The Commission on Higher Education of the Philippines, abbreviated as CHED, is attached to the
Office of the President for administrative purposes. It covers both public and private higher education
institutions as well as degree-granting programs in all post-secondary educational institutions in the
3 Centers of Excellence
4 Dissemination of Information by CHED
5 See also
7 External links
The CHED was established on May 18, 1994 through Republic Act No. 7722 or the Higher
Education Act of 1994 which was authored by Senator Francisco Tatad.
The creation of CHED was part of a broad agenda for reforms in the country's education system,
outlined by the Congressional Commission on Education (EDCOM) in 1992. Part of the reforms is
the trifocalization of the education sector. The three governing bodies in the education sector are the
Commission on Higher Education (CHED) for tertiary and graduate education, the Department of
Education (DepEd) for basic education, and the Technical Education and Skills Development
Authority (TESDA) for technical-vocational and middle level education.
The former chairman of the Commission on Higher Education was Romulo Neri, formerly Director
General of the National Economic Development Authority (NEDA) and Socioeconomic Secretary.
Neri was also a former Budget Secretary. Former Chairman Puno was replaced by the President,
with Neri appointed to CHED temporarily to conduct a special mission and rehabilitate some of its
aspects as part of the projects of President Gloria Macapagal-Arroyo. On July 9, 2008 however,
Corazon dela Paz resigned as president and chief executive officer of the Social Security System
and the President named Chairman Romulo Neri as head of the SSS. Hence, CHED's post for
chairman is now vacant.
On August 20, 2008, Manny Angeles was appointed new CHED
Chairman, replacing Romulo Neri, and will be taking over acting CHED Chair Nona Ricaforte.
Angeles was former chancellor of the Angeles University Foundation and president of the Clark
William Medrano was also appointed commissioner of the CHED on
August 29, 2008.
The Chairman of CHED is also the Chairperson of the Board of Regents of the University of the
Centers of Excellence
Centers of Excellence (COEs) and Centers of Development (CODs) are higher education institutions
(HEIs) both public and private which have demonstrated the highest degree or level of standards
along the areas of instruction, research and extension. These provide institutional leadership in all
aspects of development in specific areas of discipline in the various regions by providing networking
arrangements to help ensure the accelerated development of Higher Educational Institutions in their
respective service areas.
Dissemination of Information by CHED
CHED disseminates information by a variety of means. For information specific to a particular
institution, a letter is sent to that institution, or an officer is invited to collect it at CHED main office.
The institution may then place a copy of the order on one of its own noticeboards, if the order is
CHED also maintains a website where some of its policy documents are made available.
CHED issues CMOs - CHED Memorandum Orders. These are often of national significance.
Formed May 18, 1994
Agency executive Patricia B. Licuanan, Chairperson
Federation of Accrediting Agencies of the
From Wikipedia, the free encyclopedia
Federation of Accrediting Agencies of the Philippines (FAAP), was established in 1977 and is
authorized by the Philippine Commission on Higher Education (CHED) to certify the quality levels of
accredited programs at the tertiary level, for the purpose of granting progressive deregulation and
PAASCU stands for Philippine Accrediting Association of Schools, Colleges and Universities. It is a private,
voluntary, non-profit and non- stock corporation which was registered with the Securities and Exchange
Commission on November 5, 1957.
PAASCU is a service organization that accredits academic programs which meet standards of quality
education. In November 1967, the Bureau of Education and Culture (now the Department of Education)
officially recognized PAASCU and endorsed its work as an accrediting agency. PAASCU is also one of the
three founding members of the Federation of Accrediting Agencies of the Philippines (FAAP), which was
established in 1977 and is authorized by the Commission on Higher Education (CHED) to certify the levels of
accredited programs for the purpose of granting progressive deregulation and other benefits.
PAASCU has been a full member of the International Network for Quality Assurance Agencies in Higher
Education (INQAAHE). As of 2005, INQAAHE is composed of 150 accrediting agencies coming from over 60
different countries. These agencies have also created regional networks, one of which is the Asia-PAcific
Quality Network (APQN), with PAASCU being one of its active members.
PAASCU also has linkages with the Council for Higher Education Accreditation (CHEA), which is a private,
nonprofit national organization that coordinates accreditation activity in the United States, as well as with
the National Committee on Foreign Medical Education and Accreditation (NCFMEA), which is based in
In 1957, PAASCU began accrediting in the tertiary level programs in Liberal Arts, Education and Commerce.
Presently, PAASCU accredits the following programs:
1. Liberal Arts/Sciences
6. Computer Science
a. Information Technology
b. Information Management
c. Information Systems
9. Medical Technology
10. Hospitality Management
11. Travel and Tourism
12. Social Work
14. Criminal Justice
g. Electronics and Communications
h. Manufacturing Engineering and Management
16. Radiologic Technology
17. Occupational Therapy/ Physical Therapy
18. Nutrition and Dietetics
19. Interior Design/Fine Arts
20. Basic Medical Education
21. Graduate Education
a. Arts and Sciences
c. Business Administration
d. Public Health
PAASCU began accreditation of secondary schools in 1965. The accreditation of elementary schools was
started in 1971. The accreditation of integrated High School and Grade School units, or Basic Education,
began in 2001.
Just one list of programs being accredited by PAASCU.
In 1988, PAASCU began accrediting in the graduate level courses or programs in Liberal Arts/ Arts and
Sciences, Education and Business Administration. And in 2003, PAASCU started accrediting Medical schools.
The Philippine Association of Colleges and Universities
Commission on Accreditation (PACUCOA) is a private
accrediting agency which gives formal recognition to an
educational institution by attesting that its academic program
maintains excellent standards in its educational operations, in
the context of its aims and objectives.
1. To identify schools whose competence and performance in
a particular field warrant public and professional
2. To guide students in the choice of quality schools, colleges
and universities that will meet their individual needs.
3. To help institutions of learning achieve maximum
educational effectiveness through self-evaluation and self-
4. To enlist the cooperation of institutions of learning and
professional associations in the mission of advancing the
interest of education.
History of PACUCOA
Founding of PACU (Philippine Association of Colleges
and Universities) with accreditation as an internal
Publication of the first PACU Handbook of Rules and
Standards of Approval and Accreditation of Private
Schools and Universities to guide PACU schools in
achieving excellence through self-evaluation of
their educational programs in the light of their
philosophy and objectives.
Appointment of the first committee on
accreditation by PACU; first Manual adopted.
Establishment of the PACU Commission on
Accreditation through a FAPE grant.
Adoption of the 1967 PACUCOA Manual and
Evaluative Instrument as working basis, with
Signing by PACUCOA Board of directors of
Constitution and By-Laws for submission to SEC, and
eventual approval by the Securities and Exchange
Commission of PACUCOA, Inc., as a non-stock, non-
profit corporation under the laws of the Philippines.
This marks the official separation of PACUCOA from
PACU, which used to subsidize the PACUCOA’s
membership in FAAP. However, PACUCOA functions
and operates as a private accrediting association,
principally but not exclusively, for member schools
Original Incorporators :
Alicia S. Bustos
Feliciana A. Reyes
Nieves A. Tality
Julia V. Calixto
Carmen G. Kanapi
Amado C. Dizon
Manuel D. Punzal
Antonio Orendain III
Grant to PACUCOA of full membership in the
International Network for Quality Assurance
Agencies in Higher Education (INQAAHE)
Société Generale de Surveillance (SGS) and The
United Kingdom Accreditation Service (UKAS)
Awards PACUCOA Certification for ISO 9001-2008
Accreditation is a concept of self-regulation which focuses on
self-study and evaluation and on the continuing improvement
of educational quality. It is both a process and a result.
As a process, it is a form of peer review in which an association
of schools and colleges establishes sets of criteria and
procedures to encourage high maintenance of standards of
education among its affiliate members.
As a result, it is a form of certification granted by a recognized
and authorized accrediting agency to an educational program
or to an educational institution as possessing certain standards
of quality which are over and above those prescribed as
minimum requirements for government
recognition. Accreditation is based upon an analysis of the
merits of educational operations in the context of the
institution's philosophy and objectives.
Membership to PACUCOA is open to all schools that are able to
meet the standards and requirements of the agency.
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Basic Principles of Accreditation
1. Accreditation is based on accepted standards. Each school
seeking accreditation will be surveyed and evaluated in
terms of the appropriateness and adequacy of its
philosophy and objectives and in terms of the degree and
competence with which it achieves its goals.
2. Accreditation is concerned with the teacher-learner
3. Accreditation provides opportunities for institutional
growth through self-study and evaluation and self-
4. Accreditation admits periodic review, criticism and
readjustment of its criteria, policies and procedures to
changes in education.
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Characteristics of Accreditation
1. its prevailing sense of volunteerism;
2. its emphasis on empowerment of people to accomplish the
business of the school/program in an excellent manner;
3. its strong tradition of self-regulation;
4. its reliance on comprehensive evaluative techniques,
5. its primary concern and passion for quality assurance and
6. its cultivation of a culture founded on organized
orderliness, and adherence to greater efficiency,
effectiveness and productivity.
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Requirements for Accreditation
To be accredited by an authorized accrediting agency, an
educational institution must demonstrate that it satisfies the
1. it has formally adopted an appropriate vision and mission;
2. it offers educational programs (or curricula) consistent
with its vision and mission;
3. it has a viable number of students actively pursuing
courses at the time of evaluation;
4. it has a charter or legitimate authority to award
certificates, diplomas or degrees to each person who has
successfully complied with the requirements of an
5. it has formally designated a chief executive officer or has
formally organized and staffed a chief executive office;
6. it has a duly constituted governing board
7. it has documented its funding base, financial resources
and plans for financial development, adequate to carry
out its stated purposes;
8. it has financial statements that are externally audited on
a regular schedule by a certified public accountant or
9. it makes freely available to all interested persons
accurate, fair, and substantially complete description of
its program, activities and procedures; and
10. it has graduated at least three batches before the
evaluation for accredited status.
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Legal Bases of Accreditation in the Philippines
In 1970, the Presidential Commission to Survey Philippine
Education (PCSPE) submitted policy recommendations to
improve and strengthen higher education.
Among others, it recommended that schools be encouraged to
join or organize accrediting associations, and that a Federation
of Accrediting Agencies (FAAP) be established.
The Commission Report better known as the Integrated
Reorganization Plan (IRP), was approved by President Marcos in
his PD 201 and subsequently issued Presidential Decree 6-A,
otherwise known as the Educational Development Act of 1972,
making accreditation one of the means of upgrading standards
of education in the Philippines and providing therein a program
of financial assistance.
Laws and regulations have been issued to articulate the
government’s policy on accreditation. BATAS PAMBANSA
232;R.A. 7722, Creating the Commission on Higher Education
(CHED): DepEd Order 32, s 2005; CHED Order 1, s 2005 and the
2008 Manual of Regulations for Private Schools, have stipulated
voluntary accreditation as means of ensuring quality
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PACUCOA Phases of Accreditation
Accreditation consists of eight phases:
First The consultancy visit
Second The self-survey activities
The preliminary visit (for Candidate
The formal visit (for level I Accredited
The re-accreditation visit (for level II
The level III phase (for level III
Seventh The level IV phase
Eighth Institutional Accreditation phase
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Accreditation Levels and Benefits
Candidate Status Benefits
Programs which have at
least undegone a preliminary
survey visit and are certified
by FAAP as being capable of
acquiring accredited status
within one or two years.
No special benefits
Level I/Level II: Accredited
Programs which have at
least been granted an initial
accredited status by any of
a. full administrative
the member agencies of the
FAAP, and whose status is
certified by the latter.
b. financial deregulation in
terms of setting of tuition
and other fees and charges
c. authority to revise the
curriculum without CHED
d. priority in the awards of
grants/subsidies or funding
assistance from CHED/DEP
LEVEL III: Reaccredited
Programs which have been
reaccredited and which have
met the additional criteria
or guidelines set by FAAP.
a. all the benefits for level
b. authority to offer new
courses allied to existing
level III courses without
need for prior approval.
c. privilege to offer new
d. privilege to offer open
e. privilege to offer
extension classes and
LEVEL IV: Accredited Status Benefits
Programs which are highly
respected as very high
academic programs in the
Philippines and with prestige
and authority comparable to
similar programs in excellent
a. all the benefits for level
I,II and III
b. Grant of full autonomy
for the program for the
duration of its Level IV
c. Authority to offer new
graduate programs allied to
existing Level IV courses,
education and extension
classes without need for
prior approval by CHED
provided that the concerned
CHEDRO is duly informed.
PACUCOA Board of Directors, Officers and Commissioners
Dr. Jaime M. Buzar
Dr. Feliciana A. Reyes
Dr. Conrado E.Iñigo
Dr. Rosita L. Navarro
Engr. Vinci R. Villaseñor
Dr. Flordeliza A. Castro
AACCUP (Accrediting Agency of Chartered Colleges and Universities in the Philippines) is the most
recognized accreditation agency in the Philippines. The function of AACCUP is the accreditation of
curricular courses and programs in the Philippines particularly the State Universities and Colleges.
AACCUP aim “to develop a mechanism of, and conduct the evaluation of programs and institutions.”
The view of Accreditation according to AACCUP is “viewed as a process by which an institution at the
tertiary level evaluates its educational activities, in whole or in part, and seeks an independent judgment
to confirm that it substantially achieves its objectives, and is generally equal in quality to comparable
Accrediting Agency of Chartered Colleges and Universities in the Philippines – An information
Programs that have passed the standards, and are awarded accreditation status:
1. lend prestige to member institutions, justified by the possession of quality standards and
unremitting efforts to maintain them at high level;
2. help parents to know which program they may send their children to for quality education;
3. make all those engaged in education aware of standards of excellence which they should strive
4. make possible for those proposing funding and those who are to fund, to know what to support
and how much support is needed; and
5. make possible for an evaluated program to know its strength and weaknesses, and in what
aspects it needs to develop.
Stages of Accreditation
The accreditation process passes through different stages/activities:
Application – an educational institution files its application to undergo accreditation with AACCUP.
Institutional Self-survey – upon approval of the application, the applicant institution will be required to
make an internal assessment by its internal accreditors to determine the program’s readiness for external
Preliminary Survey Visit - the evaluation of the program for the first time by external accreditors. Passing
the assessment entitles the program to be awarded a Candidate status valid for two (2) years.
1st (Formal) Survey Visit – the evaluation of the program which has attained Candidate status, and if it
has attained a higher level of quality, is awarded a Level I Accredited status, good for three (3) years.
2nd Survey Visit – involves the evaluation of an accredited program, and if it has passed the standards
set at a higher level of quality than the immediately preceding survey visit, may qualify the program to an
award of Level II Re-accredited status, good for five (5) years.
3rd Survey Visit – the accreditation stage conducted after a program has enjoyed a Level II Re-accredited
status for five (5) years. Passing a higher level standard of quality entitles the program to apply for Level
III. The program is then evaluated and must excel in four (4) areas, namely: 1) instruction and 2)
extension, which are mandatory; and two (2) more areas to be chosen from among research,
performance in licensure examination, faculty development, and linkages.
4th Survey Visit – is a higher level which if hurdled, may entitle the institution to an institutional
There are ten (10) criteria (areas) that are used in the assessment of programs: Mission, goals and
objectives, Faculty, Curriculum and Instruction, Students, Research, Extension and Community
Involvement, Library, Physical Fitness, Laboratories, Administration.
THE AGENCY FOR ACCREDITATION
The accreditation of curricular programs in the Philippines, particularly for state universities and
colleges, is the main function of the Accrediting Agency of Chartered Colleges and Universities
in the Philippines (AACCUP), Inc.Organized in 1987, though officially registered and recognized
under theSecurities and Exchange Commission (SEC) on September 4, 1989, it is the youngest of the
four (4) accrediting agencies in the country until late 2003. Under its charter, one of the functions, if
not the main purpose of AACCUP, is "to develop a mechanism of, and conduct the evaluation of
programs and institutions."
AACCUP is now closely allied with the Association of Local Colleges and Universities Commission
on Accreditation, Inc. (ALCUCOA), organized only in the later part of year 2003.
The Association of Local Colleges and Universities or simply ALCU is composed of thirty-three
(33) local colleges and universities of the Philippines.
ALCU is working closely with the Senate
Committee on Education, which is headed by Senator Alan Peter Cayetano, in legislations that
benefit existing local colleges and universities.
The primary thrust of ALCU is to improve the quality of instruction, research, and extension of its
member schools and to provide value public tertiary education, especially to the poor and
The Association has created in the later part of 2003 the Commission on Accreditation, Inc., which is
working closely with the Accrediting Agency of Chartered Colleges and Universities in the
Philippines, Inc. (AACCUP).
During the investiture of Atty. Adel A. Tamano at the Justo Albert Auditorium of the PLM, he
mentioned his plan of drafting the best-practices manual for local colleges and make it a project of
1 Accreditation and standards
3 See also
Accreditation and standards
Together with the Accrediting Agencies of Chartered Colleges and Universities of the Philippines
(AACCUP), the ALCUCOA formed the National Network of Quality Assurance Agencies (NNQAA) in
2004 to ensure the public of quality higher education among public higher educational institutions.
With the help of AACCUP, Dr. Nida Africa, and the PAASCU executive director, ALCU member
schools immerse themselves in quality assurance activities involving the following areas of
Curriculum and instruction
Physical plant and facilities
Many ALCU member schools are now aiming for accreditation to uplift the quality of their program
To uphold quality higher education, ALCU partnered with the Commission on Higher Education as
part of the Technical Working Group that three ordinances namely CMO No. 32, series of 2006, and
CMO Nos. 1 and 10, series 2005.
The following is a list of local colleges and universities or LCUs that are members of the
Name of University/College Region
Mabalacat City College Central Luzon Dr. Leonardo Canlas – College President 2007
Bacolod City College Western Visayas Dr. Johanna Bayoneta – College Administrator 1997
Bago City College Western Visayas Dr. Gorgonio T. Parroco - College Administrator / President 1980
City College of San Fernando, Pampanga Central Luzon Dr. Lourdes M. Javier – College President 2009
City College of Oliver Dizon Central Luzon Dr. Oliver G. Dizon – College President 2020
Bulacan Polytechnic College Central Luzon Dr. Gerardo C. Cruz 1971
City College of Calapan MIMAROPA Dr. Rene M. Colocar – College Administrator 2008
City College of Tagaytay CALABARZON Mr. Eduardo T. Castillo – College Administrator 2003
City of Malabon University National Capital Region Atty. Ramon M. Maronilla 1994
Dr. Filemon C. Aguilar Memorial College of Las Piñas National Capital Region Prof. Conrado C. Aguilar 1998
Gordon College Central Luzon Dr. Imelda DP. Soriano – OIC 1999
Gov. Alfonso D. Tan College MIMAROPA Mrs. Jennifer W. Tan 1984
La Carlota City College Western Visayas Dr. Fatima Bullos 1966
Laguna University CALABARZON Dr. Bonifacio E. Umaclap – VPAA 2006
Lipa City Public College CALABARZON Dr. Armando P. Badillo 1994
Mandaue City College Central Visayas Dr. Teresa H. Inot 2005
Mariano Quinto Alarilla Polytechnic College Central Luzon Dr. Elena D. Cuvin 2003
Navotas Polytechnic College National Capital Region Ms. Francisca S. Roque 1994
Pamantasan ng Bayan ng San Mateo CALABARZON – 2004
Pamantasan ng Lungsod ng Cabuyao CALABARZON Mr. Roberto C. Atmosfera 2003
Pamantasan ng Lungsod ng Maynila National Capital Region Atty. Rafaelito M. Garayblas 1965
Pamantasan ng Lungsod ng Marikina National Capital Region Dr. Carmelita L. Palabay 2003
Pamantasan ng Montalban CALABARZON Dr. Domingo B. Nuñez 2004
Pamantasan ng Lungsod ng Muntinlupa National Capital Region Dr. Ellen Presnedi 1991
Pamantasan ng Lungsod ng Pasay National Capital Region Iris Leonore Ostrea 1994
Pamantasan ng Lungsod ng Pasig National Capital Region Hernando Gomez – OIC 1999
Taguig City University National Capital Region Ms. Anna Maria Theresa N. Umali – VPASA 2006
Pamantasan ng Lungsod ng Valenzuela National Capital Region Dr. Nedeña C. Torralba 2002
Parañaque City College of Science & Technology National Capital Region Dr. Isabel R. Reyes – College Administrator 2000
Passi City College Western Visayas Mayor Elyzer C. Chavez – College Administrator 2005
Quezon City Polytechnic University National Capital Region Sec. Salvador M. Enriquez, Jr. – OIC 1994
Quirino Polytechnic College Cagayan Valley Mr. Edilberto S. Acio – College Administrator 1998
Tagoloan Community College Northern Mindanao Hon. Yevgeny Vincente Emano – Chairman, Board of Trustees 2003
Universidad de Manila National Capital Region Dr. Albert Fernando Patrick Dusaban 1999
University of Caloocan City National Capital Region Dr. Ederlinda Fiesta – University Administrator 1971
University of Makati National Capital Region Prof. Tomas B. Lopez 1972
Urdaneta City University Ilocos Region Dr. Elizabeth A. Montero 1966