sectarian: 735 Private Non-Sectarian: 2,814 Permanent Full-time Faculty Teaching Only GE: 4,181 (3% of total)

PotentiaL Displacement and Cost: PERMANENT FACULTY Permanent Faculty Teaching Some GE: Permanent Full-time Faculty Teaching Some GE: 37,697 Cost of Retrenchment (Permanent, Full-time): PhP9.8 B Assumptions: P30,000 per month for 24 months All GE only permanent full-time teachers will be retrenched 25% of some permanent full-time teachers teaching some GE courses will be retrenched [by 2018]. Note: this may be on the high side because a significant number of the best HEI teachers teach some GEs

Potential Displacement and Cost Potential Displacement and Cost Non- Teaching Personnel (NTP): PERMANENT NTP Permanent Full-time Non-Teaching Personnel: 26,872 Cost of Retrenchment: 25% Retrenchment: P2.4B 50% Retrenchment: P4.8B Assumptions: P15,000 for 24 months

Estimates of Contractual: Faculty Estimate of Probationary and Contractual Faculty (as of October 2014)  : Tenure SUCs LUCs Private Non- sectarian Private Sectarian TOTAL Probationary 2235 42 10246 2805 15328 Contractual 10405 2497 20875 7351 41128 27835 2315 41032 13460 84642 Estimate of Probationary and Contractual to be Affected and Potential Options for Mitigating the Impact [to be given in December 2014]

Estimates of Contractual Non- Teaching Staff Estimate of Probationary and Contractual Non-Teaching Staff (as of October 2014) Tenure SUCs LUCs Private Non- sectarian Private Sectarian TOTAL Probationary 160 3 2252 745 3160 Contractual 4385 523 2217 439 7564 4545 526 4469 1184 10724  : Estimate of Probationary and Contractual to be Affected and Potential Options for Mitigating the Impact [to be given in December 2014]

ESTIMATE of the TESTF The Inter-Agency Team will work within the P29B estimate in July 2014 for now

NEXT STEPS (until the Interim December Report): Research Refine the estimates of affected teaching and non-teaching personnel with 100% retrieval of forms; Retrieval of additional information on the exact age of permanent faculty [for estimates of potential optional retirement) Provide a mapping of the demand for and supply of K to 12 providers by municipality; Provide research inputs to a plan for non-teaching and contractual/part-time personnel; Focus group discussions on the strategies to mitigate K to 12 (with information dissemination on schools that have made adjustments and clear-cut plans) Commence the survey process for the study of faculty and non- teaching personnel;

NEXT STEPS (until the December Report): Research Administer the second iteration of the HEI Plans that include information on demand and supply; Refine the projection of the TESTF Provide research inputs to the finalization of the plan on the utilization of the TESTF including the basis for the mechanics for the graduate studies Commence the study of the impact on the economy of university belts/towns [for possible support separate from the TESTF]

NEXT STEPS: Management of the Transition (for the December report) Work out the mechanics of the allocation of the TESTF to specific uses Reconstitute the CHED Graduate Review Task Force to set into motion the determination of the amount and mechanics of the Graduate Studies component of the proposed Fund; and constitute Task Forces for the other uses Request the utilization of about P2B of the CHED HEDF funds to seed the Graduate Studies component of the TESTF; Discuss the preliminary December estimates with DBM for possible inclusion in the 2016 GAA if Congress passes a TESTF Bill

NEXT STEPS: Management of the Transition (for the December report) Finalize in consultation with PASUC re: the policy on the offering of K to 12 by SUCs Organize a mentoring system where more stable HEIs that have adjustment plans assist smaller institutions Work on the mechanics of CHED’s assistance to DepEd in the management of the transition to K to 12 of higher educations that will offer K to 12 (academic track) up to 2017. Work on the mechanics and training of trainers for the retooling of about 467,000 public school teachers for K to 12 by HEIs in the transition years;

MARAMING SALAMAT PO!!!