Open Distance Learning Act

Case Overview and Summary

Open Distance Learning Act

Declaration of Policy (Section 2):
- Expand and democratize access to quality tertiary education through open learning and distance education

Definitions (Section 3):
- Distance education: Mode of learning where students and teachers are physically separated
- Higher education: Learning level after high school offering degree programs
- Higher education degree programs: Courses leading to bachelor's, master's or doctoral degree
- Higher education institution (HEI): Degree-granting institution recognized by CHED
- Open Distance Learning (ODL): Combines distance education with open and flexible learning
- Open learning: Philosophy of flexible access to education
- Open university/college/institution: CHED-recognized degree-granting HEI with ODL programs
- Post-secondary school: Institution offering non-degree technical-vocational programs accredited by TESDA
- Technical-vocational programs: Non-degree programs aimed at preparing middle-level workers
- Tertiary education: Higher education degree programs and post-secondary technical-vocational programs

Coverage (Section 4):
- Applies to public and private HEIs and post-secondary schools with existing ODL programs
- Applies to HEIs and post-secondary schools authorized as qualified ODL program implementers

Institutionalization of ODL (Section 5):
- ODL is institutionalized in accordance with the Act
- ODL programs must conform to CHED and TESDA guidelines

Guiding Principles for ODL Courses/Subjects (Section 6):
- Learner-centeredness (Section 6a)
- Quality and relevant programs (Section 6b)
- Transparency to guide informed choice (Section 6c)
- Peer review (Section 6d)
- Public responsibility and accountability (Section 6e)
- Quality and continuous improvement (Section 6f)

Admission and Academic Policies (Section 7):
- Must conform to minimum policies, standards and requirements set by CHED and/or TESDA

Program, Curriculum and Course Offerings (Section 8):
- Learning outcomes must be clearly articulated in terms of competencies, skills and attributes
- Must conform to CHED and/or TESDA policies, standards and guidelines for ODL
- Place, pace and mode of study at student's option within prescribed time frame (Section 8a)
- Mechanism to monitor students' academic progress (Section 8b)
- Practicum or on-the-job trainings for applicable courses (Section 8d)
- Completion leads to award of appropriate academic degree or certificate (Section 8e)
- Licensure examination requirement applies for practice of profession (Section 8f)

Mode of Delivery (Section 9):
- Print, audio-visual, electronic/computer technology, virtual classrooms, face-to-face sessions

Support to ODL Programs (Section 10):
- CHED and TESDA to provide support in developing high quality ODL programs
- Support includes training, curriculum development, learning materials, cyber infrastructure, operations planning, linkages

Support to Students (Section 11):
- Access to privileges, opportunities and entitlements as conventional students
- Clear admission policies and procedures (Section 11a)
- Faculty-student dialogue and interactivity (Section 11b)
- Efficient communication system, feedback mechanism, multimedia support (Section 11c)
- Regular monitoring of learners' progress (Section 11d)
- Wide range of accessible learning resources (Section 11e)

Role of UP Open University (Section 12):
- Assist CHED and TESDA in ODL functions
- Provide leadership, promote best practices, share knowledge, provide technical assistance
- Develop model curricular programs, learning materials, capacity building programs

Zonal ODL Centers (Section 13):
- To be established in Metro Manila, Luzon, Visayas, Mindanao and eventually one in each region
- Take charge of training ODL teachers

Roles of CHED and TESDA (Section 14):
- Formulate policies, standards, guidelines, rules and regulations for ODL implementation
- Develop strategies to improve ODL program quality and implement quality control system
- Monitor and evaluate existing ODL programs, effect continuation or closure
- Review and approve/disapprove proposals for new ODL programs
- Recommend budget for qualified state HEIs and post-secondary schools based on evaluation

Roles of Broadcast Media and Telecommunications Networks (Section 15):
- Encouraged to assist and cooperate in transmission of learning materials

Independent Evaluation (Section 16):
- CHED and TESDA to enter agreement with research institutions for independent evaluation of ODL programs

Interim and Final Report (Section 17):
- Interim report within 6 months of enactment
- Final report within 1 year of enactment

Tax Exemptions (Section 18):
- Donations, contributions, bequests and grants for ODL promotion are exempt from donor's tax

Implementing Rules and Regulations (Section 19):
- To be formulated by CHED, TESDA and UP Open University within 90 days of effectivity

Appropriations (Section 20):
- Initial implementation charged against current year's appropriations of CHED, TESDA and state universities with existing ODL programs
- Subsequent appropriations to be included in annual General Appropriations Act

Separability Clause (Section 21)
Repealing Clause (Section 22)
Effectivity (Section 23):
- Effective 15 days after publication in Official Gazette or newspaper of general circulation