Revised and Expanded Guidelines for Continuing Professional Education Grants Under the K to 12 Transition Program

October 10, 2017

CHED MEMORANDUM ORDER NO. 072-17

 

Pursuant to Republic Act (RA) No. 7722 or the Higher Education Act of 1994, the Commission plays a primary role in promoting the exercise and observance of academic freedom for the continuing intellectual growth and the advancement of learning and research. Further, in accordance with its pertinent provisions, the Commission is tasked, among others, to formulate and recommend development plans, policies, priorities, and programs on higher education and research; develop criteria for allocating additional resources such as research and program development grants, scholarships, and other similar programs; and perform such other functions as may be necessary for its effective operations and for the continued enhancement, growth or development of higher education. RA No. 10533 or the Enhanced Basic Education Act of 2013 also outlines the roles and mandates of the Commission, which includes curriculum consultation and teacher training and education. In view whereof, the Revised and Expanded Guidelines for the Continuing Professional Education (CPE) Grants under the K to 12 Transition Program, are hereby adopted and promulgated by the Commission, for the guidance of all higher education institutions (HEIs). DcHSEa

ARTICLE I

Statement of Policies and Principles

SECTION 1. Through RA No. 10533 or the Enhanced Basic Education Act of 2013, the Commission, in coordination with the Department of Education (DepEd), is mandated to formulate the appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten-year basic education cycle to the enhanced basic education program.

SECTION 2. Pursuant to Section 12 of the Implementing Rules and Regulations (IRR) of RA 10533, the Commission is mandated to conduct teacher education and training programs, especially for those teachers who graduated from pre-service education that is not aligned with the enhanced basic education curriculum. Further, in coordination with DepEd and relevant stakeholders, to ensure that the Teacher Education curriculum offered in those Teacher Education Institutions (TEIs) will meet the necessary quality standards for new teachers.

SECTION 3. Additionally, Section 30.1 of RA 10533 provides that Higher Education Institutions (HEIs) may also utilize their human and physical resources in the mitigation of the expected multi-year enrolment turnout starting SY 2016-2017.

SECTION 4. The K to 12 Transition Program was thus established by the Commission, through Commission En Banc (CEB) Resolution No. 210-2015, offering a series of scholarships and grants through which Higher Education Institutions and their personnel may undergo institutional and personnel capacity building, as both a mitigation and development effort.

SECTION 5. In light of the implementation of the Senior High School curriculum, and the succeeding shifts in higher education curricula, such as the new General Education Curriculum, and the revised Policies, Standards, Guidelines (PSGs) for programs, there exists a need to prepare teachers, by updating content knowledge, professional skills, and pedagogical tools.

SECTION 6. The K to 12 Transition Program includes CPE Grants, previously issued as part of CMO No. 25, s. 2016, or the "Guidelines for Professional Advancement and Postdoctoral Study Grants for Faculty and Staff during the K to 12 Transition Period," which enables HEIs with expertise in the disciplines to engage in activities that are focused on capacity building and innovation.

SECTION 7. The Commission recognizes that the pursuit of continuing professional education and training of HEI teaching and non-teaching personnel, beyond and as a follow through of their graduate degrees, as applicable, is vital to the preservation of quality of education offered by our HEIs, and thus impacting student outcomes.

SECTION 8. This is consistent with RA 10912, otherwise known as the "Continuing Professional Development (CPD) Act of 2016," which declares that it shall be "the policy of the State to promote and upgrade the practice of professions in the country. Towards this end, the State shall institute measures that will continuously improve the competence of the professionals in accordance with the international standards of practice, thereby, ensuring their contribution in uplifting the general welfare, economic growth and development of the nation."

SECTION 9. Likewise, teaching and non-teaching personnel may also benefit from the acquisition of knowledge and skills which may be complementary to and/or serve to hone a specialization in their chosen field.

SECTION 10. The Commission aims to fulfill its mandate under RA 10533 by providing for interventions that will benefit SHS teachers, employed by HEIs, who graduated from pre-service education programs that are not aligned with the enhanced basic education system, while simultaneously producing research geared towards the improvement of education programs offered in TEIs to ensure the cohesiveness of teaching in Senior High School and teaching in Higher Education.

SECTION 11. The Commission hereby issues the Revised and Expanded Guidelines for the Continuing Professional Education (CPE) Grants under the K to 12 Transition Program. The implementing guidelines herein set forth shall define the procedures, priorities and regulation of grants awarded to institutions in the pursuit of inclusive, innovative and sustainable capacity building in the higher education sector. SCaITA

ARTICLE II

Grant Platforms and Principles

SECTION 1. The Revised and Expanded Guidelines for the Continuing Professional Education Grants. — The CPE Grants shall cover the capacity-building of HEI personnel through the creation of interventions with research basis for enhanced instruction.

SECTION 2. Key Outcomes. — HEIs must be able to produce interventions based on the arising professional needs of HEI teaching and non-teaching personnel. HEIs are also expected to contribute to the body of knowledge in higher education by responding to and delivering interventions that address content and instruction gaps brought about by the transition to K to 12.

SECTION 3. Grant Characteristics. — The Grants are geared toward three-fold development of higher education: (1) through the provision of opportunities for research and extension to HEIs and their personnel, (2) the provision of capacity building opportunities for HEI personnel, and (3) the application of knowledge and experienced gained through these activities to the improvement of curricula and programs, and the production of various research outputs and diffusion efforts. Proposals for these grants are envisioned to be characterized by the following principles:

1. Research-driven. The Proposal must have a strong research base, either through the incorporation of a research component in the design, or through the implementation of previously accomplished research. This shall be evidenced by a broad range of references, and an evaluation component, including a pre-assessment and post-assessment of learning and achievement of the participants. A clear and sound evidence-based framework should be used to guide the research design.

2. OrientedTowardsCapacity-BuildingandDevelopment. Program must be designed with the aim of building the capacities of higher education personnel, addressing existing and anticipated gaps in skills and knowledge, and assisting institutions in the improvement and development of their programs, systems, and quality of instruction

3. Responsive, InnovativeandSustainable. The research-based interventions proposed must aim to advance the state of higher education, must be responsive to current and future learning, instructional, and educational management needs, relevant to 21st century contexts, and transformative learning processes and environments. Methods and contents of the delivery of the intervention may be unprecedented, inventive, and creative. These methods and contents must also strive to contribute new knowledge in the development of higher education. Furthermore, interventions must have long-term value in the HEI, and may be replicable, or continuous as a training initiative in the HEI and/or the larger academic community.

4. ServiceOriented. The interventions must contribute to the further development and integration of the Philippine Education System especially during the K to 12 Transition by responding to areas of high need, and therefore must not be undertaken by HEIs for profit or income.

SECTION 4. GrantPlatforms. — Pursuant to its mandates promoting the capacity-building in HEIs, as well as the alignment of Teacher Education curriculum offered in TEIs, the CPE Grant aims to support personnel development in HEIs in the following areas:

Platform	Coverage
Content Knowledge and Pedagogy	A. General Education Courses B. Outcomes-based Education (OBE)/Outcomes-based Teaching and Learning (OBTL) C. Senior High School Core Subjects D. Senior High School Applied and Specialized Subjects in ABM, HUMSS, and STEM E. Undergraduate and Graduate Programs F. Inquiry Based and Constructivist Pedagogy G. Interdisciplinary Teaching and Learning H. Assessment and Evaluation
Technological Integration	A. Pedagogies, Tools, and Materials for Information and Communication Technologies (ICT) in education B. Distance and Blended Modes of Teaching and Learning C. Development of Technologies for Teaching and Learning
Teaching Innovation	A. Development and/or Application of New Pedagogies in Teaching and Learning B. Teaching and Applying 21st Century Skills C. Design Thinking and Systems Thinking for Educators
Leadership and Management	A. Development of Leadership and Management Skills of Administrators and/or Personnel B. Change Management for School Leaders
Academic Support Services	A. Career Guidance and Counselling B. Library and Information Science C. Other programs for Non Teaching HEI Personnel
Research and Extension Capacity Building	A. Educational Research B. Interdisciplinary Research to aid Instruction in SHS and Higher Education

 

Other specialized areas not included under any of the platforms above may be proposed and will be subject to evaluation by the Commission.

 

 

ARTICLE III

Grant Mechanics

SECTION 1. Framework. — The CPE is based on an action-research framework, 1 putting focus on the development and implementation of research-based interventions, and the documentation and diffusion of these activities as contributions to the body of scientific knowledge.

SECTION 2. Grant Types. — There are two (2) types of CPE Grants that may be awarded to qualified HEIs.

1. Research for Personnel Development Interventions (RPDI). The RPDI is the full research cycle that has the Research, Intervention, and Dissemination components and covers the following activities: (1) Proposal Writing, (2) Data Gathering and Analysis, (3) Research Writing, (4) Implementation, (5) Evaluation, and (6) Dissemination. The RPDI is characterized by: aTHCSE

a. A relevant research question that will address institutional gaps;

b. A strong embedded research component, tackling novel and innovative topics and methods under the grant platforms or priorities set by the Commission;

c. A well-written Research Paper with a strong Data Analysis;

d. A contextualized intervention program conceptualized from the research phase;

e. An efficient monitoring and evaluation mechanism that will effectively track outcomes and impact;

f. A detailed technical report and presentation on the intervention program; and

g. A comprehensive dissemination plan detailing recommendations arising from the study and summarizing the activities to be undertaken for sharing the outputs generated and broadening the impact of the project outcomes.

2. Implementation of Personnel Development Interventions (IPDI). The IPDI is the half research cycle that only has the Intervention and diffusion components and covers the following activities: (1) Proposal Writing, (2) Implementation, (3) Evaluation, and (4) Dissemination. The IPDI is characterized by:

a. An existing comprehensive body of research that may have emanated from the proponent or from other reputable institutions or an existing research study by the proponent that has been tested and proven within or outside their community;

b. A contextualized intervention program, based on the relevant research or existing study, that will be implemented by the proponent;

c. An efficient monitoring and evaluation system that tracks outcomes and impact;

d. A detailed technical report and presentation on the intervention program; and

e. A comprehensive dissemination plan detailing recommendations arising from the study and summarizing the activities to be undertaken for sharing the outputs generated and broadening the impact of the project outcomes.

SECTION 3. Grant Phases. — The base framework of the CPE Grants is a cycle with three (3) phases: (1) the research phase, (2) the intervention phase, and (3) the dissemination phase.

RPDI

IPDI

(Pre-Grant Award) Proposal Phase

Proposal Writing

The proponent shall: 1. Identify the needs and gaps (i.e., content knowledge and pedagogical gaps, institutional and administrative gaps, etc.) that is present in the target community, which may be addressed by the research proposal, 2. Fully articulate the research question, 3. Propose a theoretical framework and review of related literature, 4. Propose a research design and methodology, 5. Based on the hypothesis of the research, propose an intervention plan, and 6. Propose a diffusion and sustainability plan that will outline the expected innovation initiatives that will stem out from this project.

The proponent shall: 1. Identify the needs and gaps that is present in their target community, which may be addressed by the proposed intervention, 2. Conduct a comprehensive review of literature, 3. Propose an intervention plan, and 4. Propose a diffusion and sustainability plan that will outline the expected innovation initiatives that will stem out from this project.

Research Phase

1. Data Gathering and Analysis	The proponent shall collect data, and analyze the same in accordance with the steps enumerated in their methodology.
2. Research Writing	The proponent consolidate their findings into the research paper. For RPDI, this will be the basis of revisions, if any, to their intervention, dissemination, and sustainability plan. In order to continue to the Intervention Phase, the results of the research, and proposed revisions to the subsequent plans must be approved by the Technical Working Group.

Intervention Phase

3. Implementation	The intervention plan, as approved, is implemented. These may be according to the intervention types as described in Section 4 of this Article.
4. Evaluation	The HEI implements its monitoring and intervention plan, as detailed in its grant proposal.

Dissemination Phase

5. Dissemination

The HEI implements its dissemination plan, as approved. The HEI submits a Final Technical Report, the Final Research Paper, and a revised Sustainability Plan to the Commission.   Proponents may be asked to present or report their experiences and findings in conferences organized by the Commission.   The Research Paper may also be submitted for publication in reputable local or international journals.

The HEI implements its dissemination plan, as approved. The HEI submits a Final Technical Report and a revised Sustainability plan to the Commission.   Proponents may be asked to present or report their experiences and findings in conferences organized by the Commission.

 

SECTION 4. Intervention Types. — The platforms of the CPE Grants may be delivered through the following modes of intervention: (1) Trainings and Workshops, (2) Materials Development, or (3) other models as proposed. Note that all costs associated with the different delivery modes must be included in the Work and Financial Plan.

Intervention Types	Description	Expected Outputs
Trainings and Workshops	Grantees may develop activities geared towards upskilling, specialization, and general promotion of professional advancement. Examples include, but are not limited to: 1. Trainings and/or Workshops 2. Short Courses 3. Non-Degree Certificate or Diploma Programs These may be implemented through face-to-face delivery, distance education, or blended learning.	1. Training Needs Analysis/Assessment 2. Training Design/Framework 3. Training Modules 4. Course Syllabi 5. Lesson Exemplars 6. Powerpoint Presentations, and other Training Tools
MaterialsDevelopment	Grantees may create materials which aid in instruction, assessment, curriculum development, or other related activities. These may be in the form of teaching guides, audio-visual materials, web-based applications, etc.	1. Teaching Guides 2. Learning Guides 3. Audio-visual materials 4 Web-based applications 5. Models, prototypes, robotics, electronic/mechanical devices etc.

 

Other intervention types and expected outputs not included above may be proposed and will be subject to evaluation by the Commission.

 

 

SECTION 5. CHED-Initiated CPE Grants. — The Commission shall endeavor to set directions and priority areas apart from those previously mentioned, in order to maximize opportunities present through the K to 12 Transition Program. This may be through the initiatives of the Commission, through the Technical Working Group, or through partnerships with local and foreign organizations, governed by Memoranda of Agreement or other similar arrangements, to jointly initiate and fund projects in line with the thrusts of the CPE Grants. For this purpose, the Commission may release topic-specific calls for proposals, as necessary. Guidelines for such projects shall be released separately by the Commission.

ARTICLE IV

Eligibility

SECTION 1. Scope. — The CPE Grants are open to all State Universities and Colleges (SUCs), Local Universities and Colleges (LUCs), and non-stock, non-profit private HEIs (PHEIs). Proposals may be submitted by single HEIs, HEIs in a partnership, or HEIs in a consortia. For HEIs in partnership or consortia, a Lead HEI shall be identified. The Lead HEI Eligibility in Section 2 shall also apply to single proponents.

SECTION 1.1. Partnerships with Non-HEIs. — HEIs may partner with reputable non-HEI in the development and the delivery of the CPE Grants; provided, that these partners will not receive any of the financial privileges as specified in this policy outside of any necessary payments for the conduct of the training itself. For avoidance of doubt, this may include regular items in the Work and Financial Plan, such as the payment of trainer honoraria in cases where partners deploy individuals as trainers, or for the payment of food and venue in cases where the partner is also the chosen provider. IDSEAH

 Moreover, the mechanics of the partnership shall still be in accordance with the policies of the Commission. Additional funding provided by the partner shall be seen as favorable to the proposal. HEIs pursuing partnerships with non-HEIs must be governed by a separate agreement, which shall be submitted to the Commission with the grant proposal.

SECTION 2. Lead HEI Eligibility. — Lead HEIs must fulfill the following eligibility criteria:

1. Must be a CHED-recognized HEI;

2. Will able to fulfill the Terms and Conditions of the grant;

3. Is able to constitute a team of personnel that fulfill the eligibility criteria as described in Section 4 of this Article;

4. Has a functioning University Research Board (URB) and/or Institutional Research Council (IRC);

5. COE/COD for at least one discipline relevant to the proposal OR at least Level III Accreditation in program relevant to proposal OR is endorsed by the Technical Panel or Technical Committee in the discipline relevant to the proposal; and

6. Preferably willing to mentor an aspiring COE or COD institution.

In order to facilitate the financial review process, HEIs are strongly advised to ensure that there are no unliquidated balances or obligations to the Commission at the time of submission of the proposal.

SECTION 3. Member HEI Eligibility. — Member HEIs in partnership or consortia must fulfill the following eligibility criteria:

1. Must be a CHED-Recognized HEI;

2. Must include team members who are in the discipline/s included in the proposal; and

3. Preferably aspiring COD in the discipline/s included in the proposal.

The Commission gives priority to a consortium that includes a Lead HEI with a COE/COD and at least one (1) SUC/LUC/PHEI that has is an aspiring COE/COD in the relevant discipline of the proposed research.

SECTION 4. Team Composition. — HEIs are required to form a core team for the CPE grant composed of one (1) Team Lead, and Team Members. The number of team members is upon the discretion of the proponent HEI, and member HEIs, as applicable. For RPDI, the HEI must also assign one (1) Lead Researcher, and one (1) Lead Instructor/Materials Developer. For IPDI, only the Lead Instructor/Materials Developer is required aside from the Team Lead. For avoidance of doubt, the Lead Researcher, Lead Instructor/Materials Developer, and Team Lead do not need to be different individuals, for as long as they meet the eligibility requirements, fulfill all the terms of reference as specified, and shall only receive privileges for one (1) person. HCaDIS

All members of the team must fulfill the following criteria:

1. Filipino Citizen;

2. Higher education teaching or non-teaching personnel;

3. Has a masters or doctorate degree in the field/subject relevant to the proposal;

4. In good health, of good moral character, and demonstrates a record of sound ethical practice;

5. Demonstrates a strong academic and professional record;

6. Must not have been convicted of any crime involving moral turpitude;

SECTION 4.1. Team Lead Eligibility. — The Team Lead shall serve as the overall point person of the project.

The Team Lead must fulfill the following criteria:

1. Filipino Citizen;

2. Higher education teaching or non-teaching personnel;

3. Has a masters or doctorate degree in the field/subject relevant to the research;

4. In good health, of good moral character, and demonstrates a record of sound ethical practice in research;

5. Demonstrates a strong academic and professional record;

6. Preferably has managed at least two (2) research projects as Project Leader/Research Team Leader; and/or

7. Preferably has a published a refereed research paper in a CHED-accredited or internationally-indexed publication or reputable peer-reviewed journal, or have presented their research work in a reputable conference, or similar either as sole or co-author, in the last five (5) years.

SECTION 4.2 Lead Researcher Eligibility. —

1. Has a masters or doctorate degree in the field/subject relevant to the research;

2. Demonstrates a strong academic and professional record, with emphasis on research;

3. Preferably has completed at least two (2) research projects, while being designated as Program/Project Leader; and

4. Preferably has published a refereed research paper in a CHED-accredited or internationally indexed journal, either as a sole or co-author, within the last five (5) years.

SECTION 4.3 Lead Instructor Eligibility. —

1. Has a masters or doctorate degree in the field/subject relevant to the research;

2. Has participated as an organizing member of at least five (5) trainings/workshops/seminars/course in the discipline/s relevant to the discipline, or has conducted at least one (1) training/workshop/seminar/course in the discipline/s relevant to the research.

SECTION 4.4 Lead Materials Developer Eligibility. —

1. Has a masters or doctorate degree in the field/subject relevant to the research;

2. Has participated in at least five (5) projects for the development of learning and/or teaching materials in the discipline relevant to the research.

SECTION 5. Target Participants/Beneficiaries. — The beneficiaries of the CPE grants must be personnel from other HEIs, whose teaching or work shall directly benefit from the engagement being offered. Additionally, in view of the Commission's mandate to train teachers who graduated from pre-service education not aligned with the enhanced basic education curriculum, and to contribute to the upgrading and alignment of the existing Teacher Education curriculum as offered in TEIs, beneficiaries may also be SHS teachers from HEIs offering SHS.

SECTION 6. Consistent with the grant principles of capacity-building and development, the following strategies are viewed as meritorious and will be encouraged in as far as they meet research goals and the terms of reference, such as:

1. Formation of a consortium consisting of a mix of COEs/CODs or similar, and institutions aspiring for such accreditation;

2. The provision of development and mentoring opportunities for young researchers and academicians, which may be evidenced by a team composed of a good working balance of senior and junior researchers/personnel; AHCETa

3. The application and accreditation to become a CPD provider under RA 10912, or the "Continuing Professional Development Act."

The Commission may allow exceptions to the eligibility requirements above based on meritorious circumstances and on a case-to-case basis.

ARTICLE V

Grant Privileges & Key Deliverables

SECTION 1. Duration. — The Grant shall be implemented over a maximum duration of twenty-four (24) months for RPDI and twelve (12) months for IPDI.

SECTION 2. Funding Support. — The Commission shall provide funding support on a proposal-basis, provided that the proper documentary requirements are submitted, and the proposal passes the financial review process. HEIs are to follow the budget guidelines as specified in all relevant Commission on Audit and Department of Budget and Management Circulars.

SECTION 3. Administrative Costs. — Based on the proposed financial plan, a maximum of 5% of the fund may be used for HEI administrative costs. HEIs may opt to waive this as a form of counterpart funding by the HEI.

SECTION 4. Limitations of Funding. — The funding support provided by the Commission are subject to the following limitations:

a. The grant may be used to cover expenses used for materials, research, and other logistical requirements.

b. The grant cannot be used to cover capital outlay or substitute the salary of the engaged faculty. Cost of honoraria shall be computed based on DBM Budget Circular 2007-001 and DBM Budget Circular 2007-002. 2

SECTION 5. Disbursement of Grants and Deliverables. — The percentage of the grant amount shall be disbursed following the submission of the deliverables, as follows:

 

RPDI	Operation costs for the research component of the proposal*	Operation costs for the intervention component of the proposal, up to 80% of the total grant amount*	20% or balance thereof
Upon submission, approval and acceptance of the Required documents: • Signed Memorandum of Agreement • Approved research, intervention, dissemination, and sustainability plan • Approved Work and Financial Plan • Other post-award documents	Upon submission, approval and acceptance of: • Research Paper • Final Revised and Approved Intervention Plan/Proposal • Approved Dissemination Plan • Progress Reports • Partial Liquidation Report	Upon the submission and approval of: • Final Technical Report on the Intervention for replication including Dissemination Report • Approved Sustainability Plan • Final Research Paper with necessary revisions • For Training: Final intervention design for replication • For Materials Development: Report on User Acceptance Testing (UAT) and the Completed Material • Liquidation Report

IPDI	Operation costs for the intervention component of the proposal, not exceeding 80% of the total grant amount*	20% or balance thereof
Upon submission of the signed Grant Agreement and approval of the Required documents: • Signed Memorandum of Agreement • Approved intervention, dissemination, and sustainability plan. • Approved Work and Financial Plan • For Training: Profile of target participants • Other post-award documents	Upon the submission and approval of: • For Training: Final Intervention Design for Replication • For Materials Development: Report on User Acceptance Testing (UAT) and the completed material • Liquidation Report • Proof of Expenditures

*Based on the Work and Financial Plan

 

The Commission will issue Certificates of Acceptance as proof of acceptance of the deliverables submitted. The Commission may also require other documents, as necessary. cHaCAS

SECTION 6. Liquidation. — Grantees must submit a liquidation report as part of the requirements for the grant completion, according to the institution's audit processes. The report shall be verified by the institution's auditor, certified by the Chief Accountant, and approved by the Head of Institution. HEIs must include or attach, as much as possible, the original copies of receipts, and other documentary requirements. For SUCs and LUCs, the liquidation must also be signed by the designated representative of the institution's Commission on Audit. This must be submitted within 60 days upon completion of the project. The Commission may likewise require the submission of early or partial liquidation reports.

SECTION 7. Availability of Funds. — The award of the Grant shall be subject to the availability of funds.

SECTION 8. Extension. — Grantees may apply for a no-cost extension of the Grant by submitting a letter of extension and justification, subject to the approval of the Commission. For RPDI, this may be done for cases where the Technical Working Group or the proponents see the need for extensive revision of the Intervention Plans following the results of the research component of the grant.

ARTICLE VI

Qualifying and Selection Process

The Call for Proposals for the CPE Grants shall be issued at the discretion of the Commission and subject to the availability of funds. Project proposals from prospective HEI grantees shall strictly follow the application process detailed below (Refer to Appendix A: Process Flowchart). Projects resulting from the CHED-Initiated CPE grants undertaken with external partners shall be governed by the agreements entered into by the Commission and its partner organizations.

SECTION 1. HEIs that wish to avail of the CPE Grants (hereinafter referred to as "HEI-Applicant") must submit the proposal, along with complete documentary requirements, as endorsed by their HEI president/head to the Commission (Refer to Appendix B: Checklist of Application Requirements). HEI-Applicants may submit multiple proposals. Incomplete applications will not be processed.

The Commission may require that these requirements be submitted through an online portal, or through other mechanisms as required by the Commission depending on the nature of the requirement.

SECTION 2. Project proposals shall be evaluated based on the following criteria: (1) Responsiveness, (2) Innovativeness, (3) Project Design, (4) Sustainability, and (5) Proponent criteria. Proposals that fulfill the minimum eligibility requirements will be endorsed to the Vetting Panel for Technical and Financial Review. (Refer to Appendix C: Selection Criteria)

SECTION 3. The Technical Working Group, upon proper deliberation of the technical and financial aspects of the proposals, shall endorse the same to the Commission En Banc (CEB) for approval.

The Technical Working Group reserves the right to provide conditional endorsements for project proposals with specific recommendations for revisions. These shall only be endorsed and transmitted to the CEB after the recommendations have been adopted.

SECTION 4. HEI-Applicants with approved project proposals shall receive the Provisional Notice of Award (PNOA). This allows the approved applicants to enter into a Memorandum of Agreement with the Commission. The Commission reserves the right to require approved applicants to submit further documentation, as the need arises.

The Commission may grant ConditionalApproval for those applications which have the potential to be approved, but only with the adoption of strict recommendations. In this case, the PNOA shall not be issued until the recommendations are adopted. DACcIH

SECTION 5. Proposals that are not approved may be resubmitted in succeeding Calls for Proposals, following the regular application process, provided the necessary revisions and improvements are made.

SECTION 6. The maturation of the Provisional Notice of Award of the grants is contingent on the HEI-Applicant's compliance with post-award requirements. (Refer to Appendix D: Checklist of Post-Award Requirements)

SECTION 7. Upon approval, the Commission shall enter into a written agreement with each Lead HEI and the respective researchers to commence to grant. The Commission, through the K to 12 Transition Program Management Unit (PMU) shall process the release of funds in tranches as specified herein and in the Agreement to be executed.

ARTICLE VII

Terms and Conditions

SECTION 1. General Terms and Conditions. —

1. The grant is awarded on a per project basis. In cases wherein a HEI may have several projects, separate proposals must be submitted.

2. The grant is output-based.

3. Any changes to the grant as approved, must be requested through a formal letter to the Commission, detailing the proposed changes, and the justifications of the same.

4. All HEIs and individuals involved in the projects shall maintain up-to-date profiles and supply all other information required on the CHED Online Portal, when available.

SECTION 2. Counterpart and Partial Funding Arrangements. —

1. HEIs are encouraged to provide counterpart funding and support for the project, which may include, but is not limited to the provision of financial support for teaching and non-teaching personnel involved in the implementation of the program. The HEI may list the supports to be provided in their project proposals, which may include financial supports, or academic deloading, among others, subject to the institution's regular policies.

2. HEIs are encouraged to seek out other sources of funding, especially in cases where the grant funding provided by the Commission is not enough to cover all expenses. If the proposal being applied for is submitted to other agencies and/or funding sources for the same purpose, the proponent must disclose which components of the project will be funded by the Commission and by other sources, through the relevant forms, attaching therein the relevant funding agreements. Failure to timely disclose other sources of funding shall be dealt with accordingly.

SECTION 3. Ethics and Intellectual Property. —

1. All research and other related activities must adhere to the HEI's standards on integrity and code of ethics, deterrents to scientific fraud and theft, the Intellectual Property Code, and all other relevant laws, rules and regulations.

2. Without prejudice to existing laws on Intellectual Property, outputs of the grant shall be considered to be under the Creative Commons Attribution, Non-Commercial, No Derivatives (CC-BY-NC-ND) license, unless otherwise waived by the copyright owner. The proponents shall maintain the moral rights and ownership of the materials, but shall waive economic rights thereto. For the avoidance of doubt, this shall mean that end users shall be allowed to use and reproduce, but may not modify in any way or distribute for commercial purposes these licensed products.

3. In the event that the proponents update the outputs made under the grant after the grant period but not more than five (5) years thereafter, the Commission shall be allowed to distribute the materials without any additional cost for so long as the same is made for educational purposes.

4. Licensed products incorporated into the teaching guides, but are not products of the grant may be subject to existing licensing agreements, if any.

5. Users who wish to make any modifications to be done to the materials must ask for prior permission from the Commission and the proponents in writing.

6. End users shall be required to sign and strictly comply with end-user agreements. The Commission reserves the rights to enforce sanctions on those who violate the provisions of the end user agreements.

SECTION 4. Obligations and Responsibilities. —

SECTION 4.1. The HEI Grantee shall:

1. Implement the approved project proposal and ensure the achievement of the deliverables proposed within the timeline approved. No-cost extensions may be entertained by the Commission on a case-to-case basis upon the submission of the proper documents.

2. Submit all necessary documents and other requirements, as may be required by the Commission. Delays in the submission of these requirements may also entail delays in the receipt of the financial benefits as stipulated in this policy. HSCATc

3. Participate in and submit themselves to the monitoring and evaluation efforts of the Commission, which may entail visits, reports, and other data gathering methods. The Commission reserves the right to use data and information gathered from these reports in furtherance of its programs.

4. Individuals involved in the grant must seek written clearance from the Commission at least two (2) weeks before leaving the country.

5. Fully disclose to the Commission all other sources of funds aside from those provided under the Grants to avoid duplication of funds;

6. Ensure that the funds provided under the Grant is used solely for the purposes indicated in the Work and Financial Plan as approved by the Commission;

7. Ensure that the funds will NOT be used for capital outlay;

8. Submit the Liquidation Report, together with documentary proof of all disbursals and expenses, to the Commission as required by the Grant;

9. Ensure the completion of all deliverables and tasks required in a timely manner;

10. Comply with all policies, standards, and guidelines as promulgated by this issuance, or any other issuance of the Commission in the future which may be applicable; and

11. Fulfill all the Terms and Conditions of the grant stated in these guidelines, and according to the Memorandum of Agreement (MOA) or Grant Contract.

SECTION 4.2. The Commission shall:

1. Facilitate the processing of applications and grant transactions;

2. Form a vetting panel that shall screen the proposals based on the criteria approved by the Commission, as enclosed;

3. Issue a "Provisional Notice of Award" for approved applicants who have fully complied with all requirements of the grant, and have had their CPE proposals approved by the Commission.

4. Ensure the funding support for the grantee's engagement until the full completion of the duration of the engagement;

5. Establish a feedback system to ensure smooth implementation of the grant; EHaASD

6. Conduct the necessary monitoring and evaluation of the grants to ensure full compliance and achievement of objectives; and

7. Issue a "Certificate of Completion," relieving the HEI-grantee of all grant obligations and responsibilities once the engagement has been completed and the required deliverables have been fully submitted.

SECTION 5. Other Required Submissions. —

Consistent with government audit rules, grantees must submit the following documents, verified by the the HEI's internal auditor, no later than sixty (60) working days from the completion of the grant.

1. Fund Utilization Report certified by accountant and approved by HEI President or its equivalent;

2. Technical Report complete with all documentation, which may include but are not limited to the following:

a. For Training and/or Seminar — training design, training module/s, list of trainers, list of participants, materials and references used, etc.

b. For Materials Development — final/actual output, list of participants who tested the material, etc.

c. For all types of interventions — Dissemination Action Plan

3. List of beneficiaries with their acknowledgement of project/funds/goods/services received.

Grantees may also be required to submit additional documents in compliance with existing and future government accounting and audit rules.

SECTION 6. Monitoring and Evaluation. —

The Commission shall conduct regular Monitoring and Evaluation of the Grants, as provided. Proponents shall ensure full cooperation to these efforts, submitting the appropriate forms when necessary. As the general principle, the grant shall be evaluated against its project proposal, its methods, targets, and other indicators, as approved.

Consistent with the terms and conditions, HEI Grantees shall fully participate in and submit themselves to the monitoring and evaluation efforts of the Commission, which may entail visits, reports, and other data gathering methods.

In cases where the project in its development is found to be unsatisfactory, either through its implementation or failure to reach milestones, the Commission may make recommendations, and may require the submission and implementation of a catch-up plan.

SECTION 7. Termination of the Grant. —

The Commission has the right to terminate the grant and demand repayment, either full or partial, under any of the following circumstances:

1. Deviations from the implementation of the grant, without prior approval of the Commission, which may include changes in team composition and non-compliance to the approved proposal and WFP.

2. Justifiable grounds which prove the inability of the grantee to complete the grant as determined by the Commission.

3. Non-availability or exhaustion of funds;

4. Any act of immorality, drunkenness, dishonesty, and any other form of misconduct by the members of the implementing team as spelled out or stated in the Civil Service Code of Conduct and Ethical Standards for Public Officials and Employees; 3

5. Such other acts as may be considered by the Commission as inimical to the interest of the government of the Republic of the Philippines and those that adversely affect the integrity of the K to 12 Transition Program.

For the RPDI, in view of the academic nature of research, the Commission may also recommend a non-punitive termination of the grant, should the results of the research component of the project be unable to produce an appropriate intervention design, despite full efforts on the part of the proponent to modify, accommodate, or enhance the same.

SECTION 7. Sanctions and Payment of Obligations. —

1. Except for cases with justifiable grounds and when termination is non-punitive, all financial support extended to the HEI-grantee shall be repaid to the Commission in case the HEI fails to accomplish the deliverables according to the approved project proposal. The proper documentation for exceptions must be submitted to the Commission.

2. The completion of an HEI-grantee's payment obligation shall be the responsibility of the HEI. The terms for the payment of obligation shall be evaluated and decided upon by the Commission.

3. Fraud, misrepresentation, and/or corruption by any of the team members or personnel employed by the HEI-grantee with respect to the grant.

4. Failure to fulfill the Terms and Conditions herein stated shall result in administrative, civil, or criminal action, and may disqualify the grantee from any other grants awarded by the Commission. DaIAcC

ARTICLE VIII

Repealing Clause

This CMO repeals the provisions regarding Continuing Professional Education (CPE) Grants under CMO No. 25, s. 2016, also known as the "Guidelines for Professional Advancement and Postdoctoral Study Grants for Faculty and Staff during the K to 12 Transition Period," and the Content Knowledge Development Grants for HEI Grants (Unit Grants) under CMO No. 09, s. 2016, also known as the "Guidelines for Senior High School (SHS) Support Grants under the K to 12 Transition Program." All other provisions of CMO NOs. 9 and 25, s. 2016 that are not affected by this issuance shall remain valid and in force.

ARTICLE IX

Transitory Provision

Grantees awarded or with pending applications with Unit Grants under CMO No. 09, s. 2016 or CPE Grants under CMO No. 25, s. 2016, prior to the issuance of these guidelines, shall be governed by this Article.

1. Grantees with approved grants shall be allowed to continue the implementation of their grants according to the terms of their existing grant agreements/Memoranda of Agreement.

2. Grantees with existing applications with the Commission shall be allowed to continue with their respective applications, contracting, and implementation processes, which shall be governed by the guidelines in effect at the time of application.

ARTICLE X

Separability Clause

If any part or provision of this Memorandum Order shall be held invalid or illegal by competent authority, other provisions thereof, which are not affected thereby, shall continue to be in full force and effect.

ARTICLE XI

Effectivity

This Memorandum Order shall take effect immediately and shall remain in force only until the end of SY 2020-2021, unless otherwise extended or adopted by the Commission. SICDAa

Issued this 10th of October 2017 in Quezon City, Philippines.

(SGD.) PATRICIA B. LICUANAN, Ph.D.Chairperson

Appendices:

1. Appendix A: Process Flow Chart

2. Appendix B: Checklist of Application Requirements

3. Appendix C: Selection Criteria

4. Appendix D: Checklist of Post-Award Requirements

APPENDIX A

Process Flow Chart

 

APPENDIX B

Checklist of Application Requirements

The HEI must submit the following requirements for their application to be processed:

1. Cover letter endorsement of HEI president

2. Project Proposal Form

a. Intervention Plan

b. Dissemination Plan

c. Sustainability Plan

3. Gantt Chart

4. Work and Financial Plan signed by Chief Accountant

5. HEI Endorsement and Certification indicating the following:

a. Endorsement of the URB/IRC Certification of Adherence to Ethical Standards

6. Curriculum Vitaes of Team Lead and Team Members

APPENDIX C

Selection Criteria

1. RPDI

Component	Percentage	Criteria
Research	50%	Responsiveness • Research has identified the needs of the intended beneficiaries, and identified the objectives and outcomes to address the needs. Innovativeness • Research contributes to new knowledge and education practices Research Design • Research has a clear theoretical framework • Research has a clear and thorough research methodology
Intervention	30%	Responsiveness • Intervention has identified the needs of the intended beneficiaries, and identified the objectives and outcomes to address the needs. Innovativeness • Intervention methods of the delivery of the intervention is unprecedented or method builds on existing model, and customizes it to the identified participants. Project Design • Project has verifiable or measurable outcomes • Project is Specific, Measurable, Achievable, Realistic, and • Time-bound • Project has quality logical framework • Project has quality gantt chart • Project has quality M&E plan
Proposal	20%	Sustainability • Project has quality sustainability plan Team Composition • Quality of team members HEI collaboration HEI's counterpart funding

 

2. IPDI

Component	Percentage	Criteria
Research	30%	Responsiveness • Research has identified the needs of the intended beneficiaries, and identified the objectives and outcomes to address the needs. Innovativeness • Research contributes to new knowledge and education practices Research Design • Research has a clear theoretical framework • Research has a clear and thorough research methodology
Intervention	50%	Responsiveness • Intervention has identified the needs of the intended beneficiaries, and identified the objectives and outcomes to address the needs. Innovativeness • Intervention methods of the delivery of the intervention is unprecedented or method builds on existing model, and customizes it to the identified participants. Project Design • Project has verifiable or measurable outcomes • Project is Specific, Measurable, Achievable, Realistic, and Time-bound • Project has quality logical framework • Project has quality gantt chart • Project has quality M&E plan
Proposal	20%	Sustainability • Project has quality sustainability plan Team Composition • Quality of team members HEI collaboration HEI's counterpart funding

 

APPENDIX D

Checklist of Post-Award Requirements

The HEI-Applicants must submit the following documents after the approval of the grant: DHIcET

1. Memorandum of Agreement;

2. Project Proposal;

3. Theoretical and/or Logical Framework;

4. Work and Financial Plan;

5. GAA Project Summary Sheet;

6. Bank Details (Bank Name, Branch, Account Name, Account Number);

7. Sworn affidavit of No Relation to CHED Officials;

8. Disclosure of other related businesses, if any;

9. List/photographs of other similar projects completed indicating source of funds;

10. Certificate of SEC Registration;

11. Authenticated copy of the latest Articles of Incorporation;

12. Audited Financial Statements for the 3 previous years;

13. Statement of undertaking to adhere to research ethics and integrity; and

14. Any additional requirements deemed necessary by the Commission.

 

Footnotes

1. An action research is a process of evaluating own educational practice to improve daily teaching practices. It is also called as teacherresearch in education community. According to Ferrance (2000), teachers conduct action research to solve teacher problem and to improve the teaching and learning process.

2. DBM Budget Circular 2007-001: Guidelines on the Grant of Honoraria to Lecturers, Resource Persons, Coordinators, and Facilitators | DBM Budget Circular 2007-002: Guidelines on the Grant of Honoraria Due to Assignment in Government Special Projects.

3. RA 6713 "Code of Conduct and Ethical Standards for Public Officials and Employees."