The Role of Higher Education Institutions (HEIs) in Local ...

วารสารการเมอืงการปกครอง ปีที ่3 ฉบับที ่2 มนีาคม – สิงหาคม 2556 การจดัการชุมชนเพือ่การพฒันาทีย่ัง่ยนื ( II )

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The Role of Higher Education Institutions (HEIs) in Local Governance Joan T. Carinugan*

Alex B. Brillantes, Jr**

Abstract

This study examines the contribution of Higher Education Institutions (HEIs) to local governance, focusing on their LGU Capacity Building Program, which seeks to assist local government units in their efforts in improving local governance.

It aims to contribute to the literature and empirical studies on the role of HEIs in local governance, which at present are quite minimal. The study will cover selected HEIs in the National Capital Region. Institutions were chosen based on three main criteria: they have MPA/MPM Program, their institutional membership to the Association of Schools of Public Administration in the Philippines (ASPAP) and their reputation for a strong LGU Capacity Building Program. These institutions were given the chance to be involved directly in actual local governance.

The basis of the framework presented in this study builds upon the concept of governance that capacity building is central to development. A HEI is there to build capacity. Capacity is an input to or leads to, performance and LGU performance is an input to, or leads to local governance that is efficient, effective and responsive.

The study takes off from the “town and gown” framework: the HEI (gown) in order to be fully relevant and responsive should be able to meet the academic needs of the geographic area (town) where it operates. As local institutions, both the HEIs and LGUs have the responsibility to develop the community. Both are mandated and committed to pursue local development goals and objectives to make the community or local area a better place to live in.

* Ph.D., Candidate, National College of Public Administration and Governance, University of the Philippines. ** Ph.D., Professor, NCPAG, University of the Philippines, Advisor. Presented At the National and International Graduate Student Conference Community and Environmental Management for Sustainable Development in ASEAN

วารสารการเมอืงการปกครอง

ปีที ่3 ฉบับที ่2 มนีาคม – สิงหาคม 2556 การจดัการชุมชนเพือ่การพฒันาทีย่ัง่ยนื ( II )

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The study primarily employs the case method in determining how HEIs contribute to local governance. To evaluate the HEIs’ LGU Capacity Building Program, the following indicators will be used: mission, policy, management, human resource, funding and information resource. Key informants from both HEIs and LGUs will be interviewed to determine corrective measures to improve HEIs’ Capacity Building Program and develop a framework that will help strengthen their partnership toward the end goal of improving local governance – one that is efficient, effective, and responsive. Keywords: Good Governance/Capacity Building/Local Government/Philippines INTRODUCTION Background of the Study

As local institutions, the role of higher education institutions (HEIs) in the development and governance of community cannot be overemphasized. Aside from molding the character of the young, they work to develop leaders who would be at the forefront of community development and governance. HEIs have the knowledge and expertise in many learning areas which can be considered of value to the local government units (LGUs) in building up its capacity. By virtue of their knowledge and expertise, the HEIs would be in a better position to provide technical assistance to help enhance the capacity of the LGUs (ASPAP 2006:110). Indeed, if there is one purpose of higher education, it can be summed up as the improvement of human life. This is implied in all the four objectives enumerated in the Education Act of 1982, in the Higher Education Act of 1994, Higher Education Modernization Act of 1997, and in the 1987 Constitution.

The goal of the study is to strengthen the linkage between HEIs and LGUs. It will evaluate the HEIs’ LGU Capacity Building Program with the aim of enhancing capacities of LGUs to have efficient, effective and responsive local governance. It hopes to contribute to the dearth of literature and empirical studies on the role of HEIs in local governance.


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Higher Education Institutions in the Philippines In the Philippines, most tertiary institutions are generically called higher education

institutions by CHED. Philippine Congressional Commission on Education classified tertiary education into post-secondary education and higher education. The former shall include all non-baccalaureate technical and academic programs after secondary level, while the latter shall include all undergraduate and graduate degree programs in colleges and universities. What makes it “higher” or distinct from the other levels of the educational system – viz., elementary education and secondary education, lies in the very nature of higher education, in which there is a clear orientation towards knowledge as contained in the various academic disciplines. Higher education is actually concerned with initiation into the frameworks of knowledge, into the associated concepts, methods and values (PCCE 1992:2-3).

History The system of higher education started during the Spanish period, at the early

seventeenth century, with the establishment of the University of Sto. Tomas in 1611 by the Dominician Friars, and subsequently, the University of San Ignacio, both in the City of Manila, and the University of San Carlos in Cebu City. It was then used by the colonizers as a means to Christianize the Filipinos, to Hispanize the elites, and to make the subjects obedient and docile to Spain. At the turn of the 20th century, the Americans occupied the country and introduced their system of education. Several public higher education institutions were founded, the most notable of which is the University of the Philippines and the Philippine Normal College, now a university. Higher education during the period was purportedly aimed at the democratization of the Philippines according to American patterns, with emphasis on self-government, the propagation of the English language, the promotion of the dignity of labor, and the initiation of mass education as the base of an enlightened democracy.

During the brief Japanese occupation (1942-1945), educational policies centered along Japanese nationalism and ways of life. The schools which responded to the call for reopening were placed under strict surveillance of the Japanese Military Administration (Bureau of Higher Education 1992).



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The present system of higher education in the country was modeled after the American system. Through the years, however, adaptations and modifications have been made in the system to make it more responsive to the present and future needs of the country. Legal Basis

The Department of Education, Culture and Sports (DECS) is the instrumentality of the government to carry out the mandates on education outlined in the 1987 Philippine Constitution (Bureau of Higher Education 1992).

The Commission on Higher Education(CHED) was created on May 18, 1994, through the passage of Republic Act No. 7722, or the Higher Education Act of 1994, which made it independent and separate from DECS, and attached to the Office of the President for administrative purposes only. CHED is headed by a chairman and four commissioners, each having a term of office of four years. The Commission En Banc acts as a collegial body in formulating plans, policies and strategies relating to higher education and the operation of CHED. The creation of CHED was part of a broad agenda of reforms on the country’s education system outlined by the Congressional Commission on Education (EDCOM) in 1992. Part of the reforms was the trifocalization of the education sector into three governing bodies: the CHED for tertiary and graduate education, the Department of Education (DepEd) for basic education and the Technical Education and Skills Development Authority (TESDA) for technical-vocational and middle-level education (www.ched.gov.ph).

Regulation and Supervision

All HEIs are under the supervision of, and subject to the regulations of the state. CHED, which was created by Republic Act 7722 or the Higher Education act of 1994, is responsible in the formulation and implementation of policies, plans and programs for the development and efficient operation of the higher education system in the country.

Geographically, there are 2,180 HEIs in the country consisting of 607 public HEIs and 1,573 are private HEIs. The Public HEIs include: 110 SUCs main campuses, 388 satellite campuses, 93 LUCs, 10 Other Government Schools, one (1) CHED Supervised Institution (CHED-ARMM) and five (5) special HEIs (www.ched.gov.ph).

http://www.ched.gov.ph/

http://www.ched.gov.ph/


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Table 1 Distribution of Higher Education Institutions by Region and Sector

(As of August 2010) Source: Commission on Higher Education website accessed on 5 August 2011 at http//www.ched.gov.ph.

Mandated Role of HEIs in Local Development That education is important in nation-building is a fact recognized by the State. This is

evident in Art. II, Sec. 17 of the 1987 Constitution which provides that “the State shall give priority to education, science and technology, arts culture, and sports to foster patriotism and nationalism, accelerate social progress, and promote total human liberation and development.

Region Public Private Total I 30 78 108 II 22 47 69 III 59 168 227

IVA 74 202 276 IVB 45 41 86

V 45 100 145 VI 72 80 152 VII 35 126 161 VIII 42 58 100 IX 49 52 101 X 19 64 83 XI 17 78 95 XII 16 75 91

NCR 34 278 312 CAR 19 33 52

ARMM 15 50 65 Caraga 14 43 57 Total 607 1573 2,180



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That higher education in itself has value and can be pursued for its own sake does not preclude its instrumental role in a society’s developmental goals. In a developing country like the Philippines, it has in fact, a purpose, as set forth in Sec. 23 of Batas PambansaBlg. 232, the Education Act of 1982:

1. To provide a general education program that will promote national integrity and spiritual vigor.

2. To train the nation’s manpower in the skills required for national development. 3. To develop the professions that will provide leadership for the nation. 4. To advance knowledge through research work and apply new knowledge for

improving the quality of human life and responding effectively to changing societal needs and conditions.

Furthermore, Sec. 4 (s) of Republic Act No. 8292, also known as the "Higher Education

Modernization Act of 1997 states that “The governing body of state universities (Board of Regents) and colleges (Board of Trustees) shall have the powers and duties: to develop consortia and other forms of linkages with local government units, institutions and agencies, public and private, local and foreign, in furtherance of the purposes and objectives of the institution.

Also, RA No. 7722, also known as the Higher Education Act of 1994, is quite clear on the role of HEIs in development, that HEIs shall gear their programs to national, regional or local development plans. Higher education must address itself to the national aspirations for unity, progress, and equity. It shall help reduce if not eradicate the ills of society, mainly poverty and injustice. Specifically, Sec. 2 of Republic Act No. 7722 states, “State-supported institutions of higher learning shall gear their programs to national, regional or local development plans.”

Indeed, if there is one purpose of higher education, it can be summed up as the improvement of human life. This is implied in all the four objectives enumerated in the Education Act of 1982, in the Higher Education Act of 1994, Higher Education Modernization Act of 1997, and in the above-cited Constitutional provision.


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A. Research Objectives and Statement Of The Problem The main goal of the study is to strengthen the linkage between HEIs and LGUs. It aims

to evaluate the LGU Capacity Building Program of selected HEIs in the National Capital Region with the aim of enhancing capacities of LGUs to have efficient, effective and responsive local governance.

In this light, the General Problem of the study is: “Do HEIs’ LGU Capacity Building Program contribute to the enhancement of LGUs’ capacity toward efficient, effective and responsive local governance?”

This will be answered by breaking it down into Specific Research Problems: 1. How do HEIs address the needs of LGUs through their LGU Capacity Building

Program? 2. How do HEIs manage their LGU Capacity Building Program as to:

a. mission; b. policy; c. management; d. human resource; e. funding; and, f. information resource.

3. What are the needs, problems and gaps encountered by HEIs in the implementation of their LGU Capacity Building Program?

4. What are the responses of LGUs to the HEIs’ LGU Capacity Building Program? 5. How to promote quality standards in the delivery of capacity building programs of

HEIs?

At present, there are virtually no in-depth studies/analysis on the working relationship and partnerships between the HEIs and LGUs. A clear configuration on how to foster “partnership” between HEIs and LGUs is needed. Studies show that there is dearth of technical and competent personnel at the local level amidst the various capacity programs to strengthen their administrative and technical capabilities. There is no clear indicator or measure of their level



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of capacities and how they utilize such capacities. This is a critical gap that must be examined to determine the capacities still needed to be developed among the LGUs and to track the progress in their performance through the application of these capacities (Panadero 2002). B. Significance of the Study

The study was conceived to bring forth valuable results to key agencies and other concerned sectors. Specifically, this study hopes to contribute to HEIs in adopting strategies and approaches to improve their LGU Capacity Building Program towards effective, efficient and responsive local governance.

For Higher Education Institutions in the Philippines. HEIs will be informed of their current as well as possible future activities in line with their LGU Capacity Building Program. It is hoped that this study will be useful to the HEIs in its delivery of the program and strengthen their role in local governance.

For Local Government Units. This will serve as a comprehensive, incisive, and useful reference for LGUs to assess their needs, identify the areas where it needs assistance and guidance and to make the partnership with HEIs work towards improving local governance.

For Scholars of Public Administration. The study will provide significant information for the scholars of public administration (PA) as this explains the role of HEIs in local governance through its LGU Capacity Building Program.

Contribution to PA Knowledge. Finally, this study hopes to make a unique and significant contribution to Philippine Public Administration (PA) knowledge by establishing a framework that is designed to strengthen the linkage between the HEIs and LGUs with the goal of improving local governance. The topic is pursued to contribute to the dearth of literature and empirical studies on the role of HEIs in local governance. While there have been studies conducted about the role played by HEIs in local governance around the world, little has been written on the matter in the Philippine context.


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C. Scope and Delimitation of the Study The central focus of this study is the HEIs’ LGU Capacity Building Program. It will cover both customized Degree and Non-Degree Programs designed for building capacities of LGU officials and employees. The HEIs’ LGU Capacity Building Program will be evaluated as to mission, policy, management, human resource, funding, and information resource.

Selected HEIs with in the National Capital Region will be covered by the study. (Please refer to discussion on Case Study HEIs in Methodology). CONCEPTUAL FRAMEWORK

The context of governance arises from the understanding that sovereignty resides in the people and that public officials whom citizens elect and to whom they delegate power and responsibility are merely stewards of this power and are therefore accountable to them (Institute of Politics and Governance as cited in LGSP 2006).

Governance, in this case, local governance, connotes the idea of mobilizing and bringing together various sectors of society in the exercise of government’s public policy making, delivery of services and management of affairs. According to UNDP (1997), it can no longer be a closed system. It includes the state but transcends it by taking in the private sector and civil society. All three are critical and has a unique role in promoting and sustaining development.

The basis of the framework presented in this chapter is simple. It builds upon the concept of governance that building capacity is central to development. Higher education institution is there to build capacity. Capacity is an input to or leads to, performance and LGU performance is an input to, or leads to local governance that is efficient, effective and responsive.

As it has been observed, most LGUs lack the required capacity to carry out their new responsibilities. They do not have the administrative and management skills nor personnel, service delivery systems, mechanisms and procedures for carrying out their new mandates and interacting with their newly empowered constituents. Indeed, citizens themselves were often unable to participate meaningfully in the new special bodies and contribute to their communities.

Whether equipped or not, all local chief executives are now forced to assume a greater and heavier responsibility in local governance. As empowered entities in the new political set-up, LGUs are primarily responsible for establishing and, consequently, managing, an organization



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that is receptive to the needs of its constituents. The immediate challenge for LGUs is to measure up to the demands of local governance – to possess the capability to discharge the additional responsibility and accountability that decentralization entails (Juan 1999). As the demand for excellence in local governance grows among citizens, LGUs need to increase their demand for assistance. This is where capacity development becomes the central strategy for building the needed skills and systems, and for meeting the challenges of local government management and delivering services in the face of insufficient resources and revenue generation constraints. Capacity development, as Grindle (1997) says promotes excellence in local governance by enhancing the ability of people to improve processes, maximize opportunities, harness and manage resources, and develop potentials for sustainable growth. One of its components is capacity building which can focus on human resource development, organizational strengthening, and institutional reform.

The study will focus on human resource development as good people are needed to manage LGU’s more important resource – its human resource. Their abilities, as local officials are critical to the performance and achievement of public purpose. Once capacities are built, LGUs would be sources of development and progress because local officials and personnel would have the expertise to propel their respective LGUs to greater heights.

Partnership

As community problems become more complex and challenging, LGUs have to work collaboratively with the HEIs to develop capacities among them. HEIs have the advantage of knowledge resources that can be shared with the LGU. It is this expertise that can contribute to the capacity building of LGUs. Both the HEI and LGU servicing the area, have a responsibility in the development of the community even as they are both mandated and committed to make the community a better place to live in, each one should have a role to play in the area of local governance. Both should work together to improve delivery of services at the local level.

The “town and gown” approach implies a partnership between the “town” which is the community or local government and the “gown” which is the university or HEI in the local area. The relationship, according to ASPAP (2006), is seen to be more of a “partnership” wherein each participant shares its resources for a common cause or goal, i.e. the development of the local


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community. This notion also represents a better strategy in addressing a common goal or objective than having each partner operating independently.

As local institutions, both the HEI and LGU servicing the local area, has the responsibility to develop the community. Both are mandated to pursue local development goals and objectives to make the community or local area a better place to live in. Thus, each one has a role to play in the area of local development and governance.

As it has been said, the HEI as an education institution has the knowledge and expertise in many learning areas which can be considered of value to the LGU in building up its capacity. By virtue of its knowledge and expertise, the HEI would be in a better position to provide assistance to help enhance the capacity of the LGU.

To evaluate the HEIs’ LGU Capacity Building Program, the following indicators will be used: mission, policy, management, human resource, funding and information resource.

The variables for assessing HEIs were taken from the international (UNESCO), regional (ASEAN University Network) and local (CHED Philippines) institutions for quality education. The following indicators apparently marked as the common major critical factors used at three levels: mission, policy, management, human resource and funding. With the aim to improve the way we assess the HEIs’ role in local governance, the study adds another quality indicator, the Information Resource.

The framework starts with how the institution integrates the local development goals and objective into its mission and how the institution plans to build capacities among LGUs by translation of the goals into a policy, management of the program, human resource management, funding, and the utilization of information resource to achieve the intended goals. HEIs will be assessed if they have a clear policy on LGU Capacity Building Program as part of their contribution to society and the community. The management structure of the institution in line with LGU Capacity Building Program will also be evaluated. To evaluate the human resource, the quantity and quality of its workforce involved in the program will be considered. Quantity will look into the adequacy of manpower resource in-charge of the delivery of the program. Quality of its workforce will be evaluated based on their relevant experiences, training and interdisciplinary knowledge and skills. Funding, on the other hand will be assessed based on the HEI’s internal and external funding. Information as a resource will be included as one of the variables to assess the



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HEI in terms of its information and communication technologies that could help facilitate efficient and effective learning.

METHODOLOGY To realize the main goal and specific objectives of the study, appropriate research design, data-gathering tools and techniques will be utilized.

Research Design The study will primarily employ the case study method to determine how selected HEIs

in the National Capital Region (NCR) contribute to local governance through their LGU Capacity Building Program. The usual objective of a case study is to capture how an organization has evolved, how it is constituted, and how it normally performs it regular activities. The major thrust is to characterize how it operates in reality (Bautista 1998:145). The study will assess the impact of selected HEIs to LGUs through their LGU Capacity Building Program.

Case Studies The case study HEIs in the National Capital Region are chosen based on the following: 1. The selected HEIs have MPA/MPM Program. 2. They have LGU Capacity Building Program. 3. They are active members of the Association of Schools of Public Administration in the

Philippines, Incorporated (ASPAP), a non-stock national organization of college and universities in the Philippines offering public administration/management education programs.

4. Availability of support from ASPAP Management.


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Table 2: Case Studies Name of HEI Type of HEI LGU Capacity Building Program

Start of LGU Capacity Building Program

Degree Program Non-Degree Program

(Trainings/Seminar-Workshops)

1. Ateneo de Manila University - Ateneo School of Government

Private (Sectarian)

Degree Program : 1998 Non-Degree: 1997

with Customized MPM Program - MPM specialized in Local Governance for Local Government Units (LGUs) - Leadership and Local Governance Enabling effective and ethical leaders, strengthening local governance

conducts trainings and seminar-workshops

2. Development Academy of the Philippines

Special HEI Degree Program : 1995 Non-Degree: 1973

with MPM major in Local Governance and Development -has ladderized program leading to MPM degree

conducts trainings and seminar-workshops through the Local Development Office

3. Jose Rizal University

Private (Non-Sectarian)


-with MPA Program major in Local Governance and Diploma Course in Local Governance

-MPA Program’s technical and advisory assistance to the city government in various development efforts.



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Name of HEI Type of HEI LGU Capacity Building Program

Start of LGU Capacity Building Program

Degree Program Non-Degree Program

(Trainings/Seminar-Workshops)

4. University of Makati - College of Governance & Public Policy

Local University


-with Bachelor of Arts in Political Science major in Local Government Administration-Executive Program, through The Senator Aquilino Pimentel Center for Local Governance – designed for local government executives, senior staff members, & other individuals in the practice of good governance. 6-22 months.

Conducts trainings/seminar-workshop through the Pimentel Center for Local Governance in partnership with Philippine Councilors’ Leagues.

5. University of the Philippines – NCPAG

State University

Degree Program : none Non-Degree: 1965

None provides training, research, consultancy and technical assistance to LGUs through the Center for Local & Regional Governance


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Research Instrument This study will make use of semi-structured focus interviews for both key informants in

both HEIs and LGUs. Sets of questionnaires will be developed, validated and used to gather the data needed to answer the research problems posed.

Data will be collected through interviews with HEIs’ officials and other key informants; and LGU officials and employees who are graduates of HEI’s LGU Capacity Building Program. Review and analysis of secondary materials such as institutional documents, Memorandum of Agreements between HEIs and related studies on HEI and local governance will also be utilized.

Period of Time to be Examined

The time period of the study covers five years, from 2006-2011. It will be supplemented by data from on-going programs on LGU Capacity Building. Data Analysis

To answer Research Problem 1, which aims to determine how HEIs address the needs of LGUs through their LGU Capacity Building Program, the study develops a guide questionnaire that will identify the programs of HEIs (degree and non-degree) to help improve or enhance the LGUs’ capacity.

To answer Research Problem 2, which aims to examine the HEI’s LGU Capacity Building program, HEIs will be assessed according to their mission, policy, management, human resource, funding, and information resource. The study modifies the checklist used by the ASEAN University Network for evaluating quality institutions. Table 3 shows the checklist for evaluating HEI.



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Table 3. Checklist for Evaluating HEI

INDICATORS/VARIABLES 1* 2** 3***

Mission The institution incorporates in their vision, mission, goals and objectives/aims the development goals of the local community,

Verdict Policy The institution has a clear policy and strategic plan for LGU Capacity Building Program formulated in line with its vision, mission and goals.

Verdict Management The institution has a clear management structure in line with LGU Capacity Building Program in which the decision-making process, competencies and responsibilities have been clearly fixed.

Verdict Human Resource

Quantity The institution has adequate number of manpower to deliver its LGU Capacity Building Program

Quality The officials and staff involved in the program are competent for their tasks.

Verdict Funding The university has adequate funding to achieve its goals and aims.

Internal The institution has sufficient funds for the program.

Internal The institution receives grants from external sources.


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INDICATORS/VARIABLES 1* 2** 3*** Verdict Information Resource The institution has information and communication technologies that could facilitate efficient and effective learning.

Verdict Final Verdict Note: Modified version of the AUN Checklist on the Quality of an Institution.

The study adopts a 3-point rating scale for its assessment. The scaling aims to offer the HEIs an instrument for scaling their verdicts and to see how far they have progressed on the way to meeting the criteria and to see how far quality is assured. The meaning of the value in the 3-point scoring scale is as follows:

* 1 – inadequate/unsatisfactory (no documents, no plans, no evidence)

**2 – adequate/satisfactory (documents available and evidence that they are used, but no more than might be expected) *** 3 – good practice/excellent (clear evidence on the efficiency of the aspect/ example of best practices)

As weight is not allocated to each criterion, the overall opinion would be based on the achievement or fulfillment of the criterion as a whole. It should not be computed based on the average score of the statements under each criterion. A summary of the key strengths and areas for improvement will be tabulated.

To answer Specific Problem 3, which aims to determine corrective measures to improve HEI, officials and key informants of the institution will be interviewed as regards to their needs, problems and gaps they encountered in the implementation of their LGU Capacity Building Program.

To answer Research Problem 4, which aims to determine the responses of LGUs to HEIs’ LGU Capacity Building Program, questionnaire is developed to determine the responses of LGU key informants to trace the inputs which are attributable to the HEIs.



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To answer Research Problem 5, which aims to develop a framework that will set standards in the delivery of Capacity Building Programs of HEIs, this study will analyze the regulatory agencies and semi- or non-HEI agencies that tend to do both the functions of offering capability building programs as well as issuing regulations and directives.

The research questionnaires, data gathering methods, and analytical techniques are presented in Table 4.

RESEARCH QUESTIONS

DATA GATHERING

METHODS

FOCUS TECHNIQUES

1. How do HEIs address the needs of LGUs through their LGU Capacity Building Program?

Interview and review of secondary data.

HEIs The study will use semi-structured questionnaires to interview key informants from HEIs (see Appendix A).

2. How do HEIs manage their LGU Capacity Building Program as to:

a. mission; b. policy; c. management; d. human resource; e. funding; and f. information

resource.

Interview HEIs The study will use the AUN instrument as modified by the author to evaluate the HEIs’ LGU Capacity Building Program found in Appendix B.


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RESEARCH QUESTIONS

DATA GATHERING

METHODS

FOCUS TECHNIQUES

3. What are the needs, problems and gaps encountered by HEIs in implementing their LGU Capacity Building Program?

Interview HEIs The study will interview key informants from HEIs using the guide questions found in Appendix C. Also, the study will use the summary of strengths and areas for improvement for HEI in Appendix E.

4. What are the responses of LGUs to HEIs’ LGU Capacity Building Program?

Interview Graduates or participants of HEIs’ Program on LGU Capacity Building Program (degree and non-degree)

This will measure the impact of HEIs’ LGU Capacity Building Program to LGUs to ascertain if the former have value added to the latter. Please see Appendix D.

5. How to promote quality standards in the delivery of capacity building programs of HEIs?

Interview Capacity Building Institutions: CHED, LGA-DILG, Leagues of LGUs, etc…

Interview key informants from various capacity building institutions such as LGA-DILG, Leagues of LGUs, CHED and other agencies that tend to do both the functions of offering capability building programs as well as issuing regulations and directives.



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