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Friday, October 1, 2010

POLICIES AND GUIDELINES ON TRANSNATIONAL

Republic of the Philippines
OFFICE OFTHE PRESIDENT
COMMISSION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER (CMO)
No. 06
Series of 2003

SUBJECT: POLICIES AND GUIDELINES ON TRANSNATIONAL
EDUCATION


In accordance with the mandate of Republic Act (RA) No. 7722, otherwise known as “Higher Education Act. of 1994,” pursuant to the pertinent provisions of the 1987 Constitution, the Education Act of 1982, the Manual Regulations for Private Schools and by virtue of CHED Resolution No.048 dated February 17, 2003 and other relevant policies and guidelines on the establishment of schools in die country, this set of POLICIES AND GUIDELINES ON TRANSNATIONAL EDUCATION is hereby adopted and promulgated by the Commission for the guidance of all Higher Education Institutions (HEIs), thus:

ARTICLE I
STATEMENT OF GENERAL PRINCIPLES AND POLICIES

1. The Commission on Higher Education recognizes that globalization, changing foreign
policies, and liberalization of trade in goods and services worldwide have created a climate for borderless teaching and learning as well as expanded the opportunities for transnational education which includes but is not limited to the establishment of universities and colleges abroad, higher education franchising, and distance education.

2. This phenomenon, together with the rapid developments in information and communications technology, promotes access to foreign qualifications, degrees, certificates and diplomas. It also encourages universities, colleges and training institutions to offer credits and degrees in a borderless environment

3. The Commission on Higher Education is mandated to preserve and protect the rights of all Filipino citizens to quality and affordable education, to improve the quality and international comparability of higher education programs and institutions, and to facilitate the development of a human resource base responsive to the demands of the times.

4. The Commission hereby establishes the POLICIES AND GUIDELINES ON TRANSNATIONAL EDUCATION. The policies and guidelines herein set forth shall define the scope, procedures, the extent of regulation as well as the mechanics of recognizing foreign educational higher education providers and their courses of study/curricular programs offered in the country.

ARTICLE II
DEFINITION OF TERMS

For the purposes of these Policies and Guidelines:

1. Curricular Guidelines shall refer to a set of guidelines issued by CHED prescribing the minimum requirements for undergraduate, graduate and post-graduate degree/s or course/s.

2. Courses of Study refers to subjects that. constitute an academic program.

3. Academic Program shall refer to a set of courses of study the completion of which leads to a degree.

4. Foreign Higher Education Provider (FHEP) refers to foreign-owned and duly recognized higher education institution following or abiding a prescribed system of education duly registered in a country other than the Philippines.

5. Franchiser/Resident Agent/Broker Representative shall refer to a SEC registered and accredited entity authorized to procure, install, maintain, market or deliver educational programs or materials from a FHEP.

6. Local Learning/Tutorial/Information Center refers to the site/s within the host country, in this case, the Philippines, to be used in marketing or delivery of foreign licensed educational programs or materials.

7. Transnational Education refers to the real or virtual movement of teachers, students, courses of study, and academic programs from one country to another.

8. Distance Education shall mean a mode of educational delivery whereby teacher and learner are separated in space and time and instruction is delivered through specially designed materials and methods and is supported by organizational and administrative structures and arrangements. Distance education may utilize various types and combinations of print-and non-print-based learning methods. Face-to-face tutorials or virtual discussion groups may support learning.

9. Accreditation refers to the recognition given by national, regional or international accrediting agencies to educational programs or institutions based on acceptable levels of quality and performance.

10. Presence of Business shall include advertisement, opening of offices whether tutorial centers or branches, appointing representatives or who in any calendar year for a period of 180 days or more, participating in the management, supervision and control of educational programs and other related acts.

ARTICLE III
OBJECTIVES

1. Define and describe existing and emerging models of transnational education.

2. Provide the guidelines on the establishment and operation of foreign higher educational providers in the Philippines.

3. Provide the policy environment for the effective integration of quality higher education programs in the country so as to promote models of innovation in teaching and learning strategies and school administration.

4. Promote the development and utilization of modern and innovative modes of transmitting knowledge using various technologies and media.

ARTICLE IV
CATEGORIES OF TRANSNATIONAL EDUCATION

The Commission on Higher Education has the prerogative to determine and specify the modes of transnational education program, which may be subject to appropriate policies, guidelines and regulations. The categories of transnational education are as follows:

1) DISTANCE EDUCATION. This type of education program may be offered solely by an FHEP or in partnership with a local agency or higher education institution as follows:

A. The academic programs offered directly by FHEP with no local representative/partner (e.g. via the Internet)

The academic programs are completely offered by the FHEP without employing a local partner. Credits and degrees are granted solely by the FHEP.

B. The academic programs are offered by FHEP with a local representative/partner.

Under this category, local learning centers may be established to provide student services such as student information, registration and related services. Local individuals may also be hired as tutors. Credits and degrees are granted solely by the FHEP.

C. Distance education programs offered jointly by FHEP and Philippine HEI.

Under this scheme, the FHEP enters into a consortium or partnership with Philippine public or private HEI. Instruction may be supplemented by tutorials conducted in local learning centers. The FHEP and the Philippine HEIs grant the credits and degrees jointly.

D. Franchised distance educational program/courses.

Under this scheme, a local HEI uses educational programs/courses owned by a FHEP under license agreement from the FHEP and in accordance with the established standards and policies of the FHEP. The local HEI grants the degree/certificates.

2) FOREIGN EDUCATIONAL PROGRAMS OFFERED IN THE CONVENTIONAL MODE.

Conventional programs are classroom-based and require physical attendance by students.

A. Conventional programs offered by FHEP thru a local branch or satellite campus.

Under this scheme, the FHEP establishes a branch or satellite campus in the host country in accordance with pertinent laws, rules and regulations, policies, standards and guidelines of such host country. Academic degrees are awarded by the FHEP.

B. Conventional programs offered by FHEP thru a local representative/partner/ broker/franchiser.

Under this category, the FHEP offers academic programs through a franchise arrangement with a local partner or higher education institution for the conduct of its academic programs. Degrees are granted by the FHEP.

C. Franchised foreign educational programs/courses

Under this scheme, Foreign Educational Program/Courses offered by the local HEI conducts the courses and programs under license from the FHEP in accordance with the established standards and policies of the FHEP. The local HEI grants the degree/certificates.




ARTICLE V
SCOPE AND COVERAGE

As a general rule, this set of policies and guidelines shall cover all FHEPs and their local representatives/partners/franchisers, training institutions, Philippine public and private HEIs, other entities operating transnational education programs described in Article IV including other similar modes which maybe determined or specified by the Commission on Higher Education in the future.

ARTICLE VI
GENERAL IMPLEMENTING GUIDELINES

General Rule. Only FHEPs recognized by their respective governments as quality higher education providers and accredited by a recognized accrediting body in the country of origin or its equivalent maybe given government authority where it is required to offer undergraduate, graduate and post-graduate degrees.

No FHEP shall be allowed to establish its branch without approval of the CHED and appropriate registration required in the Philippines.

All undergraduate, graduate and post-graduate academic programs of an FHEP offered in the Philippines shall be operated or conducted in accordance with existing Philippine laws, rules and regulations and shall be subject to regulation and supervision by the Commission on Higher Education.

ARTICLE VII
SPECIFIC IMPLEMENTING GUIDELINES AND PROCEDURES

1. FOREIGN EDUCATIONAL PROGRAMS OFFERED BY DISTANCE EDUCATION

A. For academic programs offered directly by an FHEP with no local representative/partner (e.g. via the Internet).

The FHEP conducting or offering distance education programs or courses of study as described in Article IV, Section 1A, shall be monitored by the Commission in order to give information to the public on their program offerings and accreditation status in their country of origin.

B. For academic programs offered by an FHEP with a local representative/partner (e.g. via the internet).

The local partner of an FHEP in the delivery of distance education programs as described in Article IV, Section 1B shall be required to seek appropriate SEC registration upon recommendation of the CHED Central Office.

The Commission on Higher Education shall monitor these providers and their local partners in order to give information to the public on their program offerings and accreditation status.

C. Distance education programs offered jointly by an FHEP and a Philippine HEI and or by a Phil HEI under a franchise agreement.

Distance education providers under categories described in Article IV, Sections 1C and 1D are required to comply with CMO No. 35 series of 2000 entitled “Updated Policies and Guidelines on Open and Distance Learning”.

2. FOREIGN EDUCATIONAL PROGRAMS OFFERED IN THE CONVENTIONAL MODE. This refers to educational programs offered by foreign providers that are conducted in the conventional face-­to-face, classroom-based mode.

A. Conventional programs offered by FHEP thru a local branch or satellite campus

Under this category, the FHEP shall be required to seek appropriate government authority to offer higher education programs considering the following:

1) Compliance with constitutional requirements on the ownership of business operations

2) Compliance with policies, standards and guidelines of CHED as also applied to Philippine HEIs

B. Conventional programs offered by FHEP thru a local representative/partner/ broker/franchiser.

The local representative/partner/broker/franchiser shall be required to:

1) Seek appropriate SEC registration upon recommendation of the CHED Central Office.
2) Seek CHED authority on the academic program to be offered following appropriate policies, standards and guidelines.

C. Franchised foreign educational programs/courses

Philippine HEIs may use educational programs, courses, or instructional materials developed and owned by an FHEP as long as they have the required permit or license from the FHEP and provided they comply with the policies, standards and guidelines of CHED for curricular offerings.

ARTICLE VIII
APPLICATION PROCEDURES AND GUIDELINES

For transnational programs described in this CMO, the issuance of permit to operate academic program or certificate of recognition shall be governed by the following general procedures:

1. The FHEP or its representative, as the case may be, shall file with the Office of Programs and Standards its application for permit to operate or recognition of the program, along with the submission of all requirements;

2. The Office of Programs and Standards shall evaluate the documents and conduct. inspection as appropriate. If compliance is incomplete, no favorable action is taken by OPS. If there is full compliance based on the inspection report, the OPS recommends favorably to the Commission En Banc.

3. If approved by the Commission En Banc, the permit to operate or certificate of recognition shall be issued.

ARTICLE IX
PERIOD OF VALIDITY OF REGISTRATION
OF TRANSNATIONAL EDUCATION PROGRAMS

The permit/recognition granted to FHEP and other concerned entities covered under Article IV hereof shall continue to be valid unless expressly revoked for valid reasons by the Commission on Higher Education pursuant to the pertinent provisions hereof.

ARTICLE X
BENEFIT OF REGISTRATION

The issuance of permit/recognition to a for a particular academic program/course of study has the following benefits:

1. It entities the education provider to give the students who have completed all requirements of the program, the course certificate or diploma recognized by the Commission on Higher Education.

2. It entitles the graduate professional or employment recognition in the county.

ARTICLE XI
REVOCATION/WITHDRAWAL OF REGISTRATION

The phase out or closure of any educational program operated by FHEP may be ordered by the Commission for valid cause pursuant to existing laws, rules, policies and regulation and after due process. The school shall be duly notified in writing by the CHED.

ARTICLE XII
ADVERTISEMENT

Any advertisement or announcement referring to the program or courses of study being offered shall be done only after the FHEP shall have obtained the required permit from the Commission on Higher Education. It is unlawful for any school to advertise or cause the publication of any advertisement or announcement before a permit to operate is granted.

ARTICLE XIII
SANCTIONS

The operation of any school or educational program or course of study, the operation of a foreign based school branch or extension, the operation of any entity presenting itself as a school when it is not legally established as such, or the issuance of any certificate, degree or other title by a school without prior permit or authorization issued by the Commission, are hereby declared to be punishable acts subject to civil and criminal penalties and administrative sanctions as provided by law.
ARTICLE XIV
TRANSITORY PROVISIONS

An FHEP operating degree programs in various categories in the country shall comply with the provisions of this CMO within a year from the approval of this policy. However, new FHEPS and local partners shall comply with the provisions of this CMO upon application.

ARTICLE XV
APPROVAL AND EFFECTIVITY

This set of policies and guidelines is hereby approved and shall take effect EFFECTIVE FIRST SEMESTER 2003-2004, Pang City, Philippines ___________ 2003.

SO ORDERED,

Pasig City, Philippines _________April 9, 2003_______.

(SGD.) ESTER A. GARCIA
Chairman

Saturday, November 7, 2009

Moratorium on the Opening of Programs via the Open Learning and Distance Education

CHED Memorandum Order
No. 05
Series of 2002

SUBJECT : Moratorium on the Opening of Programs via the Open Learning and Distance Education (OL/DE) both Print and Non-Print Mode and the Monitoring and Evaluation of all Higher Education Institutions offering OL/DE programs.

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994,” by virtue of Commission Resolution No. 018-2002 and the implementation of Transitory Provision stated in CMO 35, Series 2000 (Article 5, Section 17) “Updated Policies and Guidelines on Open Learning and Distance Education (OLDE),” the following are hereby adopted:

1. MORATORIUM on the opening of new programs offered via OLDE

A moratorium is hereby declared in the offering of new programs via OLDE effective SY 2002-2003 pending the results of the first monitoring and evaluation to be conducted by the Technical Committee of Reviewers on the Open Learning and Distance Education (TC on OLDE). Center(s) of Excellence for OL/DE shall be exempted from this moratorium.

Any of the institutions offering OL/DE programs that are found to satisfy the requirements stated in CMO, 35, s. 2000 shall be allowed to continue to operate. Non-complying programs shall be given until November 2003 to satisfy the provisions of CMO 35, s. 2000.

Institutions with graduating students of non-complying OL/DE programs in SY 2002-2003 shall request from CHED corresponding special orders for graduation.

2. MONITORING AND EVALUATION of higher education institutions

There will be a monitoring and evaluation of all higher education institutions both public (state universities and colleges) and private offering OL/DE programs from February to August 2002. In view of this, HEIs concerned are requested to submit list of OL/DE programs being offered.

For information and compliance of everyone concerned.

Pasig City, Philippines, February 05, 2002



(SGD) ESTER ALBANO-GARCIA
Chairperson

Thursday, October 1, 2009

Home Study College Site Map

Home Study College Site Map

Requirements for the Establishment of a New School

Services: Others: Establishment of a New School
Requirements for the Establishment of a New School

Declaration of intent to open and establish a new school to be submitted to the CHEDRO one (1) year prior to the actual opening of the school

Approved SEC registration containing articles of incorporation, by-laws and objectives in opening a school for Private HEIs or copy of Local Government Ordinance for Community Colleges and Universities

Application for government permit to operate new programs together with supporting documents as listed in GPR4 within the prescribed deadline of submission addressed to the CHEDRO Director.
Note:

All application forms and other documents relative to the opening of a new school and new course/program shall be under oath

A school that transferred to another site or location shall be considered a school branch and shall adopt the same policies/rules on opening of new schools

A school which changed ownership shall adopt the same policies/rules on opening of new schools

Extension classes shall be applicable only to HEIs whose programs are Level III accredited by any recognized accrediting agency; and if it possesses the characteristics of a school branch, then the same procedure as in a new school shall apply

http://www.ched.gov.ph/services/others/new_school.htm

Monday, March 24, 2008

Gain A Degree In Science And Math

by Kenneth Scott

There are several colleges online that offer undergraduate and advanced degree programs in science and math. At these schools, you can earn a degree relatively quickly as long as you make a commitment to your course of study and apply yourself when doing the work.

Online courses are convenient and flexible. These colleges let you complete your studies online during evening hours or at any other time in the comfort of your own home. You can attend your classes on weekends or late at night as you work toward your degree. The colleges may also offer tutorial programs or let you consult with mentors if you are having trouble with the work.

Ellis College offers online degrees in science and math. Its degrees are designed for each individual student. Financial assistance is provided, as well as tuition repayment plans. The school offers the tools of the New York Institute of Technology to help its students.

Ashford University also offers online degrees in science and math. The school was founded in the early 1900s and has served students well to this day. One of its advantages is that students can move toward a Liberal Arts degree. It is designed to help individuals who have not completed their degrees elsewhere. The school says it has the lowest fees of any college on the Internet and offers a flex-pay plan. Students can earn degrees at their own pace. Unlike traditional schools, it offers its services 24 hours per day and will help you manage classes while working at your regular job.

Ashford University offers a Master’s degree in Business Administration, a Bachelor of Arts degree in Organizational Management, and a Master’s degree in the Arts of Teaching. There is financial assistance available, including Stafford loans, Federal Plus, and federal Pell grants. Keep the Pell Grant aid in mind because many online schools do not offer this type of aid.

Pell Grants are designed for low-income students. Those who qualify can use the grants to attend school without paying monthly fees because the grant is issued by the federal government. Universities rarely offer help with the federal Pell Grants, but if you are struggling with finances, these grants provide good resources.

There are many issues to consider when thinking about getting a degree online. The schools online are helpful in getting students some type of financial aid, including scholarships and grants. When applying at an online school, look for institutions that will provide assistance through Pell Grants and/or scholarships.

Most schools will help applicants go through the loan application process. Make sure you consider all the aspects of your education when considering an online college, including the kind of degree you want, the school’s history, financial aid, and grants. You want to choose a school that will let you get the most out of an online degree.


More Info:

To find more information about education and gaining a science and math degree visit http://science-discovery.com

Article Source:
Home Study College
Ollie Style


Monday, October 1, 2007

Home School Methods

Home School Methods
by Carol Currie


For quite a few citizens, homeschooling may express the mental picture of two or three little kids sitting at a dinning table and writing intensely in their pads, while mom or parent stands nearby. This is not entirely proper. There are different methodologies of homeschooling, and the strategy you choose will elect the course of study and your technique of imparting the knowledge to your children. Outfitted below are some of the most dominant and favored homeschooling strategies.

The Charlotte Mason methodology: Charlotte Mason is known as the patriarch of the homeschooling fad. A homeschooler herself, she was passionate in her zeal to create the building blocks for an effective homeschooling manner that is fun and educational at every second of the day. This program concentrates on quite the fundamental topics with emphasis fixed on classical literature, ballads, fine arts, classical music and workmanship. Mason used a range of textbooks from classical literature, which she called 'Matters Books'. Since this manner spurs on the child to have awareness of material, the daughter is read to frequently from the 'Life Books'. Afterward, the kid is commanded to recite what she has heard. This development kick offs at the age of six, and by ten the offspring is expected to write her narrations in her workbook. Following each succinct and interesting task, the daughter is urged to go to identify and etch observations from her self-identity. Thus the juvenile further expands a sense of understanding for her environment. Mason thought that evolvement of good personality and behavior was central to the intact evolvement of the daughter's identity.

The Eclectic Homeschooling: This is a intermingling of various homeschooling strategies. Here, the imaginative parents trust their own good sense and pick out the categories that construct the best course of study for their adolescent. Such dads hour after hour track down the most convenient products that will satisfy the needs of their homeschoolers. Most Eclectic homeschooling core curriculums are ad-lib. This means that the manageable study is ready catered. The parents then conform changes in the general education to adapt to the personal identity needs and concerns of their kids. The boy's gifts, attitude, intellectual acquirement technique and apprehension avow the general studies. Eclectic school calendars contain visits to the museum, libraries and plants.


About the Author
Carol is involved in the Best Home Schooling Resources and Home Schooling Programs.


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Monday, September 24, 2007

Home Schooling Numbers Increase Steadily

Home Schooling Numbers Increase Steadily
by Mike Selvon

More families each year are taking their children out of public schools and home schooling them instead because the parents believe that their children can learn better and faster without the many distractions and negative influences that are part of the package with public school environments.

Even though it is often viewed by those in the mainstream as revolutionary or eccentric, the trend toward home schooling is growing and is gaining in popularity and respectability and is winning over an increasing number of supporters.

According to researchers who study such trends, the numbers of home schoolers in the U.S. has swelled considerably, growing from approximately 15,000 back in 1970 to over 500,000 by 1990, and estimated at over 1.1 million as of 2003.

A good indication of the interest and strength of the home schooling movement the number of support organizations that are in a particular country. The United States has long had a good variety of support groups and the increase in such groups from other areas of the world such as Europe, Australia and Asia.

To many, there are persistent questions such as: why are so many parents are choosing to teach their children at home rather than in traditional settings? How effective can home schooling really be?

Will my children be prepared for college? Can they gain the social skills they need without the interactions that are part of traditional schooling?

It is interesting to consider that while some people think about home schooling as radical, rebellious, or even extremist, the reality is that home schooling was the original system of education for centuries all around the globe.

The fact is that it was not until the last century that children started school so young as they do now. Typically, most of the children who did go to school started going at age twelve or later.

Many notable people from American history were educated in their homes and at their hearths, such as Abraham Lincoln, George Washington, Thomas Jefferson, Thomas Edison, and even Albert Einstein.

The fact of the matter is that school attendance did not become compulsory until in the United States until the later part of the 19th century, and in light of that, home schooling really isn't just a recent fad, but actually the old educational standard.

According to the National Catholic Reporter, estimates are that anywhere from 50 to 90 percent of homeschooling families choose it for religious reasons, primarily because of the desire to protect their children from atheistic influences in public schools.

And, according to an article in Time magazine, the very backbone of the movement toward home schooling education practices is the Christian Fundamentalist community that strongly believes that religion is either ignored or debased in public classroom settings.

However, some parents have stated that their reasoning for removing their students from public education is in order to limit their exposure to damaging and immoral influences during their early years.

Still, other families decide to go the home schooling route primarily for educational reasons. Many are discontented with the overcrowding of classrooms, the low academic standards, and the many safety concerns rampant in many public schools.

It's really not so important why parents end up deciding on home schooling for their children because the major benefits, in the eyes of many parents, is that they are able to have much greater involvement in their children's lives and they remain influential role models during a time when it matters the most.

About the Author
Should you or should you not home school your children?. Get all the latest about home schooling, and we appreciate your feedback at Mike Selvon home education blog.


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