2026 First Council Meeting

June 3, 2026 | 2:00PM-4:00PM | PRC-NCR Office, ETON Centris, Quezon City​

Prayer

Call to Order

Formal Approval of the Minutes of Previous Meeting

held on December 1, 2025

Minutes sent on December 11, 2025 via email;�considered approved after 5 days

1

Proposed Designation of Selected Teacher Education Institutions as Teacher Education Centers of Excellence

Intended Action: For Approval

Section 8 of Republic Act No. 11713 provides that the Teacher Education Council shall:

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Identify and designate among existing private and public TEIs Teacher Education-COEs for the CHED's supervision, monitoring, and regulation, and formulate a strategic plan to proactively develop Teacher Education-COEs in every region and province.

Council’s function to identify and designate

Teacher Education-COEs

Development process of the

Teacher Education-COE system​

Presented during 4th Quarter Council Meeting on December 1, 2025

The TEC Secretariat served as support and additional assessors.

Phase 1: Orientation

November 2025

Phase 3: In-person Workshop & Contract Signing

February 2026

Workshop Highlights

• Assessors conducted structured review and evaluation of sample COE applications.
• Assessors wrote sample feedback applying evaluative language grounded in the Appraisal framework.

There are 62 assessors trained to comprise the TEC pool of national assessors for COE.

Phase 2: Online Workshop

December 2025

HEIs

Institutional Affiliation of the Assessors

TEC Circular No. 1, s. 2025

• released in December 2025
• sets the guidelines for identifying and designating Teacher Education–COEs
• defines two (2) types of COE:

• Contributes to national policy directions and leads in capacitating other institutions

• Strengthens regional teacher pipelines while providing insights to support national strategies

Steps undertaken in identifying and designating Teacher Education-COEs

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Application Period

December 13, 2025–January 23, 2026

(204 TEIs applied)�

Submission

Period

December 13, 2025– February 13, 2026

Initial Screening

February 13-March 13, 2026

(185 TEIs were screened)*

Document Evaluation

March 13-April 17, 2026

(180 TEIs were evaluated)**

Field Visits

May 6-22, 2026

(47 TEIs were visited)***

Official

Call for Application

December 13, 2025

*Only TEIs that submitted documents within the deadline were screened.

**Only TEIs with complete and correct submissions proceeded to the Document Evaluation.

***Only TEIs that achieved the scoring requirements in the Document Evaluation proceeded to the Field Visits.

The circular allows for appeals on the following grounds:

• Clerical or administrative error in records or computation.
• Verified oversight or misappreciation of submitted evidence.

Recommended Teacher Education Centers of Excellence

Total of 13 National and Regional Teacher Education-COEs

TEC’s immediate next steps for designated COEs

• Hold awarding ceremony and signing of MOA on September 9 (in NCR)

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• partner with COEs to provide collegial support for other TEIs through mentoring relationships
• co-deliver with COEs programs and initiatives across regions (e.g., capacity enhancement for other TEIs for the reframed curriculum)

Expectations of the law not realized

in the first run of the system

Ways forward

The TEC Secretariat shall:

• release individual feedback report to all applicants starting June 10, 2026.
• clarify further the evaluation rubric to support showcase of MOV;
• address identified gaps on the system’s operationalization to improve implementation and consistency;
• develop support and capacity enhancement initiatives for TEIs not designated in this run based on identified areas for improvement during evaluation; and
• undertake initiatives to support the establishment or development of Teacher Education-COEs in Special Needs Education in each region of the country

Benefits for designated COEs

Funding Support

Provision of funding, to be allocated for:

• Research and innovation in teacher education
• Curriculum and instructional materials development
• Community engagement and collaboration initiatives

Immediate partner for TEC's major programs

Teacher Education Scholarship Program (TESP)

Students enrolling in Teacher Education-COEs can qualify as scholars under the TESP, in accordance with Republic Act No. 11713.

The Teacher Education-

COE Rubric

Pilot testing of the evaluation rubric

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The rubric’s usability was checked against various TEI contexts.

Validation writeshops

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The guidelines and rubric were refined in 3 validation writeshops.

Collaborative development process

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The 35 Teacher Education-COEs (redesignated until November 2025) and other TEIs from different regions and of different typologies helped shape the new COE system.

Intended Action

For the Council to approve the designation of selected teacher education institutions (TEIs) as Teacher Education Centers of Excellence (COEs) and authorize the Executive Director V to sign circulars and relevant documents in relation to the designation of COEs

2

Proposed Reframed Quality Assurance Framework for Teacher Education

Intended Action: For Approval

National Quality Assurance Framework for Teacher Education (NQAF-TE)

CHED Chairperson

Dr. Shirley C. Agrupis directed the reframing of the teacher education quality assurance system.

Vitalized Policies, Internal Systems & Governance:

strengthens how teacher education is regulated, monitored, and continuously improved

Consistent with CHED ACHIEVE Agenda 2030

What studies from PIDS and EDCOM 2 relate about Teacher Education Quality Assurance?

National Quality Assurance Framework for Teacher Education (NQAF-TE)

• Teacher education quality cannot be adequately assessed using generic higher education QA metrics
• Fragmented Quality Assurance standards across agencies
• Need for differentiated interventions to address institutional disparities and improve educational outcomes

Between 2012 and 2022,

77 Elementary Education (BEEd) and

105 Secondary Education (BSEd)

were allowed to operate despite consistently posting a

0% passing rate in the LET

National Average is stuck at 33% for elementary and 40% for secondary levels

The Case for Reframing Quality Assurance

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What can a reframed Quality Assurance contribute to the country?

Produces better prepared Filipino teacher

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Strengthens struggling TEIs

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Strengthens data-driven policymaking, through PhilTER

Raises accountability, while supporting improvement

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What we’ve accomplished so far

November

2025

CHED Chairperson Shirley Agrupis tasked TEC with reframing the TEd QA system

v

February 2026

March

2026

CHED concurred with TEC’s proposal, including timeline & TWG composition

Onboarding Meeting with TWG Members

April

2026

1st Public Discussion on the Reframed Quality Assurance Framework

May

2026

1st Onsite Meeting with TWG Members

Discussion of Framework Revisions

The Joint TEC-CHED TWG

Dr. Felicia I. Yeban

Full Professor, PNU Faculty of Behavioral and Social Sciences

Dr. Jayson Bergania

Dean, University of Makati –

College of Innovative Teacher Education

Mr. Francis Jose Lean L. Abayata

PhD candidate, University of the Philippines Diliman – College of Education

Dr. Edizon A. Fermin

Chairperson, CHED Technical Panels for TEd, Graduate TEd, and GenEd

Dr. Filomena T. Dayagbil

Director IV, CHED Regional Office VII

Dr. Jestoni P. Babia

Senior Accreditor, Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU)

Emerging guiding principles of the

Reframed Quality Assurance Framework

EQUITY

OUTCOMES-BASED

HARMONIZATION & ALIGNMENT of STANDARDS

DEVELOPMENTAL &

IMPROVEMENT DRIVEN

CONTEXTUALIZATION

TEIs are evaluated fairly according to their unique contexts and developmental realities.

QA that is responsive to TEIs that operate in diverse educational, economic & geographic environment

alignment and coordination of policies, standards, quality assurance mechanisms among government agencies

instead of the usual compliance checklist, TEIs are assessed based on educational outcomes

TEIS will be strengthened through continuous improvement rather than punitive regulation.

Professional Readiness

Learner

Support

Leadership & Governance

Research & Innovation

Linkages

and Extension

Faculty Capability

• Shifted from Plan-Do-Check-Act model to an Equity and Developmental Based QA Model

Academic Capability

Resource Enabling Capacity

Community Integration

Systemic Contribution

Learning Equity Performance

Emerging insights & improvements

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• Shifted QA areas from traditional measures to Teacher Education specific indicators

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Traditional Measures

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Teacher Education Specific Indicators

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Interrelationships of the Reframed Quality Assurance Indicators

RESOURCE ENABLING CAPACITY

Supports the operational ability of the TEI through effective resources, systems, faculty, facilities, technology and funding

COMMUNITY

INTEGRATION

Contextualizes learning and teacher preparation through meaningful partnerships, engagement, and responsiveness to community and school needs

LEARNING EQUITY PERFORMANCE

Ensure inclusiveness and fairness across contexts by addressing barriers, supporting diverse learners and promoting equitable opportunities.

PROFESSIONAL READINESS

Collectively strengthened by the three drivers to produce competent, reflective, ethical, and future-ready graduates who are equipped to teach, lead, and make a positive difference in diverse contexts.

SYSTEMIC CONTRIBUTION

When graduates and institutions perform effectively, the TEI contributes to educational transformation and nation-building through innovation, leadership, research, policy influence, and strengthened communities.

KEY RESULT

High-quality teacher graduates who are ready for practice and lifelong growth

Drivers of Quality

Reframed National Quality Assurance Framework for Teacher Education (NQAF-TE)

Scenario in a Post Reframed Teacher Education Quality Assurance

From Reframed to Reformed

Quality Filipino Teachers for Every Learner

TEIs focus on meaningful outcomes,

educational impact, and sustained contributions to the teaching profession and society.

No TEI is left behind

through equity-responsive support, developmental pathways, and context-sensitive quality assurance

Harmonized quality standards aligned standards from Entry, Preservice, Licensure, Practice and Continuing Growth

Every stage of the system contributes to the development of a Quality Filipino Teacher

Ways Forward

• 2nd Public Discussion focusing on Visayas and Mindanao CHED Regional Offices and Teacher Education Institutions

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• Pilot Testing among selected TEIs starting July 2026

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• Submit the concept note and plan to CHED en banc

Intended Action

For the Council to approve the Reframed Quality Assurance Framework for Teacher Education for submission to the Commission on Higher Education and to authorize the Executive Director V to sign circulars and relevant documents in relation to the implementation and publication of the framework

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3

Proposed High-Level Procurement Plan and Setting of Threshold for the Executive Director

Intended Action: For Approval

Proposed procurement threshold for the Executive Director V

During the 3rd Quarter Meeting on October 7, 2025, the Council discussed establishing a procurement threshold for the Executive Director to enable the expeditious execution of procurement documents while ensuring accountability within a specified limit.

Proposed Amount:

Php 10,000,000.00

Procurement activities beyond this amount require Council approval.

Proposed high-level procurement plan to support the operationalization of TEC’s mandates

Total Amount of the Projects:

Php 23,000,000.00

The proposed high-level procurement plan for FY 2026 includes three major projects, each designed to strengthen TEC’s strategic communication, curricular, and systemic reforms.

Project 1: Development of TEC Press Relations (PR) System

Project 2: Development of the Reframed Graduate Teacher Education Program, including certificate programs

Engagement with the Philippine Normal University- Research Institute for Teacher Quality (PNU-RITQ)

PNU-RITQ is TEC’s research partner in developing the Pre-Service Teacher Education Curriculum.

Project 3: Development of the TEC Career Stage Management System (Database)

Intended Actions

For the Council to approve the proposed:

• high-level procurement plan, with a total of Twenty-Three Million Pesos only (Php 23,000,000.00), and

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• procurement threshold for the Executive Director amounting to Ten Million Pesos only (Php 10,000,000.00).

4

Alternative Pathways in Teacher Education

Intended Action: For Discussion

Brief Background

• Through TEC Resolution No. 20, s. 2025, the Council approved the “Proposed Pilot Testing of the Alternative Pathways to Enter the Teaching Profession.”
• Following this approval, the Secretariat conducted alignment meetings and other consultations for the operationalization of the project.
• The findings are brought to the council for discussion and guidance.

Ladderized TVET-to-teacher pathways

TEC APPROVED PILOT AREAS FOR DISCUSSION

Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) in Teacher Education

Key Findings

Ladderized TVET-to-teacher pathways

• The mapping of the NC III ECCD Services for crediting to the 2017 BECEd Curriculum is ongoing, and is currently for further discussion with the CHED Technical Panel for Teacher Education.
• Despite the efforts of the agencies, no other Training Regulations (TRs) were identified as eligible for mapping with the other teacher education bachelor's degrees.

Meeting with CHED (April 09, 2026)

Meeting with TESDA (April 16, 2026)

Key Findings

Ladderized TVET-to-teacher pathways

• The TESDA has flagged that currently, the ISO-certified process of TESDA is industry-based, which ensures that qualifications will lead to jobs that already exist in the market.
• However, the TEC raised that the approach envisioned takes concurrent action on both supply (TRs and providers) and demand (jobs with the DepEd or LGU).
• The TEC proposes the development of Training Regulations to enable the ladderization of other teacher education programs.

Professional Teacher

Learning Support Aide

(Subject specific support)

Teaching Aide

(General Teacher Support)

Hypothesized Career Progression through Ladderization

Proposed Approach for the Building of Middle Level Qualifications Based on the Reframed Teacher Education Curriculum

It is theorized that the current reframed curriculum PQF Level 6 descriptors have scaffold competencies which may be classified as PQF Level 5 or lower, which can be turned into TVET qualifications.

SCAFFOLDS TO PQF L6

Proposed Approach for the Building of Middle Level Qualifications Based on the Reframed Teacher Education Curriculum

SCAFFOLDS TO PQF L6

Working with Subject Matter Experts (SMEs)

Proposed Approach for the Building of Middle Level Qualifications Based on the Reframed Teacher Education Curriculum

Through this method, ladderization would be achieved through a progression of skills, as opposed to embedment of already existing TVET qualifications.

PQF LEVEL 6

PROGRAM OUTCOMES

LEARNING OUTCOMES

LEARNING OUTCOMES

SCAFFOLDS TO PQF L6

COMPETENCY (Knowledge / Skills)

COMPETENCY (Knowledge / Skills)

COMPETENCY (Knowledge / Skills)

Teaching Aide

General teacher support

Learning Support Aide

Subject specific support

Professional Teacher

Proposed Design of Alternative Pathways

• Each block represents a course with outcomes unpacked as competencies.
• Hypothesizes that competencies can be scaffolded based on the domains of the PQF (i.e. KSVs, Application, and Degree of Independence)
• Supported by existing PCTS guidelines where partial credits to PQF 6 are earned through TVET qualifications and RPL

Unpacked Reframed PST Curriculum�Competencies based on Outcomes

Current ladderization schemes take on an “embedment” approach to the regular curriculum

Re-arranged competencies will allow stackable and progressive ladderization

NC III / NC IV*

DIPLOMA / ASSOCIATE DEGREE (PQF 5)*

Proposed Design of Alternative Pathways

Key Findings

Expanded Tertiary Education Equivalency

and Accreditation Program (ETEEAP)

• Focus Group Discussions (FGDs) conducted by the TEC in October 2025 found:

Key Findings

Expanded Tertiary Education Equivalency

and Accreditation Program (ETEEAP)

• In a Workshop with Teacher Ed ETEEAP Implementers (May 2026) we found:

Key Findings

Expanded Tertiary Education Equivalency

and Accreditation Program (ETEEAP)

• In a Workshop with Teacher Ed ETEEAP Implementers (May 2026) we found:

Key Findings

Expanded Tertiary Education Equivalency

and Accreditation Program (ETEEAP)

• During consultations with ETEEAP implementers, participants expressed desire for:
• national competency-based standards
• standard evaluation procedures and tools for crediting and equivalency
• These are needed to maintain coherence, consistency and academic quality.
• Further, ETEEAP-providers need support in capacity enhancement of assessors and staff to support redeputization.

Key Findings

Expanded Tertiary Education Equivalency

and Accreditation Program (ETEEAP)

• The TEC posits that specialized guidelines for teacher education will support the pursuit of quality assurance and fidelity as a pre-service teacher preparation program, which may include:
• Entry requirements to Teacher Education ETEEAP Programs
• Minimum requirements for deputization
• Implementation of competency-based assessments
• Alignment with the relevant national standards of DepEd

Unpacked competencies can also become the basis for (a) more comprehensive and reliable assessments and (b) flexible learning modalities, such as modularization

For ETEEAP, that modularization provides flexibility and is seen as potentially a more formative and cost-effective strategy.

NC III / NC IV*

Proposed Design of Alternative Pathways

*TVET qualifications may also be earned through RPL under the PCTACS

NC III / NC IV*

DIPLOMA / ASSOCIATE DEGREE (PQF 5)*

DIPLOMA / ASSOCIATE DEGREE (PQF 5)*

NC III / NC IV*

Use Case: SNEd Teachers (RA 11650)

Use Case: SNEd Teachers

Aspiring Learning Support Aide (LSA)

Persons with experience caring for learners with disabilities �(> 5 years exp)

TVET Qualification

Bachelor’s Degree through ETEEAP

(Includes credit of TVET Qual & w/ >5 yrs exp)

Assessment by TESDA

Qualified LSA

BLEPT

Qualified SNEd Teacher

Bachelor’s Degree through Ladderization

Proposed Ways Forward

Proposed Ways Forward

For the Council to discuss and provide guidance, particularly on the part of TESDA and CHED, on the following:

Intended Action

The priority targets of the project shall be to support the supply of Early Childhood Education, Career and Technical Education, and Special Needs Education.

5

Other Matters

1. Reframed Pre-Service Teacher Education Curriculum Updates
2. Annual Report 2025-2026
3. Proposed Budget for FY 2027

For Discussion/Information

Reframed Pre-Service Teacher Education Curriculum Updates

• issued TEC Circular No. 02, s. 2026 which contains the
• curriculum shaping paper - provides a clear framework and practical guidance for curriculum implementation.
• syllabus guides - a compendium designed to support curriculum unpacking through constructive alignment of course learning outcomes, assessments, and content.

Reframed Pre-Service Teacher Education Curriculum Updates

• Capacity enhancement activities for TEIs will be conducted this 2026.

Reframed Pre-Service Teacher Education Curriculum Updates

• TEC Secretariat shall submit to CHED en banc the request to release the PSG on teacher education by end of 2026.
• It is understood that CHED will decide on what GE components will be used for the 1st cohort of the reframed teacher education curriculum.

Annual Report 2025-2026

• This annual report is the second report to be submitted to Congress by end of June.
• The Council members will be featured with policy articles or case reports:

Request letters were sent on May 5-7, 2026;

Another option: The Secretariat may write the articles for your review.

Proposed Budget for FY 2027

Proposed Budget for FY 2027

Proposed Budget for FY 2027: Priority Items

Thank you.