Philippines policy framework for distance education

CURRENT PHILIPPINES POLICY FRAMEWORK FOR DISTANCE EDUCATION

The most complete policy instrument of the Philippines regarding distance education programs is CHED Memorandum Order 27, Series of 2005. Perhaps the most significant feature of this instrument is the inclusion of an article title Guiding Principles. Five basic principles are spelled out in this instrument. The contents of Article III, Guiding Principles, follows:

Learner Centeredness

Distance education programs shall focus on the needs of the learner and the goal of facilitating independent learning. These programs shall not be driven merely by available technologies but rather by the need to enable demonstrable learning in an accessible environment.

Rigorous and Sound Instructional Design

Distance education programs shall be equivalent in challenge and depth to conventional programs. Academically qualified individuals must make instructional design decisions in the analysis, design, development, implementation and evaluation of distance education courses.

Transparency and Peer Review to Guide Informed Choice

Distance education implementers shall make information about their programs particularly on the curriculum and delivery system, instructional materials development, delivery mode/strategies, student support services, and other relevant information available to accrediting bodies, academic peers, regulators and students. Updates/information shall be made accessible through such media as the World Wide Web.

Public responsibility and Accountability

Implementers shall take heed of the public impact of distance education programs and shall always exercise due diligence in avoiding harm to program stakeholders, especially students. Consumer protection, in particular, shall be a priority because of the high value that Filipinos put on education.

Quality and Continuous Improvement

Implementers shall embed in their program framework the proactive identification of student and stakeholder needs and the monitoring of student and stakeholder satisfaction in order to continuously improve all aspects of development and delivery.

Specifically among the stakeholders, the CHED Technical Panels of the disciplines assist in insuring quality of the programs. Continuing evaluation and other types of research are encouraged to guide the progress and development of distance education programs. Results of such research not only guide internal decisions but also share for the enlightenment of the Philippine higher education sector. The realities of global education make it imperative that programs meet internationally acceptable quality standards.