Web AMA System

Saturday, October 23, 2004 


NO. 35
Series of 2000



In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994”, per Resolution No. 204-2000, and for the purpose of rationalizing Open Learning and Distance Education (OL/DE) in the country, the following updated policies and guidelines on open learning and distance education are hereby adopted and promulgated by the Commission. Thus:


Section 1. Section 1, Article XIV of the 1987 Philippine Constitution mandates that the States shall “protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make education accessible to all.” Furthermore, Section 2, Article XIV of the same provides that the State shall “established, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society, and that the State shall encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to the community needs.”

Section 2. CHED is mandated to maintain and uphold the ideals of quality and excellence in all Higher Education Institutions (HEIs).

Section 3. CHED takes cognizance of the need to make quality education accessible to a greater number of qualified Filipinos.

Section 4. CHED recognizes the education and acquisition of higher learning take place both within and beyond the confines of classrooms.

Section 5. CHED recognizes that non-formal and informal learning systems complement the formal system.


Section 6. Open Learning and Distance Education (OL/DE) are alternative systems of education. They emphasize the opening of opportunities by overcoming barriers that result from geographical isolation, personal or work commitments or conventional course structures which have often prevented people from realizing their educational goals.

Section 7. Open Learning (OL) is a philosophy of learning that is learner-centered and flexible, enabling learners to learn at the time, place and pace which satisfies their circumstances and requirements.

Section 8. Distance Education (DE) is a mode of educational delivery whereby teacher and learner are separated in time and space and instruction is delivered through specially designed materials and methods and supported by organizational and administrative structures and arrangements.

Section 9. The CHED definitions of a university, school, and institution shall remain. See the full text of the definitions on Annex A.


Section 10. Qualification of HEIs

10.1 CHED identified Centers of Excellence (COEs)/Centers of Development (CODs) and/or recognized HEIs with Level III Accreditation or CHED equivalent in the program applied for shall be allowed to offer OL/DE Programs subject to specific policies and guidelines provided in this policy.

Section 11. Components of Open and Distance Learning

11.1 Curriculum Development

11.1.1 An Institution shall go through a two-step process to earn approval for OL/DE Programs. The process shall be implemented by the Central Office after the CHED Regional Office (CHED-RO) transmitted the application to the CHED-Office of Programs and Standards (OPS). The process includes recommendation for approval of content from the Technical Panel for the Discipline and recommendation for approval of the delivery system from the Technical Committee for OL/DE and approval of the Commission.

11.1.2 The system of assessment of learners’ performance in every course shall be part of the curriculum submitted to the Commission for approval upon recommendation of Technical Panels.

11.2 Materials Development

11.2.1 The instructional materials development component of OL/DE focuses on the preparation of learning packages in print and non-print forms. Specifically, its areas of concern are:

• Choice of media to be used by various content points developed by the subject matter specialist group;

• Development of media designs, formats and approaches;

• Actual technical production of prototypes;

• Pretest of these prototypes and mass production of revised prototypes, for distribution by the student support component.

Packaged materials may be included provided these meet the requirements that have been set on this policy.

Concretely, therefore

11.2.2 The Institution shall prepare a set of well-written, well-structured and well-tested developmental and appropriate instructional materials for every course.

11.2.3 The Institution shall provide a pool of qualified subject matter specialist with at least a Masters Degree in the subject area they are assigned to develop, instructional design specialist, course writers and production design specialists.

11.2.4 The institution shall submit to CHED its self-instructional materials at least one year prior to the intended opening of the program. Or, the Institution may opt to submit its self-instructional materials on a yearly basis at least one year prior to the intended opening of the program.

11.2.5 The self-instructional materials shall be evaluated by a CHED-Technical Committee of Reviewers.

11.2.6 The self-instructional materials shall undergo approval following a two-step process, namely, approval for recommendation from the Technical Committee of Reviewers for Content and approval for recommendation from the Technical Committee of Reviewers for Delivery System.

11.2.7 The Institutional shall undertake a periodic internal review, evaluation and updating process for all its instructional materials.

11.3 Delivery Mode/ Strategies

11.3.1 OL/DE may be delivered by way of the following media; print, radio, audio-video cassette tapes, television, telephone, computer software, CD-ROM, on-line delivery services, correspondence feedback, face to face sessions, etc.

11.3.2 OL/DE may be delivered by: autonomous OL/DE institutions or independent OL/DE department s of a conventional or traditional institute, college or university or OL/DE departments of different institutions (consortium model).

11.4 Student Assessment

11.4.1 OL/DE institutions shall prepare a set of validated instruments or assessment process on performance standards to gauge the learner’s progress in the course. Frequency of academic assessment/evaluation and the manner in which these are administered must also be indicated.

11.4.2 The Institutions, through its duly authorized representative, shall conduct the final evaluation of the learner’s performance for every course face-to-face at the Learning Center or at a designated venue.

11.5 Student Support Services

11.5.1 The Institution shall maintain faculty-student-dialogue in strategic sites and/or establish Learning Centers or Linkages with other HEIs to ensure greater access to its clientele for admission, tutorial, counseling, testing and evaluation activities.

11.5.2 The Institution shall provide clear admission policies and procedures for applicants in line with CHED standards.

11.5.3 The Institution shall provide for an efficient and reliable communication system and media support including equipment and facilities.

11.5.4 The Institution shall show evidence of regular monitoring of learners’ progress.

11.5.5 The Institution shall provide library and learning resources for the students.

Section 12. Management and Administration of Distance Education and Open Learning

12.1 Program Management

12.1.1 The Institution shall designate a competent key person who will manage the program.

12.1.2 Applicants must satisfy the entrance requirements of the Institution.

12.1.3 OL is only for graduate programs.

12.1.4 Management of OL must develop a strong institutional ethos and management systems for the institution. CHED requires of OL programs the following:

• A clear institutional policy and procedures for managing information, guidance and enrolment – (e.g. duration of the study, system of equivalency for academic credit accreditation, required contacts between mentor and learner, ration between mentors and learners, etc.)

• A clear institutional policy and procedures for managing learning resources – (e.g. use of wide range of information/communication technology, system of networks with other institutions and agencies, etc.)

• A clear institutional policy and procedures for managing mentor and learner support systems.

• A clear institutional policy and procedures for managing assessment system – (e.g. monitoring learning accomplishment, quality assurance measures, etc.)


Section 13. The Commission on Higher Education shall create a Technical Committee for OL/DE to evaluate the delivery system and instructional materials for OL/DE and make the appropriate recommendation for approval to the Commission.

Section 14. The Commission on Higher Education shall conduct periodic monitoring and evaluation of OL/DE Programs offered by HEIs.

Section 15. The initial authority to operate is a Permit followed by Recognition which includes granting of diplomas, degrees and other entitlements. However, if all requirements are met at application, the Recognition may be immediately granted. This authority shall be granted solely by CHED Central Office on recommendation of the Technical Committee for OL/DE.

Section 16. CHED shall encourage voluntary accreditation. It will recognize only one body of CHED – recognized institutions offering Open Learning and Distance Education programs. This body shall be responsible for:

16.1 Formulating the standards of accreditation; and

16.2 Issuing accreditation status as defined by the standards.


Section 17. HEIs operating OL/DE programs whose recognition was granted by the DECS prior to the creation of CHED and CHED Order No. 27, s.1995 shall retain their recognition. However, new OL/DE programs introduced by these HEIs shall comply with the provisions of this CMO. Compliance to the new requirements specified in this policy by all existing OL/DE programs must be completed within three (3) years from the approval of the policy.


Section 18. This CMO supersedes the CHED Order No. 27, s. 1995 on the Policies and Guidelines on Distance Education.


Section 19. This CMO does not apply to Extension Classes which is covered by a separate Policies and Guidelines in CHED Order No. 26, s, 1995.


Pasig City, Philippines November 27, 2000

Ngayon... matapos nyong basahin ang CHED MEMO, at mapatunayan sa sarili na pinagloloko lang tayo ng AMA.. ating ipaglaban ang ating karapatan sa isang dekalidad at tamang klase ng edukasyon.. isang malawakang kilos protesta ang kelangan dito..

Sunday, October 10, 2004 


This interview was done during the inspection of the Webcast during on the ongoing silent protests in Davao Campus

Friday, October 08, 2004
Ched 11 awaits clarification of AMA to student complaints

* Ched 11 chief Reynaldo T. Peña says they were not informed of webcast system implementation

THE Commission on Higher Education (Ched) 11 is still awaiting clarification from the AMA Computer College (Amacc) Davao campus administrator regarding the ongoing students rally before holding a dialogue between the two parties.

Ched 11 director Reynaldo T. Peña said their office received a letter of complaint from the Amacc students stating three reasons for their protest actions.

These are: the 30-day preventive suspension of four regular teachers; the implementation of webcast system--an online mode of teaching; and unresolved issues regarding miscellaneous fees.

"Hihintayin muna namin ang sagot ng administrator and then we will have a meeting together with the students," Peña said.

He, however, said Ched has no jurisdiction over the suspension of some teachers in the Amacc.

"Sakop na ng Dole (Department of Labor and Employment) 'yan at hindi kami makikialam niyan," Peña said.

Not informed

Peña said the Amacc did not inform their office about the implementation of webcast system.

He, howver, said, there is nothing wrong with the implementation of the webcast system as long as this will only be supplementary to the course.

"Kung solely webcasting ang klase instead na supplementary lang dapat siya, then that is already considered distance learning and the school needs to get a permit from the Ched," Peña said.

Peña recognized the objective of the Amacc administration to provide their students with additional e-learning but this also has disadvantages to the students.

"Iba pa rin kasi 'yung may live interaction between students and teachers," he added. (AAG)

From this article, it seems to be that The AMA WEBCAST in Davao and probably the other branches is illegal.. why? Teachers that handled NSTP and subjects where the webcast was implemented was fired.. Ito ay upang makatipid ang AMA.. This means that the webcast is not supplementary to the subject but rather a form of distant learning to replace the teachers which has no permit from CHED and is therefore illegal.. right?

Tuesday, October 05, 2004 

Lilia Damasco is the Meanest AMA Executive

I have just made the conclusion to our poll, and from the turn out of votes, Lilia Damasco was found to be the meanest AMA Executive. The results are below:

Who is the meanest AMA Executive?

Amable Aguiluz V 35%
Lilia Damasco 45%
Patrick Azansa 5%
Danter Sullivan 15%

Sana naman mahiya na si Lilia Damasco at mag resign na siya dahil walang silbi ang isang pinuno o leader kung walang gustong sumunod sa kanya..

We have a new Poll, our question is:
"Ano ang dapat gawin upang labanan ang bulok na sistema ng AMA?"

Cast your vote now!!! Just click the link at the right side of this website.

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