REPUBLIC OF THE PHILIPPINES

OFFICE OF THE PRESIDENT

COMMISSION ON HIGHER EDUCATION

K TO 12 TRANSITION PROJECT MANAGEMENT UNIT

Name of Department/Proponent

Name of HEI

CONTINUING PROFESSIONAL EDUCATION PROPOSAL

Program Title / : / INDICATE TITLE OF THE CPE PROGRAM
Total Cost / : / Indicate projected total cost indicated in Work and Financial Plan
Target dates / : / Indicate target date/s of implementation per course/leg
Venue / : / Indicate venue/s (region/province) per course/leg
Delivering Partners / : / Indicate all partners in the delivery of the program (e.g. foreign institutions, technical panels/committees, professional organizations)
Participants / : / Indicate projected number of participants and participating sending institutions
Attachments
Proposal Template / ☐
Description of Program Provider / ☐
Logical Framework / ☐
Intervention Matrix / ☐
Course Design / ☐
Work and Financial Plan / ☐
Profile of Delivering Partners / ☐
Endorsement of TP/TC (if available) / ☐

Prepared by:

______

Name and Signature of Main Proponent Date Signed

Endorsed by:

______

Name and Signature of HEI President/Chancellor Date Signed

I.  Program Description

Provide a brief summary of the program (courses, duration, main objective, target participants,

etc.).

II.  Program Provider

Provide a brief summary of the unit (department, college, institute, etc.) who will offer the course.

Indicate current program offerings (degree courses, certificate courses, short courses, etc.). If any, indicate previous grants received similar to CPE grant.

III.  Rationale

Discuss how the program was conceptualized. Identify knowledge, skills, attitude, or competency

gaps that require intervention and how the program responds to said gaps. Include a brief justification on how the program addresses/complements the current needs of the field and its faculty during the transition towards K to 12.

IV.  Program Objectives

General Objective:

Specific Objectives:

● 

V.  Logical Framework

The logical framework illustrates the process of how “inputs” are translated to “impact” in line with the development goals of the program. The following is the order of the process with their respective descriptions:

i.  Inputs – the resources (financial, physical, etc.) that will be utilized for the production or operation of the program such as budget, equipment, or buildings.

ii.  Activities – the required production activities that will yield the needed output.

iii.  Output – these are goods and services generated from the activities, and they usually take the form of tangible matter that the people/beneficiaries can use. These are within control of CHED.

iv.  Outcomes – the situation which the program aims to bring about. They are measured using demand-side data: access and utilization of outputs, and satisfaction of beneficiaries

v.  Impact – contribution of the program to the country’s overall development agenda

How we monitor each stage is crucial. The indicators will be used to gauge success. The source of information should be clearly defined to ascertain availability of information, and ensure smooth and timely monitoring.

Also, there are risk factors and assumptions that could affect the success of each component. It is important to try to take into account these factors, particularly those external or outside the control of CHED, in the design of the program.

Please see sample logical framework below.

COMPONENTS / SUMMARY / INDICATORS / SOURCE OF INFORMATION / RISKS AND ASSUMPTIONS
Inputs / ● Manpower
● Resources (Operational Expenses, Facilities, Marketing Collaterals, Online Systems) / ● Staffing
● Budget (approved versus applied, and utilized versus approved) / ● Proponent records / ● Availability of resources
● Securing budget approval
o  No process changes
o  Consistent processing time
Activities / ● Marketing and information dissemination
● Monitoring and evaluation
● Administration (Budgeting, Filing, Processing, etc.) / ● Number of applications for programs / ● Proponent records / ● Effective communication channels and tracking of documents
● Interest from HEIs and individuals resulting from information dissemination
Outputs / ● No. of participants awarded / ● % of applications approved / ● Proponent records / ● Interest from faculty and HEIs
Outcomes / ● Completion of CPE programs
● Enriched faculty specializations with new certifications / ● Positive evaluations and feedback from participants from post tests
● Positive assessments from post-tests/ assessment outputs submitted / ● Proponent records
Impact / ● Enhanced specialized knowledge and skills of the faculty and administrators relevant to the new curriculum
● Improving student outcomes (i.e. employability, passing rates in professional boards, etc.)

VI.  Intervention Matrix

Provide an intervention matrix of your proposed program. Please see sample intervention matrix below.

Program Topic / Objective / Methodologies/Activities / Assessment / Time
Local Governance / Identify the different levels of the Philippine Local Government / Participants construct an organizational chart of the Philippine Local Government / Pen and pencil test / 4 hours
Explain the roles of the Local Government Unit / Close reading of the Local Government Code of 1991
Reporting on the roles and functions of the LGU / Reporting
Examine how decentralization affects governance / Case study of own local government units / Group reporting

VII.  Course Dates and Duration

Course Title / Date / Venue
Course 1
Course 2 (if applicable)

*If the same course will be conducted in different locations (i.e. Luzon, Visayas, Mindanao),

indicate target date and venue for each leg.

VIII. Learning Outcomes and Course Design

At the end of the program, the participants are expected to:

Course Design

Course 1: Indicate title of course
Indicate target date/s of implementation
Day / Time / Topic/Activity / Resource Speaker/Facilitator
1 / AM
PM
2 / AM
PM
3 / AM
PM
Course 2 (if applicable): Indicate title of course
Indicate target date/s of implementation
Day / Time / Topic/Activity / Resource Speaker/Facilitator
1 / AM
PM
2 / AM
PM
3 / AM
PM

IX.  Profile of Expected Participants

The following eligibility requirements shall be considered in selecting participants:

*Centers of Excellence (COEs) and Centers of Development (CODs) are expected to reach out to other HEIs outside their region to maximize reach and impact of the training program.

*If proponent has already identified target participants/sending institutions, provide a brief

description of the selection process. Include justification on conditional selection (i.e. level of

accreditation, evidence of need, proximity), if applicable.

X.  Profile of Facilitators

Please provide the following information. You may add more resource speakers accordingly. Please attach a copy of each resource speaker’s curriculum vitae as annexes to this application.

A.  Summary of Facilitating Team

Name of Resource Speaker 1

Position, Home Institution/Organization

Field of Specialization

Training Conducted

Other Credentials

Name of Resource Speaker 2 (if applicable)

Position, Home Institution/Organization

Field of Specialization

Training Conducted

Other Credentials

B. Rationale

Please provide a short rationale of the selection of the resource speakers above. Please be specific about the roles that they will embody for the proposed program, and how these roles lead to the attainment of the proposed program objectives.

*If proponent will be delivering the program in partnership with another institution (e.g. foreign

institution, professional organization, technical panel), provide a brief description of the

nature of the partnership and the profile of the partner/s (include in appendices, if necessary).

XI.  Timeline and Logistics

Sample

Date / Activity
E.g. November 2016 / Promotion of workshop to sending HEIs
Application period
December 2016 / Deadline of applications
Screening of applicants
Reservation on venue/caterer
January 2017 / Implementation of Course 1
February 2017 / Implementation of Course 2 (if applicable)

*A Gantt Chart may be prepared in lieu of the matrix above.

XII.  Work and Financial Plan

The program is to be attended by (x) participants, (y) facilitators, and (z) members of the

secretariat team. The breakdown of participants and organizers is as follows:

Sample

Pax / Count
Resource Speaker/s / 4
Secretariat Team / 3
Participants / 50
TOTAL / 57

The average cost of tuition per participant amounts to (insert amount). Therefore, the total

amount of (insert amount) will be needed to implement the proposed program for (x)

participants.

The detailed breakdown is as follows:

Sample (for a Manila-based course)*

Course 1: Indicate title of course
Indicate target date/s of implementation
Item / Rate / # of Pax / TOTAL
Training Venue / Php 20,000/day * 3 days
Board and Lodging / Php 2,500/pax * 3 days / 57 / Php 427,500
Workshop Kit
(notebook, ballpen, handouts, flash drive) / Php 500/pax / 57 / Php 28,500
Honoraria - Resource Speakers / Php 1,800/hr * 4 hrs/session* 3 days / 4 / Php 86,400
Honoraria - Secretariat Team / Php 1,000/day * 3 days / 3 / Php 9,000
Other office supplies
(markers, meta cards, manila paper, toner) / Php 5,000
TOTAL / Php 556,400
Total cost per participant / Php 11,128

*Proposed budget may also include transportation expenses for resource speakers and

secretariat team.

**Cost per participant per course must not exceed Php 60,000.

***For computation of honoraria for resource speakers, refer to DBM Budget Circular No. 2007 - 1 (http://www.dbm.gov.ph/wp-content/uploads/2012/03/BC-2007-1.pdf).

Prepared by:

NAME

Designation, Department

Name of Higher Education Institution

Endorsed by:

NAME

HEI President/Chancellor

Name of Higher Education Institution

PLEASE SUBMIT THE PHYSICAL COPY TO:
PROFESSIONAL ADVANCEMENT AND POSTDOCTORAL STUDY GRANT
G.F K to 12 Transition Project Management Unit Office
COMMISSION ON HIGHER EDUCATION
Higher Education Development Center
C.P. Garcia Ave., UP Diliman, Quezon City