LLL - Activity

28 June 2016
Legazpi City
NATIONAL ANTHEM
AND PRAYER
WELCOME REMARKS
INTRODUCTION OF
PARTICIPANTS
TODAYS AGENDA
I.
II.
III.
IV.
Context: K to 12 Transition Period

Updates: Grants under the K to 12 Transition Program
Lifelong Learners Program
Institutional Development and Innovation Grants
A. Grant Features
B. Grant Mechanics
C. Frequently Asked Questions
D. Concept paper & Proposal Workshop
V. Closing Remarks
CONTEXT
K to 12 Transition Period
WHAT IS THE K to 12 REFORM ABOUT?

Republic Act 10533 or The Enhanced Basic
Education Act of 2013 was signed into law in
2013, and is the flagship education reform
program of the Aquino administration.
It covers kindergarten (K) and 12 years of basic
education (six years of elementary, four years of
junior high, and two years of senior high school) to
provide sufficient time for mastery of concepts and
skills.
The additional two years of SHS decongests the
curriculum and focuses on mastery, while
minimizing need to review basic subjects in college.
INSTITUTIONAL DEVELOPMENT AND INNOVATION GRANTS
K TO 12 TRANSITION
COLLEGE
2016-17
2017-18
2018-19
(Revised G.E.
Curriculum)
2019-20
2020-21
1st Year
2nd Year
3rd Year
4th Year
The transition period begins this June 2016 as a result of the full
scale implementation of Senior High School, leading to multi-year
low enrolment in colleges nationwide.
CHED is crafting developmental packages to mitigate the adverse
impact of the Transition on labor, and leverage the opportunity to
upgrade Philippine higher education
UPDATES
Grants under the K to 12

Transition Program
CHED K to 12 TRANSITION PROGRAM
COMPONENT GRANTS
NON-DEGREE PROGRAMS
for Faculty & Staff
GRADUATE DEGREES
for Faculty & Staff
Scholarships
for Graduate
Studies
Instruction,
Research &
Sectoral
Engagement
(IRSE) Grants
Foreign
Scholarships
Professional
Advancement
& Post-Doc
Senior High
School
Support
Grants
INSTITUTIONAL
DEVELOPMENT
for HEIs
Institutional
Development
and
Innovation
Grants
SCHOLARSHIPS
FOR GRADUATE
STUDIES
SCHOLARSHIP FOR GRADUATE STUDIES
Region
No. of DHEIs
No. of
Programs
Region
No. of DHEIs
No. of
Programs
12
89
54
80
10
13
153
11
127
11
105
4-A
11
279
12
53
4-B
13
NCR
34
711
41
CAR
96
55
NIR
89
132
CARAGA
20
68
ARMM
The Commission has authorized a total of 149 HEIs (152% increase as of

2015) and approved 2165 graduate degree programs (381% increase as
of 2015) to be offered in the K to 12 Transition Period.
We have a total of 4,073 approved nominees for

the First Semester of A.Y. 2016 2017.
Total Number of Nominations Vetted
(1st Semester 2016 intake)
5,289
Batch 1 of Approved Nominees
2,560
1,193

(Forthcoming release: June 9, 2016)
320
Available slots for 2nd Semester Intake
1,441
(CMO No. 26, S. 2016)

(CMO No. 28, S. 2016)
This was achieved through the following initiatives:

A nationwide campaign for nominations across all regions and online,
in response to the oft-cited need for greater information awareness;
A streamlined process of application, compared to previous setups;
A well-developed vetting and metrics system for processing.
REGIONAL DISTRIBUTION (PASSERS)
SCHOLARSHIPS FOR
GRADUATE STUDIES ABROAD
Refer to CMO 22, s. 2016
START-UP GRANT
Vouchers for HEI faculty and staff that wish to take the TOEFL, IELTS, or GRE
PARTIAL SUPPORT FOR FOREIGN STUDIES
For HEI faculty and staff that have already gained admission in reputable institutions abroad
and would like to secure additional funding
PHD SANDWICH
Funding for HEI faculty and staff for a year of dissertation research in an HEI abroad
FULL SCHOLARSHIPS FOR FOREIGN STUDIES
Full funding to be awarded to a select group of HEI faculty and staff that have potential
to become leaders in their respective HEIs/fields (to be awarded in partnership with
award-giving organizations)
PROFESSIONAL ADVANCEMENT & POSTDOC GRANTS
PROFESSIONAL ADVANCEMENT GRANTS

Refer to CMO 25, s. 2016
PROFESSIONAL ADVANCEMENT (LOCAL)
For faculty and staff who wish to take local non-degree professional advancement courses (e.
g. graduate certificate/diploma programs, leadership development programs, MOOCs)
PROFESSIONAL ADVANCEMENT (FOREIGN)
For faculty and staff who wish to take non-degree professional advancement courses (e.g.
graduate certificate/diploma programs, leadership development programs) abroad
CONTINUING PROFESSIONAL EDUCATION (CPE)

PROGRAMS
Funding for certificate programs and short training courses initiated by Technical
Panels, Technical Committees, Centers of Excellence and Centers of Development
POSTDOCTORAL STUDY GRANT
Funding for HEI faculty and staff with existing doctoral degrees and still wish to pursue
a postdoctoral qualification here or abroad
INSTRUCTION,
RESEARCH &
SECTORAL
ENGAGEMENTS
GRANTS
INSTRUCTION, RESEARCH & SECTORAL ENGAGEMENT GRANTS
PERTINENT DOCUMENTS
CHED Memorandum Order No. 14, s. 2016
Guidelines for Availing of Instruction, Research and Sectoral

Engagement (IRSE) Grants
Memorandum from the Chairperson dated April 26, 2016

Clarifications on IRSE Grants
Memorandum from the Chairperson dated May 30, 2016

Further Clarifications on IRSE Grants
Memorandum from the Chairperson dated May 31, 2016

Updates on IRSE Grants including guidelines on Existing
Partnerships
ON HEI-INITIATED PARTNERSHIPS
see Memo from the Chair, May 31, 2016
EXISTING PARTNERSHIPS
FORMS
NEW PARTNERSHIPS
For Industry and Civil Society Partners

Partner Profile Form (Word file)
Engagements Proposal Form (Word file)
Documentary requirements specified in Appendix 1 of the
Partner Profile Form
SOURCE
Appendix 1 & 2
from CMO Nos.
12 & 13, s. 2016
For Government Partners

Partner Profile and Engagements Proposal Form (Excel
sheet)
Cover letter explaining the nature of the partnerships
Project Proposal covering all pertinent details for the
partnership that includes, but is not limited to, the nature
of engagements, duration of partnership, areas of
coverage, number of personnel needed
PROOF OF
PARTNERSHIP
Notarized copy of existing

MOA
Exchange of letters or written

certification of the verbal
agreement of the partnership,
duly signed by representatives
of the HEI and the partner
SHEI and
Partner
IMPORTANT DATES
WHEN
WHAT
WHO
25 JUNE 2016
Deadline of SHEI
Nominations for
Mid-Semester
(August to October
2016)
Sending HEIs
Deadline of SHEI
Nominations for
Second Semester
(November to April
2016)
Sending HEIs
1 AUGUST 2016
2 SEPTEMBER
2016
NOVEMBER
HOW
DOWNLOAD LINKS
Sending HEI Nomination Forms:
bit.ly/sheinominationkit
List of Approved Grantees:
www.chedk12.wordpress.com/irse-nominees
List of Approved Partners:
www.chedk12.wordpress.com/irse-partners
Status of Nominations:
www.chedk12.wordpress.com/irse-shei-tracker
SUPPORT TO
SENIOR HIGH
SCHOOL
IMPLEMENTATION
Support to Senior High School Implementation

In partnership with the Department of Education, Philippine Normal University,
the University of the Philippines, FAPE, and the National Network of Normal Schools
(3NS)
Development of
Teaching Guides
Senior High School

Support Website
Teacher Training
Senior High School

Support Grants
Development of 19
teaching guides for the
Academic Strand (ABM
and STEM), and for
Core Courses. These
guides include
teaching strategies,
guide questions, and
curated content, to
support SHS teachers.
A free, user-friendly
and accessible website
for teachers, giving
them access to 1)
digital teaching guides,
2) demo videos
(allowing exemplary
HEI faculty to model
good teaching), 3) an
online community.
Support to non-DepEd
schools that will be
offering SHS in
coordination with
FAPE and the National
Network of Normal
Schools (3NS) through
training of trainors.
The SHS Support

Grants, per CMO 9 s.
2015, seeks to ease
the transition from
secondary to higher
education by
incentivizing HEI
faculty to design
programs geared
towards developing
SHS teachers
MATERIALS DEVELOPMENT
We have mobilized Higher Education partners to support

Senior High School implementation
SHS Teaching Guides
of 19 subjects (Core,
STEM and ABM) are
nearing publication
and distribution
The Teaching Guides
are available for free
at www.chedk12.com
The second batch of
Teaching Guides will
be available for
download by the end
of June
TEACHER TRAINING
We have mobilized Higher Education partners to support

Senior High School implementation
SHS Teacher Training in cooperation with the Private Education Assistance Committee,
Philippine Normal University, National Network of Normal Schools (3NS), Centers of
Development and Excellence in Teacher Education, and CHED Regional Offices
Total participants: 3,000 Private School Teachers and 4,444 SUC/LUC Teachers
SENIOR HIGH SCHOOL SUPPORT GRANTS, CMO 9 s. 2016
The Senior High School Support Grants

(CMO 9 s. 2016)
SOLO grants
UNIT grants
Immersing in SHS as a
teacher
Developing SHS teachers

in terms of content
HEI faculty who will teach

SHS subjects
HEI unit: at least 2 HEI faculty

members representing a unit or
academic dept
maximum of P50,000
Min: 30 participants
Max: 100 participants
maximum of P500,000
Batches
Application Deadline
Release of Results
SECOND WAVE
July 4, 2016
August 1, 2016
THIRD WAVE
September 5, 2016
October 3, 2016
CHED K to 12 TRANSITION PROGRAM
COMPONENT GRANTS
NON-DEGREE PROGRAMS
for Faculty & Staff
GRADUATE DEGREES
for Faculty & Staff
Scholarships
for Graduate
Studies
Instruction,
Research &
Sectoral
Engagement
(IRSE) Grants
Foreign
Scholarships
Professional
Advancement
& Post-Doc
Senior High
School
Support
Grants
INSTITUTIONAL
DEVELOPMENT
for HEIs
Institutional
Development
and
Innovation
Grants
LIFELONG
LEARNERS
PROGRAM UNDER
THE K TO 12
TRANSITION
LIFELONG LEARNERS PROGRAM UNDER THE K TO 12 TRANSITION
LIFELONG LEARNER TRACK

Aims to respond to the higher education needs of students
who graduated from high school under the old curriculum
before the K to 12 reform was implemented that is, those
who graduated from high school before 2016, and who
stopped schooling before they could earn a degree, or who
may not have gone to college at all.
They are referred to as Lifelong Learners
because of their willingness to pursue
higher education despite previously being
unable to do so.
Filipino HS graduates
w/o a college degree
Source: 2010 PSA data
10.2 M
Untapped market for

higher education
institutions during the
transition period
EARLIER INITIATIVES OF THE COMMISSION

HS Graduates
w/o a college
degree
A study was initiated to
determine the share of potential
Lifelong Learners (LLs) among
HS graduates.
Higher
Education
Institutions
A survey was conducted to
gauge the capacities of HEIS
to accommodate LLs.
HIGH SCHOOL GRADUATES
Without a college degree
*Based on PSRC study
Reasons for
Leaving School
Triggers for Pursuing

Higher Education
Lack of budget to support

studies
Need to work
Got pregnant/married
Lack of interest
Took a rest
Scholarship/Free Tuition
Guaranteed employment
Funds for day-to-day
school needs
HIGH SCHOOL GRADUATES
Without a college degree

33.9% None
*Level of education they wish to achieve based on PSRC study
31.8% College
43.3%
POTENTIAL
PARTICIPANTS OF THE
LIFELONG LEARNER
TRACK
11.5% College
18.8% Vocational
4.0% SHS
After hearing about last

chance to go to college
THE LIFELONG LEARNERS
Chances of going back to college
53%
15 to 29 y/o
43%
not working
40%
with some
college
Younger age groups are more

likely to return to education as
their earnings may be relatively
lower due to lack of experience.
They could be easily encouraged
as having a job usually competes
with schooling time.
They could be convinced to enroll
as some of the units they took
previously might no longer be
credited at the university level.
Preferred courses
Education Science
and Teacher
Training
Business
Administration
Information
Technology
Service Trades
Engineering and
Technology
HEIs are requested to align their

course
offerings
with
current
demands or hard to fill jobs based
on drivers of growth and emerging
industries in their respective regions.

Lifelong Learners and their parents must be given all the
information needed about the following to be able to make
an informed skill investment decision:
Returns to
education
Scholarships
Educational
quality
Career
prospects
HEIs are encouraged to work with

the Commission in helping Lifelong
Learners make informed decisions.
CHALLENGES TO THE HEI

Challenges
Support Needed
Demand forecasting/feasibility of
opening classes to a limited
number of students
Support
for
undersized classes
operating
Lack of available and trained

teaching personnel
Equipping faculty with the skills

to handle adult learners
Reliability of Lifelong Learners in

completing their degrees
Designing
bridging
and
refresher programs; providing
financial
and
psychosocial
support to Lifelong Learners (e.
g. scholarships, counseling,
etc.)
EXISTING CHED PROGRAMS

Distance Education Program
CMO No. 27 s. 2005
ELIGIBILITY
Only HEIs with the following status are

qualified to offer a program by distance
education:
With Level III Accreditation in the
degree program applied for, or
CHED COE status in the degree
program applied for, or
With certification of compliance from
the CHED Quality Assurance System
for Distance Education
Only HEIs with Level III accreditation in the
Liberal Arts may offer GE programs by
distance education
Distance Learning offers an

alternative
method
of
instruction for students that
are hindered by the limitations
of
traditional
classroom
instruction.
The CHED through the
Technical Panel on Distance
Education and identified
COEs shall assist HEIs in
developing the capability to
offer distance education

Distance Education Program
CMO No. 27 s. 2005
CRITERIA FOR APPLICATION FOR

GOVERNMENT PERMIT/RECOGNITION
TO OFFER DISTANCE EDUCATION
PROGRAMS
Institutional Qualification
Institutional Management and
Commitment
Curriculum Development and Approval
Instructional Materials Development
Delivery Mode/Strategies
Student Assessment
Student Support Services
Applications are to be
submitted
to
the
CHEDRO, and shall be
forwarded to the OPSD
for endorsement to the
Commission en banc.

Expanded Tertiary Education Equivalency
and Accreditation Program (ETEEAP)
CMO No. 28 s. 2013
ETEEAP awards academic credits for work experience and non-traditional

means of education, thereby not only shortening the time it takes to
complete a program of study, but also decreasing the overall cost of
tuition.
ELIGIBILITY OF DEPUTIZED HEIs

The HEI is a Center of Excellence or Center of Development in the
program/discipline to be offered through the ETEEAP; or
Its undergraduate program/discipline for offering through the ETEEAP
has a Formal accredited status equivalent to Level II from any of the
accrediting agencies recognized by CHED
*Notwithstanding the foregoing provisions, CHED may deputize HEIs/specialized academic

program where there is no ETEEAP deputized institution/academic program.

Expanded Tertiary Education Equivalency
and Accreditation Program (ETEEAP)
CMO No. 28 s. 2013
DEPUTIZATION PROCESS
The HEI shall apply through the CHEDRO with a letter of application
and commitment together with all document requirements.
The CHEDRO evaluates the HEIs compliance with requirements and
recommends to the Central Office the appropriate action on the
application.
An Evaluation Team shall conduct an
evaluation visit to determine and validate
List
of
document
requirements
and
the readiness of institution and program
templates can be found
for deputation.
at the CHED Website.
The Team shall submit the report and its
recommendation to the Commission en
banc for approval.

Credit Transfer and Ladderized Programs
CMO Nos. 35 and 38 s. 2006
Technical-Vocational Education and Training (TVET) graduates are

granted equivalent higher education units to allow them to proceed to
higher education. A Certificate of Authority is required to operate a
ladderized baccalaureate program.
REQUIREMENTS
Recognition for private HEIs or equivalent authorization in case of
SUCs and LUCs of the straight/traditional baccalaureate program
being applied for
Certificate of Program Registration from TESDA for the TVET
qualification embedded in the proposed ladderized curriculum
Applications shall be submitted to the CHEDRO and
shall be reviewed both by the CHEDRO and TESDA.

Student Financial Assistance Programs
(StuFAPs)
StuFAPs provides opportunities for deserving students of both public and
and private schools to access scholarship grants, student loan programs,
subsidies, and other incentives.
Transitory Provisions to CMO No. 13 s.

2014 for AY 2016-2017 and 2017-2018
CMO No. 24 s. 2016
CMO redirects the target beneficiaries of the
StuFAPs to graduates of early adopter SHS,
participants of the lifelong learner track, existing
qualifiers, and Iskolar ng Bayan beneficiaries.
OTHER CHED INITIATIVES

Teacher Training on Adult Learning
Teacher training sessions shall be conducted in
the next few months to capacitate select faculty
members with teaching strategies and techniques
that could help them better accommodate Lifelong
Learners.
Training Incentives for Teachers

The Commission is designing a specialized course
for promising faculty members that are handling
Lifelong Learners. These courses include longdistance and in country learning, with a possibility
of holding exposure trips abroad.

Institutional Development and
Innovation Grants
The Commission shall provide funding for initiatives that
strengthen the qualifications and capacity of higher
education institutions (HEIs) to respond and remain
relevant to local, regional, national, and global priorities,
and ensure their quality and long-term sustainability.
Continuing Professional Education

Higher education institutions with a COE or COD in
Education may request for funding from the Commission
to be able to initiate certificate programs and short
training courses for faculty members that are handling
Lifelong Learners.
*See CMO No. 25 s. 2016

Database of HEIs Accommodating
Lifelong Learners
The Commission has come up with a list of HEIs that have expressed
willingness to accommodate Lifelong Learners. The list may be
accessed at:
https://chedk12.wordpress.com/lifelonglearner/
HEIs that are not yet listed may express their intention to
accommodate Lifelong Learners by sending an email to:
ched.lifelonglearner@gmail.com
Kindly indicate the following information:
Name of HEI
Address
Contact Details (contact no., email address, website)

Advocacy Activities
Newspaper
posts
Social
Media Posts
Roadshows and
information
sessions
LIFELONG LEARNERS PROGRAM

SUMMARY OF INITIATIVES
Existing CHED
Programs
Other CHED
Initiatives
Distance Education
Program
Expanded Tertiary
Education Equivalency and
Accreditation Program
Credit Transfer and
Ladderized Program
Student Financial
Assistance Program
Teacher Training and Adult

Learning
Training Incentives for
Teachers
Institutional Development and
Innovation Grants
Continuing Professional
Education
Database of Accommodating
HEIs
Advocacy Activities
WORKSHOP
PLANNING ACTIVITY - LIFELONG LEARNERS PROGRAM
Objective: To allow HEIs to design their own Lifelong
Learners Program
Activity
Objectives
Stakeholders
Specific Action
Points
*Activities are not limited to academic programs catering to Lifelong Learners.

HEIs may choose to design community development activities, advocacy efforts,
and partnership initiatives that could assist the said clientele.
INSTITUTIONAL
DEVELOPMENT
AND INNOVATION
GRANTS
CHED Memorandum Order No. 33, series of 2016
Guidelines for Institutional Development and
Innovation Grants under the K to 12 Transition
Program
CHEDS RESPONSIBILITY
IN THE K TO 12 TRANSITION
REPUBLIC ACT 7722
Higher Education Act of 1994
It is the mandate of the Commission to (1) formulate and
recommend development plans, policies, priorities, and
programs on higher education and research, and (2) identify,
support and develop potential centers of excellence in
program areas needed for the development of world-class
scholarship, nation building and national development.
CHEDS RESPONSIBILITY
IN THE K TO 12 TRANSITION
REPUBLIC ACT 10533
The Enhanced Basic Education Act of 2013
The Commission is mandated to help ensure a smooth
transition to the new system by formulating appropriate
strategies and mechanisms, which may cover changes in
physical infrastructure, human resource, organizational and
structural concerns, bridging models linking secondary
education competencies and the entry requirements of new
tertiary curricula, and partnerships between the government
and other entities, along with ensuring the long-term viability
of HEIs, and the alignment of higher education with the new
curriculum in basic education.
RATIONALE
State of Philippine Higher Education
VERTICAL TYPOLOGY
RATIONALE
State of Philippine Higher Education
COD/COE
RATIONALE
Global Competitiveness Index 2015-2016
HIGHER EDUCATION & TRAINING
(out of 140 economies)
INNOVATION
(out of 140 economies)
SINGAPORE
1st
SINGAPORE
9th
MALAYSIA
36th
MALAYSIA
20th
THAILAND
56th
INDONESIA
30th
PHILIPPINES
63rd
PHILIPPINES
48th
INDONESIA
65th
THAILAND
57th
VIETNAM
95th
VIETNAM
73rd
LAOS
112th
LAOS
108th
CAMBODIA
123rd
CAMBODIA
122nd
MYANMAR
134th
MYANMAR
132nd
BRUNEI
--
BRUNEI
--
RATIONALE
The Transition Period presents a once-in-a-generation opportunity to upgrade
the Philippine Higher Education Sector on an unprecedented scale
There is a need to carefully target the higher education sector, and increase
government investment in higher education
Therefore, it is essential to have a mechanism that will mitigate the effects of
the K to 12 transition, and also provide developmental support for higher
education to respond to the pressing factors aforementioned
This, while creating an environment that will support, nurture and further
develop the faculty and staff we are sending for scholarships and professional
development in the next 5 years.
INSTITUTIONAL DEVELOPMENT &

INNOVATION GRANTS
The Commission shall provide funding for
initiatives that strengthen the qualifications and
capacity of higher education institutions (HEIs)
to respond and remain relevant to local,
regional, national, and global priorities, and
ensure their quality and long-term
sustainability, leveraging the K to 12 Transition
Period for said initiatives, and in preparation for
the first cohort of K to 12 graduates in 2018
TARGETS FOR IDIG

2016 and the whole Transition Period
WHOLE
TRANSITION PERIOD
2016
50 to 125
INSTITUTIONAL
DEVELOPMENT
PROJECTS
20 to 30
INSTITUTIONAL
INNOVATION
PROJECTS
350 to 775 PROJECTS UNDER IDIG
Improved accreditation status of HEIs

More HEIs with COD/COE programs
More Autonomous and Deregulated HEIs
More HEIs with international partnerships
and linkage
Strengthened role of HEIs across the

country as providers of superior quality
education as well as catalysts of innovation
and positive change
GRANT FEATURES
Thrusts and Categories
THRUSTS
The IDIG seeks to strengthen the role of HEIs across the country as
providers of superior quality education, as well as catalysts of
innovation and positive change. Projects under the Grant must respond
and contribute to the following thrusts:
NATIONALISM
INCLUSIVE GROWTH AND

SUSTAINABLE
DEVELOPMENT
GLOBAL
COMPETITIVENESS
As agents of Filipino national

and civic consciousness
As advocates of sustainable
economic growth and
productive and decent work
to all Filipinos
As vehicles for international

connectivity and
engagement, at par with
HEIs in the rest of the world
CATEGORIES
INSTITUTIONAL
DEVELOPMENT
Top-down approach to
achieving higher quality
INSTITUTIONAL
INNOVATION
Outward-looking strategy to
add value to the HEI and the
higher education sector
Projects may be comprised of one or more of the identified

components under each category, exhibiting a range of
related and cohesive activities
CHED-INITIATED
PROJECTS UNDER IDIG*
The Commission will also
endeavor to form
partnerships with local and
foreign organizations to
jointly initiate and fund
projects in line with the
thrusts and categories of
IDIG
INSTITUTIONAL DEVELOPMENT
For HEIs that meet the minimum qualifications required by
the Grant
Projects that establish the foundations for innovation, and

support them in improving their systems, processes,
instructional content, and pedagogies to meet higher
standards and for the HEIs programs to be potential CODs
and/or COEs
Components: Institutional Quality Assurance

Organizational Strengthening of HEIs
Components
INSTITUTIONAL QUALITY ASSURANCE
Activities that strengthen the HEIs quality assurance through competency-based
learning standards, outcomes-based education, and horizontal and/or vertical
typology
ORGANIZATIONAL STRENGTHENING OF HEIs

Activities that establish and/or enhance relevant organizational structures/functions,
such as for research and internationalization
Sample project concept # 1
DEVELOPMENT OF HEIS RDE PROGRAM
Institutional Quality Assurance & Organizational Strengthening of HEI
1.
2.
Formulation of research agenda

a. Identify a distinctive competence
given the HEIs faculty resources,
track record, geographic
advantage, etc.
b. Determine gaps in terms of human
resources, facilities, budget, and
other constraints
Pursuing the research agenda
a. Development of process for
preparation and review of research
proposals
i. Identification of the
responsibility centers at the
HEI
ii.
b.
3.
Formulation of policies in
terms of 1) faculty loading, 2)
intellectual property, 3)
collaboration with experts in
industry or other HEIs, 4)
rewards and incentives, etc.
Addressing the research gap
i.
Facility support for research
ii. Assistance in research
analysis, editing, etc.
Creation of a Research
Journal/Accreditation of HEIs Research
Journal
PROMOTION AND MARKETING OF HEI
Institutional Quality Assurance & Organizational Strengthening of HEI
1.
Creation of HEI
Strategic
Communications Office
a. Formulation of HEI
marketing and
promotion plan
2.
Crafting of policies and

materials regarding the
marketing and imaging
of the HEI
a. Development of
prospectuses and
view books
b. Development of
HEI brand identity
and manual
c. Development of
other marketing
public relation tools
3.
Dissemination of
information and
promotional materials
a. Conduct of
campaigns and fora
in basic education
institutions
ENHANCED SUPPORT FOR LIFELONG LEARNERS
1.
Institution of a study group/Big Brother

system for Lifelong Learners (LLs)
a. Provision of academic assistance to
LLs
b. Holding lectures that bridges the
competencies of LLs with new
information and knowledge
2.
Creation of a Counselling Office for LLs

a. Planning events that would help
integrate LLs with the rest of the
student population
b. Holding one on one counselling
with LLs in order to help them cope
with the environment of higher
education
3.
Assistance for LLs in post-graduation

job matching
a. Setting up of a Job Expo for the
whole student population
i. Inviting potential employers in
industries related to the
courses of LLs
INSTITUTIONAL INNOVATION
For HEIs which hold higher levels of accreditation
Projects that respond to the needs of industry and the

globalizing world, and add new value to the HEI and/or
enhance its existing resources to achieve better efficiency
and quality in their academic programs, research outputs
and extension projects.
Components: Research, Development, and Extension
Development of Academic Programs
Academe-Industry Linkage
Internationalization
Components
RESEARCH, DEVELOPMENT, AND EXTENSION
Research and extension projects on regional inclusive growth, sustainable
development, emerging technologies
--Activities that translate research into material outputs or products
DEVELOPMENT OF ACADEMIC DEGREE PROGRAMS

Projects that formulate, enhance, and reinvigorate academic programs classified as
niche, priority, and endangered programs
Components
ACADEME-INDUSTRY LINKAGE
Projects that foster linkages with industry partners to aid in the alignment of
academic instruction and the professional preparation of students with industry
practices and standards
INTERNATIONALIZATION
Projects that foster linkages and collaboration with foreign HEIs, Ministries of
Education, as well as international education networks, strengthening the position
of HEIs and the Philippine higher education sector in the international stage
HEI COLLABORATION WITH AGRICULTURAL
AND FISHING COMMUNITIES AND INDUSTRIES
Research, Development, and Extension & Academe-Industry Linkage
1.
Creation of tripartite
partnership between
HEI, local farming and
fish farming
communities, as well as
private firms
a. Private firms
engage in contract
farming where
farmers are given
the opportunity to
improve their
income
2.
Provision of technical
support to the
communities
a. HEI cascade their
knowledge on
organic farming,
food processing,
and packaging, etc.
b. HEI also helps
farmers in
negotiating for
better prices in
pushing their
products to the
market
3.
Perpetuation of support
to the communities
a. Industry and HEI
assists the farmers
to bring their
products beyond
domestic
consumption and
toward export
STRENGTHENING OF THE MALIKHAING PAGSULAT SA FILIPINO PROGRAM
Development of Academic Program
1.
Development of
marketing strategy for
the program
a. Creation of
program view
book, highlighting
faculty-capacity,
notable alumni, etc.
b. Production of HEIwide advertising
materials showing
the relevance of
the program
2.
Inclusion of innovative
instructional strategies
in syllabi and course
outlines
a. Use of educational
technology in
relevant subjects
3.
Updating program
curriculum, based on
relevant PSGs, course
syllabi, and outlines
4.
Support for graduates in

terms of critiquing,
editing, and publishing
their subsequent work
a. Creation of a
regularly published
collection and/or
anthology of the
graduates work
DEVELOPMENT OF JOINT DEGREE PROGRAM
Internationalization & Development of Academic Program
1.
Establishment of partnership with a

reputable foreign HEI
a. Benchmarking with partner HEI
2.
Crafting of curriculum design and

policies
a. Conduct of write shops for
curriculum writers
b. Preparation of guidelines in the
relevant processes for the program
c. Selection of administrators and
program governors
3.
Acquisition of necessary manpower and

resources
a. Faculty
i. Setting up positions and
inviting foreign professors to
teach in the program
ii. Preparations for mobility of
local faculty to partner foreign
HEI
b. Library materials, information
materials, and equipment
4.
Information dissemination campaign
HEI PARTNERSHIP WITH AUTOMOTIVE COMPANY
1.
Forging collaborative
partnership with a
relevant automotive
company
a. Fora on emerging
technologies in
automotive design
and engineering
b. Creation of elective
courses on
vehicular design,
automotive
engineering, etc.
2.
Opening of adjunct
professorial positions
for industry experts to
teach in the newly
created elective courses
and/or major subjects
3.
Institution of a joint
project on eco-friendly
solutions in automotive
engineering
4.
Institution of an
internship with partner
company where
students may immerse
in the following:
a. Design of new car
models
b. Safety standards of
vehicles
c. Production line of
automotives
d. Innovations in
automotive
engineering
ESTABLISHMENT OF REGION AS LIFELONG LEARNING HUB
Internationalization, Development of Academic Programs, &
Research, Development, and Extension
1.
Establishment of Lifelong Learning

Centers (LLC) in member HEIs
a. Institute projects necessary for the
promotion of lifelong education
b. Linking LLCs to form an Information
Network
i. Widespread dissemination of
information on Lifelong
Learning initiatives
2.
Invitation of foreign experts on Lifelong

Learning initiatives to conduct training
of member HEIs
3.
Development of offline and online

courses for Lifelong Learners
a. Holding regular lectures for Lifelong
learners
b. Establishment of a comprehensive
online system for Lifelong Learning
courses
c. Introduction of online courses for
Lifelong Learners offered by foreign
organizations
4.
Conduct of citizen sharing

workshops/focus group discussions
a. Update offerings for Lifelong
Learners based on their
suggestions
GRANT FEATURES
Summary
THRUSTS
Providers of Superior Quality Education
Nationalism
Inclusive Growth and

Sustainable Development
Institutional Development
Establish foundation for innovation
Bring HEIs closer to Autonomous and
Deregulated status
For programs to be potential
CODs/COEs
Components:
Institutional Quality Assurance
Global Competitiveness
Institutional Innovation
Respond to the needs of industry and
the globalizing world
Add new value to HEIs to achieve
better efficiency in their academic
programs and their RDE projects
Components:
Research, Development, and Extension
Development of Academic Program
Internationalization
Projects may be comprised of one or more of the identified components under each
category, exhibiting a range of related and cohesive activities
GRANT MECHANICS
Application & Screening Process
GRANT MECHANICS
DEVELOPMENT
INNOVATION
a SUC/LUC, or a
non-stock and non-profit private HEI
ELIGIBILITY*
The HEI must
be/have
PROJECT
DURATION
MAXIMUM
AMOUNT
CHED-recognized
CHED-recognized
at least one (1)
program with Level III
accreditation status, or
equivalent, and/or a
host of a COD or COE
program
Maximum of 12 months
Php 2 - 5 million
Php 8 - 12 million
GRANT MECHANICS
HEIs may partner with one or more

eligible institutions to establish
collaborative arrangements and apply for
the Grant as one unit
Projects may be initiated by a

department, office, or unit within the HEI.
Faculty and staff with lesser teaching and
work loads due to the Transition Period
are encouraged to spearhead projects
DOCUMENTARY REQUIREMENTS
BOTH CATEGORIES
Pre-screening:
Project Concept Note
Screening:
Cover Letter
Application Form
Full Project Proposal
Work and Financial Plan
HEDF Project Summary Sheet
Sources and Details of Proponents
Equity Participation in the Project
For collaborative arrangements:
Copy of Memorandum of Agreement
between parties, including terms of
reference
Certificate of Registration with the

Securities and Exchange Commission
(SEC)
Authenticated copy of the latest Articles of
Incorporation
Audited financial reports for the past three
years
For HEIs which have been in operation for
less than three years: Accomplishment
report of previously implemented similar
projects certified by HEI President and
Secretary
DOCUMENTARY REQUIREMENTS
Proof of CHED-recognition
Proof of CHED-recognition
Copy of Certificate of Accreditation
Proof of program accreditation as
COD/COE
For Internationalization:
Brief background on the foreign HEI/s and
proof of recognition by the CHEDequivalent agency of its origin country
Proposed Memorandum of Agreement
between contracting parties, including
terms of reference
SUBMISSION SPECIFICATIONS:
1. Forms must be digitally accomplished
2. Paper size: A4; submissions must be ring bound
3. Submit three (3) copies of requirements
APPLICATION & SCREENING PROCESS

1
HEI submits project concept note, endorsed by HEI

head/president, to the K to 12 Transition PMU via email for
pre-screening. The IDIG TWG evaluates and gives feedback
Pre-screened HEI submits full proposals, along with all necessary requirements, to the CHED
Regional Office in charge
IDIG Regional Vetting Panels (RVP) conducts preliminary evaluation
IDIG National Vetting Panel (NVP) conducts further vetting, the endorses projects for approval of the
Commission En Banc
Each successful HEI grantee signs a Memorandum of Agreement (MOA) with CHED to facilitate fund
transfer and begin project implementation

HEI submits project concept note, endorsed by HEI head/president, to the K to 12 Transition PMU via
email for pre-screening. The IDIG TWG evaluates and gives feedback
Pre-screened HEI submits full proposals, along with all

necessary requirements, to the CHED Regional Office in
charge
Commission En Banc

IDIG Regional Vetting Panels (RVP) conducts preliminary

evaluation
Commission En Banc

IDIG National Vetting Panel (NVP) conducts further vetting,

the endorses projects for approval of the Commission En
Banc

Commission En Banc
Each successful HEI grantee signs a Memorandum of

Agreement (MOA) with CHED to facilitate fund transfer and
begin project implementation
FREQUENTLY ASKED
QUESTIONS
Grant Specifics
COLLABORATIVE ARRANGEMENTS
Collaborative
Arrangements
Project
Proposals
Evaluation
Process
Funding and
Restrictions
Cascading Best
Practices
How can two or more HEIs apply as one unit?

Two or more HEIs may establish a partnership or
collaboration and identify a lead HEI from among themselves,
who shall apply for the grant in behalf of the whole unit,
following the regular processes for individual HEI applicants.
PROJECT PROPOSALS
What if our proposed project falls under more than
one category?
Collaborative
Arrangements
Project
Proposals
Evaluation
Process
Funding and
Restrictions
Cascading Best
Practices
HEIs must identify their project either as Institutional

Development or Institutional Innovation, but may cut across
the various components under each category. Creativity is
greatly encouraged.
Can we have more than one project at a time under
IDIG?
No. Only one project at a time shall be funded for each HEI
campus. HEIs with ongoing projects at the time of the next
Call for Proposals are disqualified from applying.
EVALUATION PROCESS
How will the project proposals be evaluated?
Collaborative
Arrangements
Project
Proposals
Evaluation
Process
Funding and
Restrictions
Cascading Best
Practices
Project proposals shall be evaluated based on the following

criteria: (1) technical merit; (2) relevance and developmental
nature; (3) capacity of the proponent/s to successfully deliver
the goals. Refer to Appendix 8 of CMO No. 33, s. 2016.
We were not selected for the grant this year. Can we
re-apply?
Yes. Proposals that are not approved may be re-submitted in
succeeding Calls for Proposals, provided the necessary
revisions and improvements are made.
FUNDING AND RESTRICTION
Collaborative
Arrangements
Project
Proposals
Evaluation
Process
Funding and
Restrictions
Cascading Best
Practices
Can the Grant be used to purchase equipment?

Yes, as long as it is deemed critical in attaining the project
objectives by the necessary evaluating panels, and approved
by the Department of Budget and Management (DBM). Note
that this may require longer processing time for the disbursal
of funds.
CASCADING BEST PRACTICES
Collaborative
Arrangements
Project
Proposals
Evaluation
Process
Funding and
Restrictions
Cascading Best
Practices
Weve completed the project under IDIG. Whats the

next step?
HEIs that have successfully implemented projects under the
IDIG are obliged to mentor other HEIs, as specified in the
approved design for cascading best practices of the project.
CONCEPT PAPER &

PROJECT PROPOSAL
FORM WORKSHOP
You may find the soft copy of the following forms
at chedk12.wordpress.com/idigdownloads/
CONCEPT PAPER
Appendix 3 of CMO No. 33, s. 2016
CHOOSE THE
APPROPRIATE HEI
TYPE:
1. SUCs
2. LUCs
3. Non-stock and
non-profit Private
HEI
Limit the concept paper

to two (2) pages
CONCEPT PAPER
Describe the activities

that form part of the
project
Do not forget to have the

form signed by the HEI
head/president
APPLICATION FORM
APPLICATION FORM
You may add more

depending on the
number of member HEIs
APPLICATION FORM
Check all components

that apply. Note the
delineation between the
Development and
Innovation components
Be concise yet
substantial in your
summary
APPLICATION FORM

head/president
FULL PROJECT PROPOSAL

The maximum duration

of a project is 12 months

Your objectives must be
Specific, Measurable,
Attainable, Relevant, and
Time-bound

REMEMBER: the Plan for
Cascading Best
Practices is as important
as the project itself
Include the schedule of

both the Project and
Plan for Cascading Best
Practices in your Gantt
Chart
It should be detailed and
organized


head/president
WORK AND FINANCIAL PLAN



Include the budget for
both the Project and the
Plan for Cascading Best
Practices in this section

head/president
REMINDERS
Find the soft copy of the forms at chedk12.wordpress.

com/idigdownloads/
Review all your forms before they are submitted
Make sure that all fields are adequately answered
Dont forget to have your forms signed by the HEI Head/President
Submit all requirements ahead of the deadline
SUBMISSION SPECIFICATIONS:
1. Forms must be digitally accomplished
2. Paper size: A4; submissions must be ring bound
3. Submit three (3) copies of requirements
REMINDERS
Deadlines for IDIG
29 July 2016
Friday
31 August 2016
Wednesday
Deadline for Concept Paper

Deadline for Full Project Proposals
Submit Concept Papers to the CHED K to 12 Transition

PMU via email at chedk12.idig@gmail.com
Submit Full Proposals to your respective CHED Region
Offices
OPEN FORUM
MARAMING
SALAMAT PO!
For further questions or clarifications,

contact the K to 12 Transition PMU
through email at k12@ched.gov.ph
and chedk12.idig@gmail.com or call
(02) 441-0927, or contact your
respective CHED RO.
IDIG TASKS FOR THE

CHED REGIONAL
OFFICE
FULL PROPOSAL TRACKERS

Article V, item no. 5 of CMO No. 33, s. 2016
Regional Offices will provide the Central Office a matrix of all
submissions
The tracker will have the following details:
Name of proponent HEI
and project lead
Project proposal title

Project category
Budget requested
Checklist of requirements
Scores from the RVP evaluation
Remark whether the proposal is
being endorsed to the NVP or a
brief explanation of why it is not
TRACKER URL:
http://bit.ly/IDIGTrackerR5
CONCEPT PAPER URL:
www.bit.ly/IDIGConceptPaper
REGIONAL VETTING PANEL

Composition of the RVP:
CHED Regional Director
NEDA Regional Representative
Project Management/Subject Matter experts
The CHED RDs were informed of the proposed composition and tasks
of the RVP during the 2nd Quarter National Directorate
The K to 12 Transition PMU, through Comm. Cynthia Bautista, is already
in talks with NEDA to ensure the support of their regional offices
The IDIG team is imploring the help of the regional counterparts to
search for project management experts within the respective regions
to be part of the RVP
IDIG TIMELINE
June 6, 2016
Call for Proposals for 2016
July 29, 2016
Deadline for submission of Concept Papers
August 31, 2016
Deadline for full Project Proposals
1st week of
September 2016
Regional-level evaluation IDIG RVP
Last week of
September 2016
National-level evaluation IDIG NVP
Given this timeline, we are requesting the following:

List of the IDIG RVP members
Call/follow-up HEIs regarding the IDIG

LLL - Activity

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LLL - Activity

Uploaded by

Copyright:

Available Formats

28 June 2016

Context: K to 12 Transition Period

WHAT IS THE K to 12 REFORM ABOUT?

INSTITUTIONAL DEVELOPMENT AND INNOVATION GRANTS

Grants under the K to 12

CHED K to 12 TRANSITION PROGRAM

SCHOLARSHIP FOR GRADUATE STUDIES

The Commission has authorized a total of 149 HEIs (152% increase as of

SCHOLARSHIP FOR GRADUATE STUDIES

We have a total of 4,073 approved nominees for

Batch 1 of Approved Nominees

Batch 2 of Approved Nominees

Batch 3 of Approved Nominees

Available slots for 2nd Semester Intake

(CMO No. 26, S. 2016)

This was achieved through the following initiatives:

SCHOLARSHIP FOR GRADUATE STUDIES

REGIONAL DISTRIBUTION (PASSERS)

SCHOLARSHIP FOR GRADUATE STUDIES

PARTIAL SUPPORT FOR FOREIGN STUDIES

FULL SCHOLARSHIPS FOR FOREIGN STUDIES

PROFESSIONAL ADVANCEMENT & POSTDOC GRANTS

PROFESSIONAL ADVANCEMENT GRANTS

PROFESSIONAL ADVANCEMENT (FOREIGN)

CONTINUING PROFESSIONAL EDUCATION (CPE)

POSTDOCTORAL STUDY GRANT

INSTRUCTION, RESEARCH & SECTORAL ENGAGEMENT GRANTS

Guidelines for Availing of Instruction, Research and Sectoral

Memorandum from the Chairperson dated April 26, 2016

Memorandum from the Chairperson dated May 30, 2016

Memorandum from the Chairperson dated May 31, 2016

INSTRUCTION, RESEARCH & SECTORAL ENGAGEMENT GRANTS

For Industry and Civil Society Partners

For Government Partners

Notarized copy of existing

Exchange of letters or written

INSTRUCTION, RESEARCH & SECTORAL ENGAGEMENT GRANTS

INSTRUCTION, RESEARCH & SECTORAL ENGAGEMENT GRANTS

Support to Senior High School Implementation

Senior High School

Senior High School

The SHS Support

We have mobilized Higher Education partners to support

We have mobilized Higher Education partners to support

SENIOR HIGH SCHOOL SUPPORT GRANTS, CMO 9 s. 2016

The Senior High School Support Grants

Developing SHS teachers

HEI faculty who will teach

HEI unit: at least 2 HEI faculty

CHED K to 12 TRANSITION PROGRAM

LIFELONG LEARNERS PROGRAM UNDER THE K TO 12 TRANSITION

LIFELONG LEARNERS PROGRAM UNDER THE K TO 12 TRANSITION

LIFELONG LEARNER TRACK

LIFELONG LEARNERS PROGRAM UNDER THE K TO 12 TRANSITION

Untapped market for

EARLIER INITIATIVES OF THE COMMISSION

LIFELONG LEARNERS PROGRAM UNDER THE K TO 12 TRANSITION

HIGH SCHOOL GRADUATES

Without a college degree

*Based on PSRC study

Triggers for Pursuing

Lack of budget to support

LIFELONG LEARNERS PROGRAM UNDER THE K TO 12 TRANSITION

HIGH SCHOOL GRADUATES