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

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

3. 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).

4. 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 [shift to learning
competency-based standards CMO 46 s 2012]
--PSGs for 2018 onwards
--PSGs for ladderized and associate programs

5. The Stabilization Fund

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

7. Proposed Stabilization Fund CHED
HEI participation at this level only
NCR
Based on 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

8. 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

9. 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

10. 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

11. 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

12. 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)

13. Impact on HEIs: Philippine Higher Education Landscape
Private = 1,652 (88%)
Private = M (57%)
Public = 219 (12%)
Private = 1,652 (88%)
Total = 1,871
(excluding 442 SUCs satellite campuses)
Public = M (43%)
Private = M (57%)
Total = M
Distribution of Higher Education Institutions (HEIs)
Public = 219 (12%)
(excluding 442 satellite campuses)
Distribution of Students
Public = M (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

14. Distribution of HEIs by Type5% 1% 6%
19%
sectarian
non-sectarian SUC
LUC OGS/CSI
70%

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

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

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

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

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

20. 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

21. 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
1,000-1,9992,000-9,999
more than 10,000
Enrollment Sizes

22. 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;

23. 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

24. 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: Private Non-Sectarian: 2,814
Permanent Full-time Faculty Teaching Only GE: 4,181 (3% of total)

25. 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

26. 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

27. 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]

28. 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]

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

30. 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;

31. 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]

32. 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

33. 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
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;

34. MARAMING SALAMAT PO!!!